This slideshow was created for students. It shows 20 different examples of students' design and thematic purposes for the English ePortfolios in my courses.
The John Jay Featured! Award recognizes an outstanding professional ePortfolio that works as a digital resume/archive of a student's achievements, courses, and career goals. Congratulations to our 2014 awardees!
This slideshare shows the skeleton for a PPT-to-movie demo that I do with students. I am using a video from my own ePort to do this demo.
The purpose of the final video (see video at https://bit.ly/eport-story) is to introduce an ePortfolio where I reflect back on my transition to digitized first year writing courses. In my current approach to teaching first year writing, I ask students to write and create for multiple, public audiences using a variety of digital platforms. While this has always been a "request" of my pedagogy, the creation of public writing opportunities was not always very an easy feat. Digital cultures offer us new opportunities for public writing pedagogies. Since the first semester of my first year writing course (in a two-course sequence) revolves most closely around ePortfolios, I thought it was only appropriate that I use an ePortfolio to compose this pedagogical story.
The John Jay Featured! Award recognizes an outstanding professional ePortfolio that works as a digital resume/archive of a student's achievements, courses, and career goals. Congratulations to our 2014 awardees!
This slideshare shows the skeleton for a PPT-to-movie demo that I do with students. I am using a video from my own ePort to do this demo.
The purpose of the final video (see video at https://bit.ly/eport-story) is to introduce an ePortfolio where I reflect back on my transition to digitized first year writing courses. In my current approach to teaching first year writing, I ask students to write and create for multiple, public audiences using a variety of digital platforms. While this has always been a "request" of my pedagogy, the creation of public writing opportunities was not always very an easy feat. Digital cultures offer us new opportunities for public writing pedagogies. Since the first semester of my first year writing course (in a two-course sequence) revolves most closely around ePortfolios, I thought it was only appropriate that I use an ePortfolio to compose this pedagogical story.
This is the main project/focus of the semester. Instead of one, extended research project, students will choose a project focus that you sustain across the semester. Since the conversation at John Jay College of Criminal Justice is always about JUSTICE--- social justice--- this project is about digital justice.
This assignment is connected to a playlist that is part of the Black Women's Rhetoric Project (see http://blackwomenrhetproject.org). This particular assignment is for the second day of students' study on rhetoric and black women in Hip Hop (unit seven).
On this second day of unit seven, students have THREE playlists to choose from. This is the SECOND playlist that features Female MCs through the lens of Marcyliena Morgan's and Gwendolyn Pough's writings. The list of artists corresponds with the class readings of Morgan's "Hip Hop Women Shredding the Veil: Race and Class in Popular Feminist Identity" and Pough's _Check It While I Wreck It: Black Womanhood, Hip Hop, and the Public Sphere_ (with a focus on chapter three). Morgan and Pough take us on a journey of the key moments in Hip Hop history, as constructed by female MCs, so this assignment provides something like the soundtrack to the week's readings.
As you will see, there was never a moment in Hip Hop where black women were not there (see playlist #1 for Unit Seven to see graf writers, bgirls, and DJs). The list of artists on the playlist starts with Sherri-Sher of the Mercedes Ladies and ends with two spoken word artists: jessica Care moore and Sarah Jones. Moore's poem challenges the misogyny of Hip Hop while claiming her full role as a hiphoppa; Jones is the infamous poet whose piece speaking out against sexist lyrics was played on college radio and flagged as inappropriate by the FCC.
This is the SECOND part of an assignment connected to the Youtube Channel (BlackWomynRhetProject) that asks students to connect black women writers during BAM to Spoken Word Artists today.
This is the FIRST part of an assignment connected to the Youtube Channel (BlackWomynRhetProject) that asks students to connect black women writers during BAM to Spoken Word Artists today.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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This is the main project/focus of the semester. Instead of one, extended research project, students will choose a project focus that you sustain across the semester. Since the conversation at John Jay College of Criminal Justice is always about JUSTICE--- social justice--- this project is about digital justice.
This assignment is connected to a playlist that is part of the Black Women's Rhetoric Project (see http://blackwomenrhetproject.org). This particular assignment is for the second day of students' study on rhetoric and black women in Hip Hop (unit seven).
On this second day of unit seven, students have THREE playlists to choose from. This is the SECOND playlist that features Female MCs through the lens of Marcyliena Morgan's and Gwendolyn Pough's writings. The list of artists corresponds with the class readings of Morgan's "Hip Hop Women Shredding the Veil: Race and Class in Popular Feminist Identity" and Pough's _Check It While I Wreck It: Black Womanhood, Hip Hop, and the Public Sphere_ (with a focus on chapter three). Morgan and Pough take us on a journey of the key moments in Hip Hop history, as constructed by female MCs, so this assignment provides something like the soundtrack to the week's readings.
As you will see, there was never a moment in Hip Hop where black women were not there (see playlist #1 for Unit Seven to see graf writers, bgirls, and DJs). The list of artists on the playlist starts with Sherri-Sher of the Mercedes Ladies and ends with two spoken word artists: jessica Care moore and Sarah Jones. Moore's poem challenges the misogyny of Hip Hop while claiming her full role as a hiphoppa; Jones is the infamous poet whose piece speaking out against sexist lyrics was played on college radio and flagged as inappropriate by the FCC.
This is the SECOND part of an assignment connected to the Youtube Channel (BlackWomynRhetProject) that asks students to connect black women writers during BAM to Spoken Word Artists today.
This is the FIRST part of an assignment connected to the Youtube Channel (BlackWomynRhetProject) that asks students to connect black women writers during BAM to Spoken Word Artists today.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.