The document outlines a technology plan for a school district with five goals over three years: 1) establish learning goals for student success, 2) provide developmentally appropriate devices, 3) provide professional development for teachers, 4) create a blended digital and physical learning environment, and 5) improve infrastructure. It discusses models for technology integration and provides recommendations for device selection, noting that a combination of Chromebooks and iPad Minis could save $782,000 compared to all MacBook Airs.
A Learning Setting Based on Competitions for Agile Software Engineeringdcsunu
In learning, competitions are used for years in applications of robotics because of the increased learning efficiency. Likewise, competitions can be used as learning catalyzers in software engineering. In this work, a graduate-level course in software engineering is flourished with a learning setting based on competitions. The course relies on teaching agile software engineering methodologies. A project is implemented using an agile methodology because of the preparation of the students to the real world. From the software engineering point of view, software development should be learned by the students by experiencing the entire development life cycle. From the business point of view, the students should learn to take roles in software development by experiencing teamwork and collaboration, and they should be ready for the software development issues of real life. Competition-based learning supports these two points of view by increasing teamwork, creating self-motivation, and by simulating today’s fast-changing environments. In short, learning efficiency is increased for a course of agile software engineering using a competition-based learning setting by adapting a problem from mathematics.
A Learning Setting Based on Competitions for Agile Software Engineeringdcsunu
In learning, competitions are used for years in applications of robotics because of the increased learning efficiency. Likewise, competitions can be used as learning catalyzers in software engineering. In this work, a graduate-level course in software engineering is flourished with a learning setting based on competitions. The course relies on teaching agile software engineering methodologies. A project is implemented using an agile methodology because of the preparation of the students to the real world. From the software engineering point of view, software development should be learned by the students by experiencing the entire development life cycle. From the business point of view, the students should learn to take roles in software development by experiencing teamwork and collaboration, and they should be ready for the software development issues of real life. Competition-based learning supports these two points of view by increasing teamwork, creating self-motivation, and by simulating today’s fast-changing environments. In short, learning efficiency is increased for a course of agile software engineering using a competition-based learning setting by adapting a problem from mathematics.
منظومة المدرس العصرى هى أحدث تكنولوجيا لتقديم وأدارة المحتوى الإلكترونى التعليمى فى الفصول الإلكترونية. حيث تقوم المنظومة بالربط بين السبورة الألكترونية وجهاز المدرس وأجهزة الطلاب فى الفصل الألكترونى لخلق مناخ تعليمى تفاعلى يتمركز حول الطالب كأساس العملية التعليمية ويقوم المدرس بدور الميسر للعلمية التعليمية ويتم من خلالها تطبيق التعليم التفاعلى والتعليم التعاونى والتعليم المدمج وتتكون المنظومة من تطبيقين: المدرس العصرى وهو خاص بالمدرس والطالب العصرى وهو يخص الطالب. وتتكون المنظومة ن ثلاثة مكونات: فللمدرس هناك خطة الدرس ومكتبة مصادر التعلم الإلكترونية وقاعدة بيانات الأسئلة وللطلب نفس قاعدتى البيانات ومعها تطبيق يمكن الطالب من تدوين ملاحظاته فى الفصل وأثناء الإستذكار
فكرة المنظومة طورها الدكتور عادل خليفة رئيس مجموعة خليفة للكمبيوتر وتنتجها وتسوقها مجموعة خليفة للكمبيوتر وتصلح لجميع المواد وجميع مراحل التعليم فى أى دولة فى العالم وجارى تطويرها كمنظومة بتقنيات الحوسبة السحابية
Knowledge Temple: A Collaborative Knowledge Sharing Technique for Agile Softw...CSCJournals
In today's economy, enterprises require knowledge more than ever before. Employees are being classified based on their skill set and experience, where the tacit knowledge of individuals is a key factor. The effect of knowledge hunger can be easily seen in agile software development teams. To sustain the quality permanence of software development, it is essential to transform individuals' tacit knowledge to core organizational knowledge. To achieve this goal, every software development process utilizes different knowledge sharing and creation approaches. In this paper, a proposed technique, Knowledge Temple, is introduced as a feasible improvement to well-known knowledge sharing challenges for small agile software development teams. It is a hybrid technique, incorporating knowledge sharing and building models, such as cognitive apprenticeship, on-the-job-training, solo programming, pair programming, parallel peer programming, pair rotation, and knowledge repository creation. The proposed technique has been evaluated in the Innovation in Computing Research (iCORE) at Texas A&M University-Corpus Christi. Experimental results show that this hierarchical approach provides an iterative and incremental solution to sharing and creating knowledge in a collaborative and cooperative fashion.
mijn lezing op de Leerstoel van Jos Willems
http://bit.ly/bE5hhG
twitter #ESS2010
ik heb op de moment geen tijd om de presentatie slideshare-able te maken. het is dus gewoon de slideshow die ik gebruikt heb tijdens de presentatie.
Este trabajo es una investigación sobre el concepto de Web 2.0 y las funciones que desempeña el vídeo concretamente dentro de este paso evolutivo de Internet. Comienza contextualizando la nueva etapa y analizando todos los fundamentos de la Web 2.0 mediante el análisis de sus principios básicos y cómo se materializan éstos en aplicaciones y servicios dedicados al usuario. Concluye determinando los lugares en los que el vídeo tiene más protagonismo enmarcado en esta concepción y las repercusiones que trae consigo.
mijn lezing op de Leerstoel van Jos Willems
http://bit.ly/bE5hhG
twitter #ESS2010
ik heb op de moment geen tijd om de presentatie slideshare-able te maken. het is dus gewoon de slideshow die ik gebruikt heb tijdens de presentatie.
The Pecha Kucha delivered at ICE 2010. It probably won't mean much without the story behind each slide, but maybe that's okay. You can go ahead and make up your own story.
Presentation delivered by Andy Kohl and Ben Grey for the District 30 Inservice Day on March 1, 2010.
There were three videos used in this presentation. They won't play in the SlideShare at this point. They were, in order of appearance:
Help with Bowdrill Set- http://www.youtube.com/watch?v=JuFsDN8dsJU
Can This Be His Home?- http://jonorech.wikispaces.com/file/view/Woodson1.wmv
Lost Generation- http://www.youtube.com/watch?v=42E2fAWM6rA
منظومة المدرس العصرى هى أحدث تكنولوجيا لتقديم وأدارة المحتوى الإلكترونى التعليمى فى الفصول الإلكترونية. حيث تقوم المنظومة بالربط بين السبورة الألكترونية وجهاز المدرس وأجهزة الطلاب فى الفصل الألكترونى لخلق مناخ تعليمى تفاعلى يتمركز حول الطالب كأساس العملية التعليمية ويقوم المدرس بدور الميسر للعلمية التعليمية ويتم من خلالها تطبيق التعليم التفاعلى والتعليم التعاونى والتعليم المدمج وتتكون المنظومة من تطبيقين: المدرس العصرى وهو خاص بالمدرس والطالب العصرى وهو يخص الطالب. وتتكون المنظومة ن ثلاثة مكونات: فللمدرس هناك خطة الدرس ومكتبة مصادر التعلم الإلكترونية وقاعدة بيانات الأسئلة وللطلب نفس قاعدتى البيانات ومعها تطبيق يمكن الطالب من تدوين ملاحظاته فى الفصل وأثناء الإستذكار
فكرة المنظومة طورها الدكتور عادل خليفة رئيس مجموعة خليفة للكمبيوتر وتنتجها وتسوقها مجموعة خليفة للكمبيوتر وتصلح لجميع المواد وجميع مراحل التعليم فى أى دولة فى العالم وجارى تطويرها كمنظومة بتقنيات الحوسبة السحابية
Knowledge Temple: A Collaborative Knowledge Sharing Technique for Agile Softw...CSCJournals
In today's economy, enterprises require knowledge more than ever before. Employees are being classified based on their skill set and experience, where the tacit knowledge of individuals is a key factor. The effect of knowledge hunger can be easily seen in agile software development teams. To sustain the quality permanence of software development, it is essential to transform individuals' tacit knowledge to core organizational knowledge. To achieve this goal, every software development process utilizes different knowledge sharing and creation approaches. In this paper, a proposed technique, Knowledge Temple, is introduced as a feasible improvement to well-known knowledge sharing challenges for small agile software development teams. It is a hybrid technique, incorporating knowledge sharing and building models, such as cognitive apprenticeship, on-the-job-training, solo programming, pair programming, parallel peer programming, pair rotation, and knowledge repository creation. The proposed technique has been evaluated in the Innovation in Computing Research (iCORE) at Texas A&M University-Corpus Christi. Experimental results show that this hierarchical approach provides an iterative and incremental solution to sharing and creating knowledge in a collaborative and cooperative fashion.
mijn lezing op de Leerstoel van Jos Willems
http://bit.ly/bE5hhG
twitter #ESS2010
ik heb op de moment geen tijd om de presentatie slideshare-able te maken. het is dus gewoon de slideshow die ik gebruikt heb tijdens de presentatie.
Este trabajo es una investigación sobre el concepto de Web 2.0 y las funciones que desempeña el vídeo concretamente dentro de este paso evolutivo de Internet. Comienza contextualizando la nueva etapa y analizando todos los fundamentos de la Web 2.0 mediante el análisis de sus principios básicos y cómo se materializan éstos en aplicaciones y servicios dedicados al usuario. Concluye determinando los lugares en los que el vídeo tiene más protagonismo enmarcado en esta concepción y las repercusiones que trae consigo.
mijn lezing op de Leerstoel van Jos Willems
http://bit.ly/bE5hhG
twitter #ESS2010
ik heb op de moment geen tijd om de presentatie slideshare-able te maken. het is dus gewoon de slideshow die ik gebruikt heb tijdens de presentatie.
The Pecha Kucha delivered at ICE 2010. It probably won't mean much without the story behind each slide, but maybe that's okay. You can go ahead and make up your own story.
Presentation delivered by Andy Kohl and Ben Grey for the District 30 Inservice Day on March 1, 2010.
There were three videos used in this presentation. They won't play in the SlideShare at this point. They were, in order of appearance:
Help with Bowdrill Set- http://www.youtube.com/watch?v=JuFsDN8dsJU
Can This Be His Home?- http://jonorech.wikispaces.com/file/view/Woodson1.wmv
Lost Generation- http://www.youtube.com/watch?v=42E2fAWM6rA
Stepping from the Shallows: Reclaiming deep thought in the classroomBen Grey
Presentation delivered at ICE 2013. Understand, there was a rich conversation about The Road Not Taken prior to showing the typical questions found on slide 5. The Who Cares slide relates to the difference between the rich conversation we had and the questions that students typically get. Which, leads them to ask, "who cares?" when being forced to interact with deep literature on a surface level.
e-Learning is now widely recognised as an appropriate solution to the problems of logistics, cost and consistency that often reduce the viability of classroom teaching in large, multinational companies. e-Learning has the capability to reach employees across the globe, but this solution brings its own difficulties, such as how to cater for those whose first language is not English. This problem in fact applies increasingly to the domestic employees of some companies, as well as those based in other countries.
For many organisations, producing training in multiple languages is a daunting prospect, and the potential problems appear numerous: how do we ensure uniformity of branding? How can we prevent corporate messages being lost in translation? How far can the effectiveness of the training itself be preserved?
This article explains why these difficulties demand careful thought, but are not insurmountable barriers. Considering various potential problems and solutions, and drawing on successful past projects as evidence, this article details the steps that must be taken to ensure that e-learning interventions become the accepted answer to international linguistic difficulties in training, and not the cause of them.
8. TECHNOLOGY PLAN OBJECTIVES IMPLEMENTATION
OVERVIEW AND GOALS 2012-2013
Establish learning goals and define what
Communication, Collaboration, Creativity, Critical
District 123 believes technology we desire our students to embody when
has the capacity to afford students
GOAL 1 they leave our institution to be successful
Thinking, Problem Solving, and Deepened
Knowledge Base. Create integration plan of goals
in their future.
opportunities to engage the within existing curriculum structure.
process of learning more deeply
and dynamically. The following
plan is intended to provide
direction, clarity, and vision for the
Provide students developmentally 2012-2013
use of technology in the learning
experience for our students, staff GOAL 2 appropriate access to a learning,
computing device.
Fully implement 1:1 with netbooks running
Linux in grades 3-8.
and community.
Over the next three years, our
work will focus on advancing each
of the following five goals. Steps 2012-2013
Provide the professional development Establish and refine scheduling of instructional
for implementation will be
revisited at the end of each year GOAL 3 necessary to effectively use technology
to transform learning in the classroom.
technology coaches to provide job-embedded
professional development. Establish 5 areas of focus
and adjusted as necessary to for professional development through PD goals.
continue moving the plan forward.
Provide a learning ecosystem in which 2012-2013
digital and physical environments are Create a learning ecology that details the
GOAL 4 met in a manner that affords students the digital and physical learning spaces and tools
best potential for learning. for use for students.
2012-2013
Provide the necessary infrastructure to
Increase existing bandwidth, evaluate existing
effectively, predictably, and reliably
GOAL 5 utilize technology in the learning
wireless systems, and make necessary to core system
in order to provide the necessary infrastructure for
experience.
successful student access at current scale.