С выступления на Форуме молодых лидеров Youlead в Томске 18.10.2015. Спасибо всем слушателям за интересные вопросы. Всем удачи и успешного дальнейшего развития. И не забывайте Ирландскую пословицу, которую мы обсуждали на мастер-классе - "Когда бог создавал время...Он создал его достаточно" ;-)
The document discusses major research questions and types of research in information and communication technologies (ICTs) in education. It outlines research areas in ICTs including policies, resources, curriculum, organization, teaching, and learning. Specific research topics that may be of interest are listed, such as using wikis and blogs for collaborative learning, discussion forums for team development, ePortfolios for tracking competence, and social bookmaking as a cognitive tool.
This document discusses how digital technologies can be used to enhance English language teaching. It describes "digital natives" as students born into the digital world who are fluent in new technologies, while teachers are often "digital immigrants" who have adopted technologies but not at the same level. It argues that teachers need to update their methods to engage digital native students. It provides examples of how various Web 2.0 tools like YouTube, podcasts, blogs, wikis and digital storytelling can be used to make language learning more interactive, collaborative and motivating for students.
This document discusses the use of information and communication technologies (ICT) tools to aid in research and publications. It begins by outlining the objectives of presenting on ICT tools for research, which are to explain e-learning, introduce various e-resources that support research, demonstrate some e-research tools, and motivate participants to adopt ICT tools in their research processes. The document then provides examples of different ICT products and services that can help with literature reviews, data collection, analysis, referencing, and disseminating research. It emphasizes that ICT tools can enhance research if used appropriately and ethically to support genuine scholarship.
This document discusses how emojis, emoticons, and text speak can be used to teach students. It provides background on the origins of emoticons in 1982 as ways to convey tone and feelings in text communications. It then suggests that with text speak and emojis, students can translate, decode, summarize, play with language, and add emotion to language. A number of websites and apps that can be used for emoji-related activities, lessons, and discussions are also listed.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
С выступления на Форуме молодых лидеров Youlead в Томске 18.10.2015. Спасибо всем слушателям за интересные вопросы. Всем удачи и успешного дальнейшего развития. И не забывайте Ирландскую пословицу, которую мы обсуждали на мастер-классе - "Когда бог создавал время...Он создал его достаточно" ;-)
The document discusses major research questions and types of research in information and communication technologies (ICTs) in education. It outlines research areas in ICTs including policies, resources, curriculum, organization, teaching, and learning. Specific research topics that may be of interest are listed, such as using wikis and blogs for collaborative learning, discussion forums for team development, ePortfolios for tracking competence, and social bookmaking as a cognitive tool.
This document discusses how digital technologies can be used to enhance English language teaching. It describes "digital natives" as students born into the digital world who are fluent in new technologies, while teachers are often "digital immigrants" who have adopted technologies but not at the same level. It argues that teachers need to update their methods to engage digital native students. It provides examples of how various Web 2.0 tools like YouTube, podcasts, blogs, wikis and digital storytelling can be used to make language learning more interactive, collaborative and motivating for students.
This document discusses the use of information and communication technologies (ICT) tools to aid in research and publications. It begins by outlining the objectives of presenting on ICT tools for research, which are to explain e-learning, introduce various e-resources that support research, demonstrate some e-research tools, and motivate participants to adopt ICT tools in their research processes. The document then provides examples of different ICT products and services that can help with literature reviews, data collection, analysis, referencing, and disseminating research. It emphasizes that ICT tools can enhance research if used appropriately and ethically to support genuine scholarship.
This document discusses how emojis, emoticons, and text speak can be used to teach students. It provides background on the origins of emoticons in 1982 as ways to convey tone and feelings in text communications. It then suggests that with text speak and emojis, students can translate, decode, summarize, play with language, and add emotion to language. A number of websites and apps that can be used for emoji-related activities, lessons, and discussions are also listed.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
1. Тема 2. Эффективная организация самостоятельной работы студентов Курс «Основы самостоятельной работы» БГУ, кафедра английского языка и речевой коммуникации
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23. Личный опыт 45/15 (Яна Франк) Для объемных, творческих дел 45 минут – работа на «основным» заданием, 15 минут – над рутиной или важное дело из списка мелочей. 15 минут (flylady) Домашняя уборка: Посвятить уборке в какой-либо зоне 15 минут . С таймером. 2 минуты (GTD) При сортировке дел сразу делать дела, которые занимают меньше 2 минут.
24. Критерии постановки цели SMART S pecific Четкая, определенная M easurable Измеримая A chieveable Достижимая R ealistic Реалистичная T ime- limited Ограниченная во времени
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