1 to 1 digital learning
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This document discusses using digital learning and 1:1 devices in math classrooms. It outlines advantages like meeting 21st century skills, engaging students, and ease of distributing information. Disadvantages include lack of computer literacy, reliability issues, and students forgetting devices. The author describes using flipped videos from Khan Academy, uploading practice and assessments for students to complete digitally and submit for feedback, and using online testing platforms. Instructions are provided on sharing files and folders with students so they can make copies to complete and return classwork digitally.
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1 to 1 digital learning
This document discusses the advantages and disadvantages of using 1:1 digital learning in math classrooms. It outlines how digital tools can help achieve 21st century learning objectives, provide an alternative way of teaching and learning, grab students' attention, and easily distribute and share information with less paper. However, it also notes potential lack of computer literacy, dependence on reliable technology, and issues if students forget devices or chargers at home. The document then provides examples of how one teacher uses digital tools for flipping videos with Khan Academy, assigning and collecting practice, homework, and assessments digitally, and facilitating online classwork and assessments through platforms like SchoolNet, Edmodo and OpenClass.
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However, technology is just one aspect of the learning environment in classrooms. In this talk, I touch on the design of physical classroom space, and question the very need for constructs like grade divisions and classroom walls.
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However, technology is just one aspect of the learning environment in classrooms. In this talk, I touch on the design of physical classroom space, and question the very need for constructs like grade divisions and classroom walls.
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The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
Building Bridges to Better Online Education
The document summarizes the development of a program to recognize excellence in online course design through a peer review process. It describes the goals of improving online courses and helping institutions achieve recognition. Details include establishing submission guidelines, assembling review teams, providing feedback to applicants, and recognizing the benefits to instructors and students. In the first two years, the program reviewed 13 courses total and recognized 4 as exemplary.
Emergency remote teaching or online learning?
1. The document discusses the differences between remote teaching due to the pandemic and online learning, with remote teaching being a temporary emergency response and online learning involving more planning and support.
2. It addresses challenges for students, teachers, and schools during the pandemic and remote learning period. Equity issues, keeping students engaged, and supporting overall well-being are some of the key challenges discussed.
3. The document provides recommendations for remote teaching during the pandemic such as focusing on social-emotional learning, using the simplest digital tools, and emphasizing clear instructions and feedback for students. It stresses the importance of support for learners.
Applying Gamification Principles to Online Faculty Professional Development
Presentation delivered to the Nevada Conference on Digital Learning, April 12, 2014 in Las Vegas, Nevada.
Teaching in 21st Century: Smart Classes
This document discusses smart classrooms, which use computers, multimedia, and networking technologies to enhance classroom learning. Smart classrooms aim to improve teaching effectiveness and make learning more engaging for 21st century students by bringing concepts to life through interactive technologies. Key features of smart classrooms include equipment like projectors, speakers, and internet access to facilitate active learning through student presentations, discussions, and interactions between globally connected classrooms. Research shows that students taught in smart classrooms tend to achieve better academic results compared to those in traditional classrooms. While smart classrooms have advantages, their widespread implementation faces challenges due to high costs and lack of infrastructure in underprivileged areas.
A semi-synchronous approach to critical thinking
1) The document summarizes a workshop on a semi-synchronous approach to developing critical thinking skills online. It discusses student feedback, course delivery, and course design.
2) Student participation declined slightly throughout the week-long course but remained high. Students reported that the daily activities kept them engaged with the material even when tired. They found the personalized feedback sessions very helpful.
3) In reviewing the course design, students felt the interactive content was easy to navigate and optimized learning, though some decorative elements could be reduced to focus on goals. The reflections discuss improving design quality, balancing student and instructor needs, and next steps.
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2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
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This document provides definitions for 20 key terms related to ancient civilizations. The terms include inventions, types of governments, economic roles like traders and merchants, religious concepts like temples and priests, and scientific fields like astronomy, geography, and architectural structures. The purpose is to define important vocabulary for understanding ancient civilizations.
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Early writing began as pictograms used by Mesopotamians to record crop amounts and taxes. Over time, these signs evolved into the script known as cuneiform, which was invented in southern Mesopotamia. Cuneiform was adopted by other groups like the Sumerians and Akkadians to record all sorts of administrative and cultural information. Scribes wrote cuneiform wedge-shaped signs onto clay tablets using reed tools, and the system developed over thousands of years, with signs changing orientation and taking on multiple meanings, including becoming representations of sounds.
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The document discusses the key elements and resources needed for humans to survive - water, food, and shelter. It then examines the four major cradles of ancient civilizations - Mesopotamia along the Tigris and Euphrates rivers, Egypt along the Nile river, India along the Indus river, and China along the Yellow river. The document also lists the eight basic features of a civilization as writing systems, infrastructure, government/laws, art/architecture, social classes, organized religion, job specialization, and the development of cities.
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Archaeology is the study of ancient civilizations through their remains and artifacts. Archaeologists excavate sites to learn about how people lived in the past. They search carefully in a grid system, record the location of any finds, and analyze artifacts in a lab. With permission, they dig at places like middens, which were ancient trash dumps that contain clues about the past through flakes and other remnants. By piecing together fossils and artifacts, archaeologists can reconstruct life in periods before written history.
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This document discusses using digital learning and 1:1 devices in math classrooms. It outlines advantages like meeting 21st century skills, engaging students, and ease of distributing information. Disadvantages include lack of computer literacy, reliability issues, and students forgetting devices. The author describes using flipped videos from Khan Academy, uploading practice and assessments for students to complete digitally and submit for feedback, and using online testing platforms. Instructions are provided on sharing files and folders with students so they can make copies to complete and submit classwork.
Numberline notes
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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1 to 1 digital learning
- 1. 1:1 Digital Learning in the Math classroom. Melanie Anderson
- 2. Why??? Or the Advantages • 21st century learning objectives • Another approach to teaching and learning • Gets student’s attention • Easy distribution of information • Less paper
- 3. Cons or the disadvantages • Lack of computer literacy • Dependability of hardware and internet provider • Student left their Chromebook, charger at home • What do you think? • Share your experiences
- 4. How I Use Digital 1:1 Flip Videos
- 5. How I Use Digital 1:1 Flip Videos • Khan Academy Videos
- 6. How I Use Digital 1:1 Practice, Homework and Assessments • Upload and share out to students • Students complete the practice on their Google doc • Submit their paper digitally for you to check • Students can make comments • You can give feedback to students
- 7. How I Use Digital 1:1 Online Assessments • SchoolNet • Edmodo • OpenClass • Teacher Created
- 8. How I Use Digital 1:1 Online Assessments
- 9. How I Use Digital 1:1 Online Assessments
- 11. How I Use Digital 1:1 Classwork
- 12. How I Use Digital 1:1 Now its your turn! Create a document As an Instructor: • Create • Upload • Share • Organize Use the document As a Student: • Make a Copy • Complete the work • Share
- 13. • Click on the Red up Arrow • A new drop down box appears • Click on “Files or Folder” • Select your file • In the lower right-hand corner a new dialogue box appears
- 14. • Share window • Invite
- 15. Recipients will be notified through their email or they can go directly to their google drive
- 16. Make a Copy Step One Step Two Step Three
- 17. Closing thoughts or Comments? manderson@currituck.k12.nc.us Thank you for participating!