This document provides summaries of 10 apps that can be used in the classroom:
1) Khan Academy - Allows students to access over 4,200 educational videos for free across any grade or subject. Progress is trackable.
2) WritePad - Allows students to take handwritten notes on their device which are then converted to text, making note-taking more organized and legible. Feedback is provided on handwriting.
3) iTunes U - Contains multimedia courses and lessons on any subject from K-12 and beyond. Students can access supplemental instruction and teachers can create their own courses.
It reviews the grade level, specific classroom uses, feedback features, higher-order thinking opportunities, ease of use, privacy
Learning management system ur edge presentation - feb15-releaseshahabnajmi
Learning Management System (LMS) and blended learning are the latest tools for making a major change in the learning outcomes of students, especially in the developing world. Ur Edge presentation shows some of the benefits of using LMS in regular classroom teaching.
- Monitors the students and helps the teacher in handling questions and feedback.
- Can connect students to speak and manage the queue.
- Can also take over the lesson and present content.
- Enables the teacher to focus on teaching without distractions.
- Supports up to 5 Teacher Assistants per lesson.
- Teacher Assistants can be assigned to monitor specific groups of students.
- Teacher Assistants have full access to student lists, attendance and reports.
- Teacher Assistants can be promoted to become teachers.
- Teacher Assistants can also record lessons.
•Features of an Open Standard LMS - MOODLE
MOODLE (
E-learning refers to learning utilizing electronic technologies like computers and the internet. There are two types: synchronous which allows real-time interaction and asynchronous which allows learning at one's own pace without live interaction. E-learning provides benefits like flexibility, lower costs, faster delivery, and effective learning. It also has disadvantages like being technology dependent, unsuitable for certain skills/learners, expensive to develop, and requiring human support. Overall, e-learning bridges the gap between teachers and students and personalizes learning.
The document outlines a 3-part staff development series for elementary reading teachers that will introduce blogs, audio recordings, and QR codes as literacy tools, with each tool being the focus of a separate hands-on "creation session" to allow teachers to immediately implement them in their classrooms in order to motivate student reading and writing while integrating technology. The series will take place over 6 weeks with sessions every other week to allow time for implementation, and will include modeling, guided practice creating content with the tools, and qualitative evaluation of changes in teacher practice and perspectives.
The CATT program is a web-based teaching and learning environment designed to provide flexible access to course materials for students. It uses various software tools like WebCT, LaTeX, HTML, Maple and Perl-CGI to create an interactive site with course notes, examples, quizzes and self-tests. Students can access materials and take quizzes anytime online, and get immediate feedback to enhance learning. The program aims to reduce costs for students while improving the learning experience through various online resources and practice tests.
The document discusses computer-aided instruction (CAI), including its importance and uses in teaching and learning. It notes CAI can be an interactive and readily available supplement to traditional teaching methods. The successful implementation of CAI relies on its design considering aspects like designing for learning, student flexibility, knowledgeable authoring, student feedback, and publicity/distribution. CAI and technology in general are positioned as important components of future education.
This document discusses technological tools that can help students with disabilities in college classrooms. It describes digital recording devices like Livescribe Smartpens that allow students to record lectures. It also discusses note-taking programs like Evernote and Dropbox that allow students to digitally capture and organize notes. Finally, it addresses ensuring accessibility of documents by using Word over PDFs when possible so screen readers can be used. The goal is for instructors to understand these tools and how they can help maximize students' abilities and participation.
This document provides summaries of 10 apps that can be used in the classroom:
1) Khan Academy - Allows students to access over 4,200 educational videos for free across any grade or subject. Progress is trackable.
2) WritePad - Allows students to take handwritten notes on their device which are then converted to text, making note-taking more organized and legible. Feedback is provided on handwriting.
3) iTunes U - Contains multimedia courses and lessons on any subject from K-12 and beyond. Students can access supplemental instruction and teachers can create their own courses.
It reviews the grade level, specific classroom uses, feedback features, higher-order thinking opportunities, ease of use, privacy
Learning management system ur edge presentation - feb15-releaseshahabnajmi
Learning Management System (LMS) and blended learning are the latest tools for making a major change in the learning outcomes of students, especially in the developing world. Ur Edge presentation shows some of the benefits of using LMS in regular classroom teaching.
- Monitors the students and helps the teacher in handling questions and feedback.
- Can connect students to speak and manage the queue.
- Can also take over the lesson and present content.
- Enables the teacher to focus on teaching without distractions.
- Supports up to 5 Teacher Assistants per lesson.
- Teacher Assistants can be assigned to monitor specific groups of students.
- Teacher Assistants have full access to student lists, attendance and reports.
- Teacher Assistants can be promoted to become teachers.
- Teacher Assistants can also record lessons.
•Features of an Open Standard LMS - MOODLE
MOODLE (
E-learning refers to learning utilizing electronic technologies like computers and the internet. There are two types: synchronous which allows real-time interaction and asynchronous which allows learning at one's own pace without live interaction. E-learning provides benefits like flexibility, lower costs, faster delivery, and effective learning. It also has disadvantages like being technology dependent, unsuitable for certain skills/learners, expensive to develop, and requiring human support. Overall, e-learning bridges the gap between teachers and students and personalizes learning.
The document outlines a 3-part staff development series for elementary reading teachers that will introduce blogs, audio recordings, and QR codes as literacy tools, with each tool being the focus of a separate hands-on "creation session" to allow teachers to immediately implement them in their classrooms in order to motivate student reading and writing while integrating technology. The series will take place over 6 weeks with sessions every other week to allow time for implementation, and will include modeling, guided practice creating content with the tools, and qualitative evaluation of changes in teacher practice and perspectives.
The CATT program is a web-based teaching and learning environment designed to provide flexible access to course materials for students. It uses various software tools like WebCT, LaTeX, HTML, Maple and Perl-CGI to create an interactive site with course notes, examples, quizzes and self-tests. Students can access materials and take quizzes anytime online, and get immediate feedback to enhance learning. The program aims to reduce costs for students while improving the learning experience through various online resources and practice tests.
The document discusses computer-aided instruction (CAI), including its importance and uses in teaching and learning. It notes CAI can be an interactive and readily available supplement to traditional teaching methods. The successful implementation of CAI relies on its design considering aspects like designing for learning, student flexibility, knowledgeable authoring, student feedback, and publicity/distribution. CAI and technology in general are positioned as important components of future education.
This document discusses technological tools that can help students with disabilities in college classrooms. It describes digital recording devices like Livescribe Smartpens that allow students to record lectures. It also discusses note-taking programs like Evernote and Dropbox that allow students to digitally capture and organize notes. Finally, it addresses ensuring accessibility of documents by using Word over PDFs when possible so screen readers can be used. The goal is for instructors to understand these tools and how they can help maximize students' abilities and participation.
The Sanako Study 1200 is an interactive language learning software that allows for enjoyable and productive language teaching at all levels. It offers a variety of preset teaching activities and ways to make classes more attractive through group discussions, role plays, and other exercises. The software integrates with existing IT resources, is compatible with Windows 7 and 8, and runs on the .NET platform. It provides tools for teachers to monitor students, distribute and collect files, conduct various listening and speaking activities, and manage student PCs during class. The software also includes additional modules that can enhance language teaching.
This document provides an introduction to a module on Introduction to Computing. It outlines three parts to the module: 1) introduction to computing including history, ACM requirements, computing professions and industry; 2) computer system organization including hardware, software, security and internet protocols; and 3) HTML and CSS basics. It provides guidance for students on passing requirements, evaluation activities, and guidelines for the lecture-laboratory course. An outline of topics, schedule, policies and value focus is also included.
Computer assisted instruction (CAI) uses computers to aid in teaching students. There are different types of CAI programs, including LOGO which teaches programming, simulations, and controlled learning drills. CAI individualizes instruction, tests students, and provides multimedia learning. However, CAI lacks the human element of a classroom and is costly. It can also cause fatigue and not develop language skills like direct experiences.
The document describes 10 different educational apps that can be used in the classroom including Reflex Math, Lose It!, myOn, Runbit, Spelling City, Plickers, ScootPad, Fitness Class, Class Dojo, and LearnZillion. Each app is summarized including its purpose, use in the classroom, student feedback features, ease of use, privacy controls, connection to standards, and comprehensive instructions. The rationale at the end discusses how these apps can support individualized instruction, extended learning, integration of subjects, and meeting the needs of diverse learners like ESL students.
Computer Assisted Learning refers to instruction or remediation presented using a computer. It facilitates instant access to information and provides systematic, individualized learning for all students (CAI). CAI can take various forms, including LOGO which teaches programming through simple tasks, SIMULATION which allows symbolic experimentation, and CONTROLLED LEARNING which provides a structured course. CAI offers benefits like increased mastery, improved motivation, confidence building, and problem solving capabilities. However, it also has limitations such as a lack of personal interaction, potential for fatigue, and high development costs.
This document outlines plans for a pilot learning management system (LMS) project at a company to help advance its talent management strategies. The project aims to gain experience using an LMS, understand its impact, and prepare for enterprise-wide rollout. Key steps include designing and testing the LMS with pilot courses for 200 users, and evaluating results to decide next steps. Risks like unclear responsibilities and lack of user preparedness are identified. Change management is seen as critical, starting small and communicating the benefits of the LMS.
Making the most of eBooks for Academic SkillsSean Dowling
1) The document discusses using e-books to enhance teaching and learning at the Higher Colleges of Technology in the UAE. It has transitioned to using solely e-books across its 17 campuses, purchasing 150,000 e-books from 6 publishers.
2) The presenter outlines Puentedura's SAMR model for classifying technology use as substitution, augmentation, modification or redefinition. E-books currently provide substitution and augmentation but could enable modification and redefinition through social networking and expanding activities.
3) Features of the Oxford University Press Bookshelf app are highlighted as an example of a third generation e-text, providing greater interactivity than static PDFs through tools like embedded audio,
Edu624 Final Project: eLearning for Diverse LearnersTavares Bussey
This eLearning module is designed for instructors to address diverse learners in their classrooms. It contains 7 days of activities to help instructors understand their own learning styles and how to teach in a way that addresses different styles. The first activity involves learning profiles surveys for instructors to assess their own learning style and how to identify styles in their classrooms. The second activity provides resources on assistive technologies and includes a case study to have instructors evaluate technologies for online courses. Formative and summative assessments include discussion posts and analyzing case studies. The goal is for instructors to learn how to teach in a way that addresses all learners, not just their own style.
The document discusses a study that compared student learning outcomes and satisfaction in a traditional computer literacy course versus a blended version, which delivered 30-50% of content online. Results showed that the blended course was as effective at achieving learning objectives as measured by a common final exam. Student surveys also indicated high satisfaction with the blended format and a preference for taking blended courses in the future. The blended approach facilitated learning computer skills while providing students flexibility. Challenges included the time commitment for faculty and balancing online and in-person content and assessments. Next steps involved collecting more data on intensive courses and evaluating participation and competency-focused online activities.
Learning management System Techniques By Ravinder Tulsianiravindertulsiani1
When starting with a Learning Management System evaluation, it is more important for an organization to determine key goals for the LMS project which has straight connection with your organizational goals. It should not only think about your persent goals but also think about your all future requirements
The document discusses Digital Classrooms (DCR) which refers to technology-enabled classrooms that fully support student learning and interaction. The objectives of DCR in India include establishing 5000 classrooms supported by donations and 3500 virtual classrooms provided by ERNET. Each DCR consists of computers, a projector, offline content, speakers and more. Benefits of DCR include personalized learning, expanded learning opportunities, high student engagement, competency-based learning, continuous assessment, collaborative learning, and access to updated content regularly. Challenges in implementing DCR include ensuring appropriate usage of the technology.
This slideshare provides you the basic understanding of e-learning– its business impact, the steps involved in creating, delivering and deploying an eLearning program.
This Presentation contains all necessary information about Computer Assisted Instructions. Every topic related to CAI is covered in this presentation in the form of charts, Graphs and Pictures.
Hope you like it!!!!!
By:- Slide_Maker4u
(Abhishek Sharma)
7 Things You Need to Know About Recorded LecturesRichard Berg
1. Camtasia is software used to record screen actions and narrate presentations. Instructors at UW-Stout use Camtasia to create video lectures and tutorials. A quiet room is available for recording.
2. Several instructors from different departments like Education, Chemistry, Physics, and Biology use Camtasia to create video content for their online and face-to-face courses.
3. Recorded lectures can be broken into smaller chunks and include captions for accessibility. Student surveys showed positive responses to the use of recorded lectures.
²Online anywhere, anytime access of digital content by learners, mentor & admin
²Use web based audio/video conferencing for virtual learning
²Implement multiple training courses on a single platform
²Deliver learning in multiple languages
²Track the usage of iNet CLMS through advanced reports
²Evaluate proficiency of learners using a rich set of assessment capabilities
The document provides an overview of the history and development of computers and computer-aided instruction. It discusses key events from 1943 to 1980 in the evolution of computers. It then outlines the early uses of computers in education for mathematics, science and engineering problems. Several models of computer-aided instruction are introduced, including their advantages and limitations. Development tools and instructional methodologies like tutorials, drills and simulations are also summarized.
The document reviews 10 apps for classroom use, summarizing the key features and educational benefits of each app. It finds that Google Classroom, MusiQuest, Prodigy, Quizlet, and ClassDojo are particularly effective at enhancing classroom experiences by streamlining management, engaging students through gamification, facilitating communication between teachers and parents, and supporting curriculum standards. Overall, the apps highlighted provide tools to assess student understanding, adapt instruction, and promote skills like collaboration, problem-solving, and self-directed learning.
This document discusses learning management systems (LMS), content management systems (CMS), and learning content management systems (LCMS). It defines each term and outlines their key differences. An LMS is focused on managing how individuals participate in e-learning programs, tracking learner data. A CMS is concerned with how content for e-learning is created, published, and tracked. An LCMS is an integrated solution that provides a multi-user environment for developing, storing, reusing, delivering, and managing digital learning content from a central repository.
The Sanako Study 1200 is an interactive language learning software that allows for enjoyable and productive language teaching at all levels. It offers a variety of preset teaching activities and ways to make classes more attractive through group discussions, role plays, and other exercises. The software integrates with existing IT resources, is compatible with Windows 7 and 8, and runs on the .NET platform. It provides tools for teachers to monitor students, distribute and collect files, conduct various listening and speaking activities, and manage student PCs during class. The software also includes additional modules that can enhance language teaching.
This document provides an introduction to a module on Introduction to Computing. It outlines three parts to the module: 1) introduction to computing including history, ACM requirements, computing professions and industry; 2) computer system organization including hardware, software, security and internet protocols; and 3) HTML and CSS basics. It provides guidance for students on passing requirements, evaluation activities, and guidelines for the lecture-laboratory course. An outline of topics, schedule, policies and value focus is also included.
Computer assisted instruction (CAI) uses computers to aid in teaching students. There are different types of CAI programs, including LOGO which teaches programming, simulations, and controlled learning drills. CAI individualizes instruction, tests students, and provides multimedia learning. However, CAI lacks the human element of a classroom and is costly. It can also cause fatigue and not develop language skills like direct experiences.
The document describes 10 different educational apps that can be used in the classroom including Reflex Math, Lose It!, myOn, Runbit, Spelling City, Plickers, ScootPad, Fitness Class, Class Dojo, and LearnZillion. Each app is summarized including its purpose, use in the classroom, student feedback features, ease of use, privacy controls, connection to standards, and comprehensive instructions. The rationale at the end discusses how these apps can support individualized instruction, extended learning, integration of subjects, and meeting the needs of diverse learners like ESL students.
Computer Assisted Learning refers to instruction or remediation presented using a computer. It facilitates instant access to information and provides systematic, individualized learning for all students (CAI). CAI can take various forms, including LOGO which teaches programming through simple tasks, SIMULATION which allows symbolic experimentation, and CONTROLLED LEARNING which provides a structured course. CAI offers benefits like increased mastery, improved motivation, confidence building, and problem solving capabilities. However, it also has limitations such as a lack of personal interaction, potential for fatigue, and high development costs.
This document outlines plans for a pilot learning management system (LMS) project at a company to help advance its talent management strategies. The project aims to gain experience using an LMS, understand its impact, and prepare for enterprise-wide rollout. Key steps include designing and testing the LMS with pilot courses for 200 users, and evaluating results to decide next steps. Risks like unclear responsibilities and lack of user preparedness are identified. Change management is seen as critical, starting small and communicating the benefits of the LMS.
Making the most of eBooks for Academic SkillsSean Dowling
1) The document discusses using e-books to enhance teaching and learning at the Higher Colleges of Technology in the UAE. It has transitioned to using solely e-books across its 17 campuses, purchasing 150,000 e-books from 6 publishers.
2) The presenter outlines Puentedura's SAMR model for classifying technology use as substitution, augmentation, modification or redefinition. E-books currently provide substitution and augmentation but could enable modification and redefinition through social networking and expanding activities.
3) Features of the Oxford University Press Bookshelf app are highlighted as an example of a third generation e-text, providing greater interactivity than static PDFs through tools like embedded audio,
Edu624 Final Project: eLearning for Diverse LearnersTavares Bussey
This eLearning module is designed for instructors to address diverse learners in their classrooms. It contains 7 days of activities to help instructors understand their own learning styles and how to teach in a way that addresses different styles. The first activity involves learning profiles surveys for instructors to assess their own learning style and how to identify styles in their classrooms. The second activity provides resources on assistive technologies and includes a case study to have instructors evaluate technologies for online courses. Formative and summative assessments include discussion posts and analyzing case studies. The goal is for instructors to learn how to teach in a way that addresses all learners, not just their own style.
The document discusses a study that compared student learning outcomes and satisfaction in a traditional computer literacy course versus a blended version, which delivered 30-50% of content online. Results showed that the blended course was as effective at achieving learning objectives as measured by a common final exam. Student surveys also indicated high satisfaction with the blended format and a preference for taking blended courses in the future. The blended approach facilitated learning computer skills while providing students flexibility. Challenges included the time commitment for faculty and balancing online and in-person content and assessments. Next steps involved collecting more data on intensive courses and evaluating participation and competency-focused online activities.
Learning management System Techniques By Ravinder Tulsianiravindertulsiani1
When starting with a Learning Management System evaluation, it is more important for an organization to determine key goals for the LMS project which has straight connection with your organizational goals. It should not only think about your persent goals but also think about your all future requirements
The document discusses Digital Classrooms (DCR) which refers to technology-enabled classrooms that fully support student learning and interaction. The objectives of DCR in India include establishing 5000 classrooms supported by donations and 3500 virtual classrooms provided by ERNET. Each DCR consists of computers, a projector, offline content, speakers and more. Benefits of DCR include personalized learning, expanded learning opportunities, high student engagement, competency-based learning, continuous assessment, collaborative learning, and access to updated content regularly. Challenges in implementing DCR include ensuring appropriate usage of the technology.
This slideshare provides you the basic understanding of e-learning– its business impact, the steps involved in creating, delivering and deploying an eLearning program.
This Presentation contains all necessary information about Computer Assisted Instructions. Every topic related to CAI is covered in this presentation in the form of charts, Graphs and Pictures.
Hope you like it!!!!!
By:- Slide_Maker4u
(Abhishek Sharma)
7 Things You Need to Know About Recorded LecturesRichard Berg
1. Camtasia is software used to record screen actions and narrate presentations. Instructors at UW-Stout use Camtasia to create video lectures and tutorials. A quiet room is available for recording.
2. Several instructors from different departments like Education, Chemistry, Physics, and Biology use Camtasia to create video content for their online and face-to-face courses.
3. Recorded lectures can be broken into smaller chunks and include captions for accessibility. Student surveys showed positive responses to the use of recorded lectures.
²Online anywhere, anytime access of digital content by learners, mentor & admin
²Use web based audio/video conferencing for virtual learning
²Implement multiple training courses on a single platform
²Deliver learning in multiple languages
²Track the usage of iNet CLMS through advanced reports
²Evaluate proficiency of learners using a rich set of assessment capabilities
The document provides an overview of the history and development of computers and computer-aided instruction. It discusses key events from 1943 to 1980 in the evolution of computers. It then outlines the early uses of computers in education for mathematics, science and engineering problems. Several models of computer-aided instruction are introduced, including their advantages and limitations. Development tools and instructional methodologies like tutorials, drills and simulations are also summarized.
The document reviews 10 apps for classroom use, summarizing the key features and educational benefits of each app. It finds that Google Classroom, MusiQuest, Prodigy, Quizlet, and ClassDojo are particularly effective at enhancing classroom experiences by streamlining management, engaging students through gamification, facilitating communication between teachers and parents, and supporting curriculum standards. Overall, the apps highlighted provide tools to assess student understanding, adapt instruction, and promote skills like collaboration, problem-solving, and self-directed learning.
This document discusses learning management systems (LMS), content management systems (CMS), and learning content management systems (LCMS). It defines each term and outlines their key differences. An LMS is focused on managing how individuals participate in e-learning programs, tracking learner data. A CMS is concerned with how content for e-learning is created, published, and tracked. An LCMS is an integrated solution that provides a multi-user environment for developing, storing, reusing, delivering, and managing digital learning content from a central repository.
This document provides summaries of 10 education apps for 5th grade students and teachers. It describes the uses, feedback, ease of use, privacy features, alignment with standards, and instructions for each app. The apps include Epic Books, Google Earth, Google Docs, Google Slides, Prodigy, IXL, Minecraft, News-O-Matic, Google Lens, and Remind. For each app, a brief description highlights its key features and educational benefits.
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
This document discusses evaluating the effectiveness of educational technology in the classroom. It provides an evaluation cycle that includes evaluating technology before, during, and after instruction. The document also discusses evaluating software programs based on content, documentation/support, ability levels, assessment, technical quality, and ease of use. Several types of student assessments are mentioned, including traditional, alternative, project-based, and portfolio assessments. Checklists, rating scales, and rubrics are presented as tools for developing evaluations.
The document provides guidance on designing effective e-learning courses for medical education. It discusses advantages like increased access and flexibility, as well as disadvantages like lack of in-person interaction and monitoring academic honesty. It recommends clearly defining objectives and assessments. Content should be validated and emphasize essential concepts. Effective mentoring and peer interactions are important supports for online learning. Usability and proper planning are keys to overcoming barriers to successful e-learning implementation.
This document defines key terms related to e-learning and discusses technologies used for online learning. It describes e-learning as the delivery of education through electronic means using computers or mobile devices. Distance education predated e-learning, but e-learning allows learning to be accessed on-demand without limitations of time or location. Popular platforms for hosting online courses include Udemy, Odijoo, and RCampus. Evaluation of e-learning can assess course structure, content, multimedia used, and visual design. The document also outlines benefits like cost-effectiveness and accessibility, as well as drawbacks such as reliance on technology and self-motivation.
This document outlines standards and criteria for developing effective e-learning content and courses. It discusses 15 key areas for course design including authority, content, multimedia, navigation, links, consistency, accessibility, orientation, interactivity, accuracy, safety, currency and costs. Specific criteria are provided for each area to ensure courses are well-designed, organized and meet quality guidelines. The document serves as a comprehensive rubric for instructional designers to develop e-learning content that is engaging, accessible and pedagogically sound.
This document provides guidance and tips for tutors on integrating e-learning and instructional technology (ILT) into their teaching. It encourages tutors to adopt digital technologies like online learning communities, social media, and mobile devices to facilitate collaboration, support students outside of class, and track learner progress. Specific tools are demonstrated like PowerPoint, Prezi, polling apps, Google Docs, and learning management systems to enhance lessons with interactivity, multimedia, and opportunities for peer learning and assessment. Tutors are advised to receive training on the college's e-learning resources and systems like Moodle and e-Tracker to fully utilize digital technologies for teaching and learner support.
The document introduces the Quick Lessons e-learning tool. It describes the benefits of Quick Lessons, defines e-learning, and explains how to use the Quick Lessons tool to create online courses. Case studies are also mentioned. The document concludes by summarizing that it covered the Quick Lessons tool, e-learning courses, and how to create effective e-learning courses.
This document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
The document discusses using technology in lesson planning and development. It identifies three interrelated elements of lesson planning - what to teach (academic content), how to teach (teaching methods), and what students have learned (assessments). It provides examples of how technology can support each element, such as using the internet, presentation software, and digital tools for assessments. The document also discusses approaches to lesson planning like Understanding by Design and how technology can support meeting educational standards and assessing student learning.
This document outlines plans for the Polaris Academy of Excellence (PAE) digital learning solution. It aims to empower students aged 18-24 through innovative teaching and learning. The solution will provide industry workshops, collaborative communities, and opportunities for real-world application. Key elements include pre-assessments, curated content, assessments, and certificates. Challenges include ensuring bandwidth, building engagement, and scaling effectively. Responsibilities are defined for SMEs, coordinators, and heads of program to develop and deliver high-quality content.
Cengage Learning Webinar, Dev Studies, Using Technology in Texas' Integrated ...Cengage Learning
In this April 25, 2013 webinar, professors Kina Lara and Tanya Stanley, from San Jacinto College, provided background on INRW courses in Texas and how to use technology to meet students' objectives and goals. They described how these teacher and student-friendly tools have helped them to reinforce skills taught in the classroom, enable self-paced learning, design their class to fit their individual students' needs, and provide students with instant feedback on writing drafts.
This document discusses e-content and online e-learning platforms. It defines e-content as digital content delivered electronically for educational purposes. It describes various forms of e-content including text, videos, assessments, and resources. The document outlines the ADDIE model for designing e-content which includes analysis, design, development, implementation, and evaluation phases. It provides details on developing e-content scripts and using a four quadrant approach. Finally, it discusses online e-learning platforms like MOOCs, their features, assessments, and how they can provide credentials or credit.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
The document discusses various tools and approaches for evaluating the quality of online learning materials. It describes two main evaluation tools: MERLOT and LORI. MERLOT is an online repository that classifies educational resources into subject categories and evaluates them based on three standards - quality of content, potential effectiveness as a teaching-learning tool, and ease of use. LORI is an evaluation instrument used to assess the quality of e-learning resources based on nine dimensions, including content quality, learning goal alignment, feedback and adaptation, and reusability. The document also mentions other evaluation guidelines and tools as well as the process by which individual reviews are merged into an overall panel review for publishing online.
The document describes a proposed study skills course that will be evaluated using the ACTIONS model. The course consists of 5 units covering topics like motivation, exam preparation, presentation skills, learning strategies, and critical thinking. Each unit includes lesson prerequisites, objectives, content and activities. The evaluation will focus on usability and involve interviews and a checklist to assess students and instructional designers perspectives on aspects like navigation, visual design, and learner guidance. The interviews and checklist contain questions related to visibility, matching real world concepts, user control, consistency, error prevention and other usability factors.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
3. Khan Academy
• The description boasts that “Khan Academy allows you to
learn almost anything for free.” They have a library of over
4,200 videos and articles. Progress is trackable with a user
account. Khan has an overwhelmingly good review.
• Grade Level and Content Area — Khan Academy ipad app
can be used in any grade, k-12th and beyond.
• Specific Uses in the Classroom — Downloadable videos
detailing the subject matter. Can be used for an assignment
for students to watch certain videos or for students to get a
bit of extra help with a subject.
• Student Feedback — Since the format is mainly video
instruction, there is not any format for student feedback.
4. Khan Academy
• Opportunities for Higher Learning Thinking Skills —
The app encourages memorization, understanding,
application, and evaluation.
• Ease of Use — Reviews show it to be easy to use.
• Privacy Offerings — Since it’s mostly video instruction,
there doesn’t seem to be any issue with privacy.
• Connecting to Curriculum Content/Student Outcomes —
Reinforced skills are connected to classroom curriculum.
• Quality of Instructions — According to video review, the
app seems to have easy-to-follow instructions.
6. Shakespeare in Bits
• Grade Level and Content Area — 7-12 grades. English
literature, drama, Shakespeare
• Specific Uses in the Classroom — Helps students to better
understand the works of Shakespeare. Provides synonyms
and definitions of key words and phrases. Also shows an
animated version of the play while the app reads the play
aloud to the reader.
• Student Feedback — It does not appear to provide student
feedback.
• Opportunities for Higher Learning Thinking Skills- It
encourages memorization, understanding, application, and
analyzation.
7. Shakespeare in Bits
• Ease of Use — It is very user friendly and intuitive.
• Privacy Offerings — Privacy does not appear to be an issue
with this app.
• Connecting to Curriculum Content/Student Outcomes —
The skills reinforced are connected to the curriculum
standards and student outcomes.
• Quality of Instructions — The app does provide easy to
follow and comprehensive instructions.
9. Grammar Up
• Grade Level and Content Area — All grade levels. English
grammar. Designed to allow recipients to play games and
take tests as part of the learning process with real-time
error feedback. Most of the questions on the tests seem to be
geared toward the corporate business world.
• Specific Uses in the Classroom — Provides quizzes and
explanations for correct grammar. Teachers receive instant
feedback from the app regarding students’ graded tests and
exercises.
• Student Feedback — Provides real-time error feedback.
• Opportunities for Higher Learning Thinking Skills —
Encourages memorization, understanding, and application.
10. Grammar Up
• Ease of Use — App appears to be user friendly and easy to
use.
• Privacy Offerings — Students and teachers must have a
login to use the app, thus maintaining security.
• Connecting to Curriculum Content/Student Outcomes —
The skill reinforced are connected to any English grammar
curriculum.
• Quality of Instructions — The app provides easy-to-follow
instructions for use.
12. Quizlet
• Allows students to test their knowledge, repeat quizzes use and
flash cards in order to improve and build upon their knowledge. It
also allows teachers to create specific “sets” of content area quizzes
and flash cards.
• Grade Level and Content Area — Any grade level and multiple
content areas.
• Specific Uses in the Classroom — Quizlet, offers quizzes and
flashcards for memorization and learning. Teachers can have
students take quizzes in the app or online. As long as they have an
account, Quizlet will track progress and search history. (It had
cookies saved from a search I’d done in January for sight words for
my son, even though I didn’t have an account with them yet.) It also
allows teachers to create “sets” such as quizzes and flashcards and
lets the teachers see who has used the sets, how often they used
them, and how well they did on the quizzes.
13. Quizlet
• Student Feedback — Provides real-time quality feedback to
students.
• Opportunities for Higher Learning Thinking Skills — It
encourages memorization, understanding, evaluation, and
analyzation.
• Ease of Use — Very user friendly and easy to use. Due to cookies,
it is quite intuitive.
• Privacy Offerings — Username and password.
• Connecting to Curriculum Content/Student Outcomes — The
skills reinforced are connected to the curriculum
standards/student outcomes.
• Quality of Instructions —The app is incredibly user friendly
despite not having a specific list of instructions.
15. Google Drive
• Not specifically for school, but it allows collaboration for group
projects in shared documents. It allows everyone 15GB of storage
and supports multiple types of documents and files.
• Grade Level and Content Area — Any age, any content area.
• Specific Uses in the Classroom — A great cloud for classes to
share information or work on group projects.
• Student Feedback — The comments section will allow for
student feedback.
• Opportunities for Higher Learning Thinking Skills — Does not
specifically encourage higher learning thinking skills.
16. Google Drive
• Ease of Use — Very user friendly as long as the user is
somewhat computer/tech literate.
• Privacy Offerings — File-by-file security; The user who
hosts the file can set security to where only those with
whom they share the file can see or edit documents. User
can revoke or regrant security. If enrolled, user has a two-step
authentication.
• Connecting to Curriculum Content/Student Outcomes —
No specific skills reinforced.
• Quality of Instructions — The help section has easy-to-follow
instructions.
18. WritePad
• Grade Level and Content Area — WritePad can be used for
handwriting practice in the lower grades, but its most effective use
is as a note-taking and document creation app for middle-school to
secondary classrooms, which can be utilized across multiple
content areas.
• Specific Uses in the Classroom — Through WritePad, students
are able to take handwritten notes directly onto their devices, and
those notes are then directly converted into text format, which
assists in organization and legibility for more effective note-taking.
It also allows for a new way for students to create text
documents for assignments. Thus, instead of having to write down
notes and then copy them into a computer, the text created can be
manipulated to create typed responses directly on the device,
without having to deal with the hassle of sometimes hard to use
keyboards on standard devices.
19. WritePad
• Student Feedback — WritePad provides immediate feedback
regarding student handwritten input, and the student is able to
observe whether their notes are being taken effectively or whether
their handwriting needs adjustment.
• Opportunities for Higher Learning Thinking Skills — WritePad
helps to facilitate application and creation, as students are able to
utilize this writing platform to explore ideas and create thoughtful
responses to classroom content in an innovative way.
• Ease of Use — WritePad is relatively easy to use. Some have
reported initial difficulty regarding the app’s ability to recognize
their handwriting, but over time, the app trains itself to more
effectively recognize idiosyncrasies in an individual’s writing style
to more effectively capture the intended text. Also, WritePad
comes with handy shortcut gestures that allow for fast content
creation and editing. And users can create custom shorthand
formulas to more efficiently take notes and create documents.
20. WritePad
• Privacy Offerings — Content is saved directly onto the user’s
device. Created content can be synced with other platforms or
shared with other users but only with the approval of the user.
• Connecting to Curriculum Content/Student Outcomes — As a
note-taking/document creation tool, WritePad can absolutely
assist students in learning and retaining curriculum content. But it
also offers an innovative platform through which teachers can
work on writing standards. Writing often presents a challenge of
engagement and interest (especially in secondary classrooms);
however, through the use of this interesting technology, students
may be more inclined to work on assignments that address specific
writing standards.
• Quality of Instructions — WritePad’s developers offer tutorial
videos to walk users through the features of the app as well as the
various built-in shorthand and shortcut editing gestures that can
be utilized in the app. These offer clear modeling of the app’s
capabilities and how users can best utilize the app’s functions.
22. iTunes U
• Grade Level and Content Area — iTunes U contains a variety of
multimedia courses and lessons on almost any subject from
Kindergarten-12th grade and includes many post-secondary
studies.
• Specific Uses in the Classroom — Students can use iTunes U to
look up specific lessons or topics that they find challenging and
receive supplemental instruction from reliable sources in an
engaging, multimedia format. Teachers have the option of
creating courses or lessons within iTunes U for student use.
• Student Feedback — Teachers can include discussion features
when creating courses to allow for student responses to lesson-specific
questions and feedback both from the teacher and from
peers. Teachers can also incorporate specific assignments that
integrate different applications in their designed courses for
engaging, lesson-specific assessment.
23. iTunes U
• Opportunities for Higher Learning Thinking Skills —
iTunes U encourages analysis, evaluation, and
application. Students are provided detailed instruction on
specific topics that allows them to analyze ideas they are
learning in the classroom, evaluate the merits and
consequences of such ideas, and apply their knowledge to
broader situations or concepts.
• Ease of Use — iTunes U is highly intuitive. Students can
browse courses according to subject matter and content. And
most of the materials within the various courses are free and
easy to download. Within seconds, a student can begin
learning a new concept or area of interest.
24. iTunes U
• Privacy Offerings — Most pre-designed courses involve students
accessing video, audio, and or PDF materials with little to no
information needed (establishing little concern for issues of
privacy). When a teacher designs a course, he/she can restrict
access so that only students in the class can view the content
and/or individuals enrolled in the course.
• Connecting to Curriculum Content/Student Outcomes — As
the content is mostly designed by educators, students are
provided with content-specific lessons that directly correspond to
curriculum standards and student outcomes. There are even
lessons specifically labelled “Common Core” the cover a variety of
subjects and ensure that students are receiving standards-based
supplemental instruction.
25. iTunes U
• Quality of Instructions — The reviews of iTunes U are
mostly positive, with individuals noting ease of use and
accessibility. All users need to do is click on course that they
would like to access and then subscribe to the content. All
the free materials needed are then downloaded to the user’s
device for review. And for teachers looking to design a
course, there are very specific, helpful guides for creating a
course that is fun and engaging for students.
27. Subtext
• Grade Level and Content Area — Subtext can be utilized to
promote effective reading strategies and literacy across multiple
grade levels. It is especially appropriate for upper-elementary to
secondary classrooms.
• Specific Uses in the Classroom — Students can access book and
articles chosen by the teacher and read them in an engaging,
interactive format that encourages comprehension and
collaboration. While reading a text, students can highlight and
easily look up words they do not understand; they can also post
discussion comments or questions about specific portions of the
text for the rest of the class to see. Furthermore, teachers can
create reading assignments, leave explanatory comments on
certain sections of a reading, and/or import articles or other
works that serve as supplemental materials to reinforce key
concepts or themes.
28. Subtext
• Student Feedback — Through the interactive portion of Subtext,
students can receive feedback from the teacher as well as other
peers in the classroom regarding areas of difficulty in the
text. They can also test their comprehension and knowledge of
unfamiliar ideas or words by highlighting portions of the text and
instantly searching for relevant information via Google. Moreover,
teachers can insert questions into the text that poll student
responses and gauge comprehension.
• Opportunities for Higher Learning Thinking Skills — Subtext
encourages understanding, analysis, and evaluation. Through the
app, students are able to closely read a text and carefully review its
inherent ideas through collaboration and instant access to
supplemental explanatory materials. This all-encompassing
approach to text interaction encourages all three of the listed
aspects of higher learning thinking skills.
29. Subtext
• Ease of Use — Subtext is very easy to use, and there are multiple
videos available of children using the app to explore classroom
texts. And students seem to have fun with app and enjoy using its
various features to explore the intricacies of a text.
• Privacy Offerings — Teachers can design a reading assignment
so that only students in the class can view content and discussion
(i.e. class reviews of a text are closed off to outside
users). Furthermore, teachers can create private discussion
groups within a classroom text review so that only specific
students can view specific questions, thus creating an ability to
differentiate lessons on the text. Finally, teachers can restrict
Internet access so that students are unable to access unrelated or
inappropriate content during lessons.
30. Subtext
• Connecting to Curriculum Content/Student Outcomes —
Subtext directly addresses literacy standards by encouraging
close reading and critical thinking when presented with a
text. Teachers can also introduce a variety of literary genres
through the app to allow students to explore and compare ideas,
themes, or literary devices that are used to establish and convey
meaning within the various texts.
• Quality of Instructions — Subtext provides helpful design tips
and instructions for teachers to effectively create classroom
groups and embed content into readings. There is also a
comprehensive user guide available on the designer’s website for
step-by-step instructions on how to get started and utilize the
app’s various features.
32. Learnist
• Grade Level and Content Area — Learnist is most appropriate
for middle to high school students, and it provides information
and resources that span multiple content areas.
• Specific Uses in the Classroom — Often referred to as the
educational version of the popular app Pinterest, Learnist allows
students to access educational boards on specific topics of
interest and receive ample, multimedia content that is expertly-crafted
and relevant to their topic. Teachers can also use the app
to create individualized boards for their classroom, to put a
variety of engaging supplemental materials at their students’
fingertips. Finally, students can create boards of their own to
organize and store any quality supplemental materials or study
guides that they may find independently.
33. Learnist
• Student Feedback — Teachers can incorporate activities and
supplemental lessons to classroom boards that include
assessments for student feedback. Students can also review
expert boards to test their knowledge on a particular subject.
• Opportunities for Higher Learning Thinking Skills — At the
very least, Learnist encourages application and analysis. Students
are introduced to a variety of content beyond their textbook in
order to see real-life applications of the ideas and concepts they
are studying in the classroom, and students are able to delve
deeper into a topic and analyze the building blocks of a particular
concept across multiple media formats.
34. Learnist
• Ease of Use — With an interface similar to Pinterest,
Learnist has a very familiar functionality for many students,
and it is easy to navigate between various boards and
content. And with the incorporation of multimedia
resources, students have a fun, engaging way to master
standards-based content.
• Privacy Offerings — Through Learnist, students have the
ability to view, save, and share content-related
materials. However, one of the drawbacks to the app is that
students are not restricted as to the type of educational
content they can access. Thus, some supervision will be
required when utilizing this app in the classroom.
35. Learnist
• Connecting to Curriculum Content/Student Outcomes —
Working as a wellspring of educational content, Learnist can
connect to multiple forms of curriculum content. Yet, literacy
standards are perhaps most appropriate when discussing
Learnist, as the app encourage students to synthesize ideas from
multiple sources of information and multiple media formats in
order to draw conclusions about an idea or topic. Also, students
are able to think critically about the merits of a particular
resource when creating their own boards for individual review.
• Quality of Instructions — The developers of Learnist have
detailed instructional videos available that cover the app’s various
features in order to teach both students and teachers how to best
utilize the app.
37. Inspiration Maps
• Grade Level and Content Area — Inspiration Maps is an
innovative and engaging graphic organizer creation platform
that can be utilized across multiple content areas and grade
levels. However, it is perhaps most effective as a tool for
middle to high school students.
• Specific Uses in the Classroom— Teachers can utilize
Inspiration Maps to construct graphic organizers that assist
students in visualizing relations between various ideas and
components within a particular lesson or course of
study. Students can also utilize the app to create helpful,
engaging visual representations of class notes or study
materials to increase comprehension and retention.
38. Inspiration Maps
• Student Feedback — As primarily a creation platform rather
than a resource for information, Inspiration Maps does not
provide specific student feedback. However, the app can be
utilized by the teacher to have students create graphic organizers
to outline key concepts from class readings or lectures to assess
student comprehension.
• Opportunities for Higher Learning Thinking Skills —
Inspiration Maps encourages analysis, evaluation, and
creation. While creating graphic organizers, it encourage students
to closely analyze a particular idea or concept and evaluate how
the various components of the idea or concept work
together. Then, it asks students to create visual representations
of the idea or concept that effectively outline its various
components and underlying processes.
39. Inspiration Maps
• Ease of Use — Inspiration Maps is fairly easy to use. It
comes pre-installed with various templates for users to
employ in order to get a head-start on creating their graphic
organizers. And the app’s functionality is highly
intuitive. Even someone who has little familiarity with
graphic organizers can quickly begin to create and
customize effective organizers with a few taps of a finger.
• Privacy Offerings — All created graphic organizers are
stored directly onto the user’s device. Any creations can be
shared, but the user must approve the action before any
sharing occurs. Thus, privacy appears to be of little concern
with Inspiration Maps.
40. Inspiration Maps
• Connecting to Curriculum Content/Student Outcomes —
Incorporating Inspiration Maps in classroom assignments is
especially helpful for literacy standards. By having students
develop their own graphic organizers that outline key
concept in a text or topic, they are forced to closely read a
text and look for relationships between the various
components of and ideas in the text. Furthermore, they
utilize their creative capacities and critical thinking skills to
determine the best ways of organizing those ideas into
visual structures that both accurately reflect the information
provided and give common observers a clear understanding
the various components and processes at work.
41. Inspiration Maps
• Quality of Instructions — The developers of Inspiration
Maps provide instructional videos on how to utilize the
app’s various features to create and customize a graphic
organizer. The app also include an extensive help section
that covers a multitude of topics and questions that users
may have when creating their graphic organizers.