ATA Workshop Oct 2007
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The document discusses the Virtual Historian (VH), a digital history program created by Stéphane Lévesque. It provides an overview of VH's features, including its library of historical cases organized around essential questions, its use of primary sources and multimedia, and its focus on engaging students in active historical inquiry. Research studies found that students using VH performed better on tests of historical understanding compared to traditional instruction. Educators praised VH for developing students' historical thinking skills and empowering them to take part in the work of historians.
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This document describes two blended-learning teachers, Lori Treiber and Scott Nolt, at two North Carolina high schools. They each teach twice as many students compared to traditional classes by alternating between in-person and online instruction. Treiber uses a lab rotation model where half her biology students are in class while the other half works online, then they switch. Nolt uses a flex model where half his history students are in class on alternating days while the other half works online from home. Both teachers personalize learning for each student and use data to adjust instruction. Their models allow them to effectively teach more students within regular school budgets.
Gales secondary resources for NOVELny the basics and more
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The document discusses reusable learning objects (RLOs) and their use and benefits in higher education. It describes how RLOs can be used to teach content, enable self-assessment of mastery of content, and provide repeated access for students. A case study is presented of a project at University of Massachusetts Dartmouth to create library tutorial RLOs to improve students' information literacy skills. The process of planning, developing, and integrating the RLOs is outlined. Assessment found that the tutorials helped students complete assignments more effectively and increased use of scholarly sources. Lessons learned stressed coordinating with librarians and providing faculty support for RLO integration.
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There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
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Presented by Vladimir Iglovikov:
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The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
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Bob Boule
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ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
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ATA Workshop Oct 2007
- 1. Presents
- 6. “Playing” History “ In the history courses I took in school in the 1960s, we read about history, talked about history and wrote about history; we never actually did history… – Canadian historian Chad Gaffield (2001)
- 7. “Playing” History … If I had learned basketball in this way, I would have spent years reading the interpretations and viewpoints of great players, watching them play games, and analysing the results of various techniques and strategies… – Canadian historian Chad Gaffield (2001)
- 8. “Playing” History … Instead, though, I was soon dribbling a basketball and trying to shoot it into the hoop after just a few instructions. In my history courses, by contrast, … I began in earnest to play the sport only at the doctoral thesis level.” – Canadian historian Chad Gaffield (2001)
- 17. The Virtual Historian Library
- 18. Requires technology and computer literacy skills Approved and available in all schools and classrooms In-depth analysis and investigation (applied, hands-on) Curriculum efficient and effective overview of large period of time Discover selected historical issues (“cases”) Cover wide variety of historical content Virtual Historian Textbook
- 27. An exploratory study: G10 TVDSB 2.86 (0.88) - 2.30 (0.88) - Meta-cognition 14.80 (2.52) - 8.64 (4.43) - Essay 12.45 (1.32) 4.12 (2.47) 9.81 (2.41) 2.17 (1.20) Tests Post-test Mean (std dev.) Pre-test Mean (std dev.) Post-test Mean (std dev.) Pre-test Mean (std dev.) Experimental Group Control Group Variables
- 39. To Experience VH… Visit: www.virtualhistorian.ca Or www.historienvirtuel.ca Email: [email_address] for free trial access