The document discusses the causes of global warming and argues that human activities are largely responsible. It states that while technology advances to improve lives, the main goals of economic growth and profit do not address environmental protection. Additionally, some environmental technology exhibitions are really just opportunities for companies to do business rather than meaningfully address climate change issues.
The document outlines a 4-stage process for conducting classroom discussions on current events using Knowledge Forum. It describes having student groups research and present on news stories, voting on topics for further discussion, posting the selected topics online, and responding to questions on the topics. The goal is to develop students' news summarization, understanding, and ability to give opinions and justifications on important issues.
This lesson plan aims to teach students about primary energy production and its role in supporting life through critical thinking and collaboration. On day one, students will build a concept map on primary energy production and use what they learn to construct an argument about whether life could exist on Mars, posting it to an online discussion forum. On day two, students will review the concept map by discussing index cards with sections of the map and then respond to their peers' arguments online. The goals are for students to understand primary energy production, think critically to construct a well-supported argument on a real-world topic, and communicate their ideas through collaboration with peers.
1. Many schools in Nepal are located in areas at high risk of natural disasters like earthquakes, floods, and landslides, and most school buildings are not constructed to withstand such events.
2. A major earthquake could destroy thousands of vulnerable schools and potentially kill many children and teachers. While some organizations have implemented school safety programs, approaches are inconsistent and coverage is limited.
3. There is a lack of consensus on best practices for comprehensive school safety. Knowledge gaps exist around issues like how frequently emergency drills should be conducted and the level of first aid training for teachers. A common approach and strategy for wider implementation is needed.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
The document outlines a 1-hour lesson plan on managing resources. The lesson aims to help students understand how unsustainable resource consumption is in MEDCs and how LEDC consumption is set to greatly increase. Students will differentiate original human needs from modern MEDC needs, recognize the natural resources required to produce everyday items, and speculate about future population growth and fossil fuel depletion. Activities include analyzing primitive and modern resource usage, examining population growth graphs, comparing a rock star's excessive home to typical LEDC living, and identifying the natural resources used to produce bedroom items.
COLODA is an automated discourse analysis tool that helps teachers analyze online discussion data. It provides summaries of student engagement, participation levels, interaction patterns, and progression of ideas to help teachers evaluate learning, knowledge building, and adjust instruction. COLODA analyzes discussion data and outputs statistics, social networks, thread analyses, and keyword analyses in Excel format. It is being developed as an online platform to support teachers' reflective practice and knowledge building pedagogy.
The document outlines a 4-stage process for conducting classroom discussions on current events using Knowledge Forum. It describes having student groups research and present on news stories, voting on topics for further discussion, posting the selected topics online, and responding to questions on the topics. The goal is to develop students' news summarization, understanding, and ability to give opinions and justifications on important issues.
This lesson plan aims to teach students about primary energy production and its role in supporting life through critical thinking and collaboration. On day one, students will build a concept map on primary energy production and use what they learn to construct an argument about whether life could exist on Mars, posting it to an online discussion forum. On day two, students will review the concept map by discussing index cards with sections of the map and then respond to their peers' arguments online. The goals are for students to understand primary energy production, think critically to construct a well-supported argument on a real-world topic, and communicate their ideas through collaboration with peers.
1. Many schools in Nepal are located in areas at high risk of natural disasters like earthquakes, floods, and landslides, and most school buildings are not constructed to withstand such events.
2. A major earthquake could destroy thousands of vulnerable schools and potentially kill many children and teachers. While some organizations have implemented school safety programs, approaches are inconsistent and coverage is limited.
3. There is a lack of consensus on best practices for comprehensive school safety. Knowledge gaps exist around issues like how frequently emergency drills should be conducted and the level of first aid training for teachers. A common approach and strategy for wider implementation is needed.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
The document outlines a 1-hour lesson plan on managing resources. The lesson aims to help students understand how unsustainable resource consumption is in MEDCs and how LEDC consumption is set to greatly increase. Students will differentiate original human needs from modern MEDC needs, recognize the natural resources required to produce everyday items, and speculate about future population growth and fossil fuel depletion. Activities include analyzing primitive and modern resource usage, examining population growth graphs, comparing a rock star's excessive home to typical LEDC living, and identifying the natural resources used to produce bedroom items.
COLODA is an automated discourse analysis tool that helps teachers analyze online discussion data. It provides summaries of student engagement, participation levels, interaction patterns, and progression of ideas to help teachers evaluate learning, knowledge building, and adjust instruction. COLODA analyzes discussion data and outputs statistics, social networks, thread analyses, and keyword analyses in Excel format. It is being developed as an online platform to support teachers' reflective practice and knowledge building pedagogy.
Assessment for KB (Teacher workshop) (5-5-2007)KBTNHKU
This document summarizes a workshop on assessment for knowledge building held on May 5, 2007. It provides an overview of the tasks and activities covered in the workshop, including writing questions on Knowledge Forum, using its advanced features, and discussing different views on assessment. The workshop addressed topics such as formative vs summative assessment, assessing products vs processes, quantitative vs qualitative assessment, and aligning learning, assessment and collaboration. Examples of assessing online discussions and using analytic tools were also presented. Participants were instructed on creating learning diaries and conducting group reviews on Knowledge Forum. The document concludes by covering knowledge building principles and having participants draft electronic portfolio notes.
This document outlines the progression of various knowledge building projects, teacher networks, and student activities from 2001 to 2008, including teacher and student training programs, science design competitions, the establishment of the first Knowledge Building school network, workshops to promote higher-order thinking and learning reform, and an international student video conference. The list highlights the expansion of knowledge building initiatives over that time period across multiple educational contexts.
Slides by students from HKUGA Primary SchoolKBTNHKU
The document describes a Knowledge Building project conducted by HKUGA Primary School on the topic of forest sustainability. It outlines the school's knowledge forum for learning, including different views and databases used. It then details the learning process, which involved identifying problems, building on each other's ideas, using authoritative sources, developing theories, and writing reflective journals. Key activities included field trips, a video conference, and a trip to Barcelona. The outcomes of the project included insights into Hong Kong and Barcelona's environments and the importance of protecting forests.
This document discusses the history and past topics of collaboration between Hong Kong KB Teacher Network and KBIP students since 2006, including local ecology, water quality, and environmental issues. It also mentions that fewer Hong Kong schools participated in KBIP from 2010-2011 due to difficulties, but that new opportunities for collaboration may be upcoming.
This document outlines plans for an elementary magnet school in Harlem, NYC to implement an environmental stewardship theme across its curriculum and school culture. It describes 6 objectives for the school including reducing minority isolation, implementing technology and project-based learning, integrating the magnet theme into instruction, helping students meet standards, providing teacher professional development, and increasing parent participation. It provides details on how the theme will be incorporated through various subject areas, projects, school routines, activities, partnerships, and recognition. The overall goal is to develop growing environmental stewards in an urban community.
Climate Change Education: Engaging Teachers and Students and Correcting Misco...danieloostra
This document outlines a project to develop online climate change education modules to engage teachers and students and correct common misconceptions. The project team will create 5 standalone modules using NASA data and a constructivist approach. Modules will address misconceptions through videos, models, counterfactuals and pre/post assessments. A graphic design group will enhance the interface. The goal is to pilot test the modules in local schools in 2012 and disseminate them more widely starting in 2013.
This document outlines the development of teaching materials for the Geodesy Tools for Societal Issues (GETSI) project. It discusses:
1. The goals of developing materials to teach geoscience literacy and quantitative skills through the application of geodesy data to societal issues like climate change and natural hazards.
2. The process of aligning these materials with established frameworks for geoscience literacy, developing learning goals and objectives, designing assessments, and testing the materials through classroom pilots and revisions.
3. The collaboration between GETSI and the Interdisciplinary Teaching of Geoscience consortium to develop open educational resources using their proven model for transforming undergraduate geoscience education.
This document summarizes a webinar introducing the Geodesy Education through Scientific and Technological Innovation (GETSI) curriculum development model and guiding principles. The webinar provided an overview of the relationship between GETSI and the Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project. It reviewed GETSI's guiding principles for curriculum design, which are to address grand challenges, apply geoscience to societal issues, teach the nature and methods of science using authentic geodesy data, and develop systems thinking. Examples of GETSI modules under development were given for introductory and majors-level courses focusing on topics like climate, hydrology, and natural hazards. Guiding
Panel Discussion – What makes learning geography ‘powerful’?Karl Donert
This document discusses the GeoCapabilities 3 project, which aims to promote powerful geographical knowledge and social justice in geography education. It provides an overview of the GeoCapabilities 3 toolkit, which guides teachers through engaging with academic geography, lesson planning using tools to evaluate students' knowledge, teaching lessons, and reflecting on student learning outcomes. The document also outlines some potential future directions for the GeoCapabilities project, such as expanding its focus beyond just geography to other disciplines, emphasizing values in addition to knowledge, exploring applications in primary education, and using climate change as a topic focus. It raises questions about supporting teachers and students, promoting social justice lessons, facilitating access to disciplinary knowledge, and consolidating Geocapabilities approaches across different resources and platforms.
This unit uses a project-based approach to teach high school students about diffusion, semipermeability, and osmosis. Students begin by trying to solve a "grand challenge" - a fictional scenario presented in a media format. They then participate in hands-on labs and interactive discussions to learn about these concepts. Students synthesize their new knowledge to solve the grand challenge. They present their solution using technology. The goals are to make the topics more relevant and engaging for students, leading to better understanding and retention of the material. Key aspects include guided questioning, expert videos, and a "Noodle Novel" journal for student reflections.
The document outlines an upcoming webinar on education for sustainability using the Next Generation Science Standards. The webinar will feature presenters discussing integrating sustainability into STEM teacher preparation programs and will include discussions on incorporating sustainability concepts across curriculums and into clinical practice. Upcoming webinars and events are also advertised that are focused on the implementation of the Next Generation Science Standards.
This document outlines teaching activities from the InTeGrate and GETSI projects that incorporate societal issues. It discusses the benefits of using such materials, including increased student engagement and scientific literacy. Examples of modules are provided on topics like landslides, sea level rise, and climate change. The modules use authentic data and scenarios to have students address interdisciplinary problems. Potential barriers to adoption are addressed, such as concerns over rigor or fitting new materials into existing courses.
This unit plan is for a 9th grade SOSE class about an oil spill disaster. Over two weeks, students will investigate the effects of the BP oil spill in the Gulf of Mexico using inquiry-based learning. They will create reflective blogs and research posters on affected animals. Students will also discuss ways to help and raise awareness of the issue. Assessment will include blogs and research posters to evaluate the students' understanding of the environmental and social impacts of disasters.
This webinar provided information on classroom assessment strategies for NGSS Earth and Space Sciences. It included introductions from organizers and presentations from William Penuel and Kathy Comfort on 3D assessment and a continuum of assessments. The webinar discussed the importance of NGSS 3D assessment, provided examples of classroom formative assessments, and outlined resources for additional NGSS assessment information.
The document discusses different perspectives on curriculum design and knowledge acquisition in geography education. It presents three potential futures for geography education: 1) "Govian Elitism" which focuses only on procedural knowledge, 2) A "Knowledge Society" which balances procedural, content, and core knowledge, and 3) "Objective Knowledge" which focuses only on core knowledge. The key idea is that students need all three types of knowledge (core, content, and procedural) to fully understand geography. Geographical inquiry is presented as a way to connect these different types of knowledge through activities that create needs to know, use data, make sense of information, and reflect on learning.
The document summarizes a webinar about the results of the Geoscience Education Research (GER) Grand Challenges Survey. The webinar provided:
1) Background on defining GER and the motivation for the survey to take stock of the current state of GER and priorities;
2) Results on the respondents' roles in GER research, teaching, and innovations and most have graduate training in their discipline but not GER; and
3) The highest interest themes among respondents and important developments, priorities, and questions for future research identified in feedback on the themes.
Assessment for KB (Teacher workshop) (5-5-2007)KBTNHKU
This document summarizes a workshop on assessment for knowledge building held on May 5, 2007. It provides an overview of the tasks and activities covered in the workshop, including writing questions on Knowledge Forum, using its advanced features, and discussing different views on assessment. The workshop addressed topics such as formative vs summative assessment, assessing products vs processes, quantitative vs qualitative assessment, and aligning learning, assessment and collaboration. Examples of assessing online discussions and using analytic tools were also presented. Participants were instructed on creating learning diaries and conducting group reviews on Knowledge Forum. The document concludes by covering knowledge building principles and having participants draft electronic portfolio notes.
This document outlines the progression of various knowledge building projects, teacher networks, and student activities from 2001 to 2008, including teacher and student training programs, science design competitions, the establishment of the first Knowledge Building school network, workshops to promote higher-order thinking and learning reform, and an international student video conference. The list highlights the expansion of knowledge building initiatives over that time period across multiple educational contexts.
Slides by students from HKUGA Primary SchoolKBTNHKU
The document describes a Knowledge Building project conducted by HKUGA Primary School on the topic of forest sustainability. It outlines the school's knowledge forum for learning, including different views and databases used. It then details the learning process, which involved identifying problems, building on each other's ideas, using authoritative sources, developing theories, and writing reflective journals. Key activities included field trips, a video conference, and a trip to Barcelona. The outcomes of the project included insights into Hong Kong and Barcelona's environments and the importance of protecting forests.
This document discusses the history and past topics of collaboration between Hong Kong KB Teacher Network and KBIP students since 2006, including local ecology, water quality, and environmental issues. It also mentions that fewer Hong Kong schools participated in KBIP from 2010-2011 due to difficulties, but that new opportunities for collaboration may be upcoming.
This document outlines plans for an elementary magnet school in Harlem, NYC to implement an environmental stewardship theme across its curriculum and school culture. It describes 6 objectives for the school including reducing minority isolation, implementing technology and project-based learning, integrating the magnet theme into instruction, helping students meet standards, providing teacher professional development, and increasing parent participation. It provides details on how the theme will be incorporated through various subject areas, projects, school routines, activities, partnerships, and recognition. The overall goal is to develop growing environmental stewards in an urban community.
Climate Change Education: Engaging Teachers and Students and Correcting Misco...danieloostra
This document outlines a project to develop online climate change education modules to engage teachers and students and correct common misconceptions. The project team will create 5 standalone modules using NASA data and a constructivist approach. Modules will address misconceptions through videos, models, counterfactuals and pre/post assessments. A graphic design group will enhance the interface. The goal is to pilot test the modules in local schools in 2012 and disseminate them more widely starting in 2013.
This document outlines the development of teaching materials for the Geodesy Tools for Societal Issues (GETSI) project. It discusses:
1. The goals of developing materials to teach geoscience literacy and quantitative skills through the application of geodesy data to societal issues like climate change and natural hazards.
2. The process of aligning these materials with established frameworks for geoscience literacy, developing learning goals and objectives, designing assessments, and testing the materials through classroom pilots and revisions.
3. The collaboration between GETSI and the Interdisciplinary Teaching of Geoscience consortium to develop open educational resources using their proven model for transforming undergraduate geoscience education.
This document summarizes a webinar introducing the Geodesy Education through Scientific and Technological Innovation (GETSI) curriculum development model and guiding principles. The webinar provided an overview of the relationship between GETSI and the Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project. It reviewed GETSI's guiding principles for curriculum design, which are to address grand challenges, apply geoscience to societal issues, teach the nature and methods of science using authentic geodesy data, and develop systems thinking. Examples of GETSI modules under development were given for introductory and majors-level courses focusing on topics like climate, hydrology, and natural hazards. Guiding
Panel Discussion – What makes learning geography ‘powerful’?Karl Donert
This document discusses the GeoCapabilities 3 project, which aims to promote powerful geographical knowledge and social justice in geography education. It provides an overview of the GeoCapabilities 3 toolkit, which guides teachers through engaging with academic geography, lesson planning using tools to evaluate students' knowledge, teaching lessons, and reflecting on student learning outcomes. The document also outlines some potential future directions for the GeoCapabilities project, such as expanding its focus beyond just geography to other disciplines, emphasizing values in addition to knowledge, exploring applications in primary education, and using climate change as a topic focus. It raises questions about supporting teachers and students, promoting social justice lessons, facilitating access to disciplinary knowledge, and consolidating Geocapabilities approaches across different resources and platforms.
This unit uses a project-based approach to teach high school students about diffusion, semipermeability, and osmosis. Students begin by trying to solve a "grand challenge" - a fictional scenario presented in a media format. They then participate in hands-on labs and interactive discussions to learn about these concepts. Students synthesize their new knowledge to solve the grand challenge. They present their solution using technology. The goals are to make the topics more relevant and engaging for students, leading to better understanding and retention of the material. Key aspects include guided questioning, expert videos, and a "Noodle Novel" journal for student reflections.
The document outlines an upcoming webinar on education for sustainability using the Next Generation Science Standards. The webinar will feature presenters discussing integrating sustainability into STEM teacher preparation programs and will include discussions on incorporating sustainability concepts across curriculums and into clinical practice. Upcoming webinars and events are also advertised that are focused on the implementation of the Next Generation Science Standards.
This document outlines teaching activities from the InTeGrate and GETSI projects that incorporate societal issues. It discusses the benefits of using such materials, including increased student engagement and scientific literacy. Examples of modules are provided on topics like landslides, sea level rise, and climate change. The modules use authentic data and scenarios to have students address interdisciplinary problems. Potential barriers to adoption are addressed, such as concerns over rigor or fitting new materials into existing courses.
This unit plan is for a 9th grade SOSE class about an oil spill disaster. Over two weeks, students will investigate the effects of the BP oil spill in the Gulf of Mexico using inquiry-based learning. They will create reflective blogs and research posters on affected animals. Students will also discuss ways to help and raise awareness of the issue. Assessment will include blogs and research posters to evaluate the students' understanding of the environmental and social impacts of disasters.
This webinar provided information on classroom assessment strategies for NGSS Earth and Space Sciences. It included introductions from organizers and presentations from William Penuel and Kathy Comfort on 3D assessment and a continuum of assessments. The webinar discussed the importance of NGSS 3D assessment, provided examples of classroom formative assessments, and outlined resources for additional NGSS assessment information.
The document discusses different perspectives on curriculum design and knowledge acquisition in geography education. It presents three potential futures for geography education: 1) "Govian Elitism" which focuses only on procedural knowledge, 2) A "Knowledge Society" which balances procedural, content, and core knowledge, and 3) "Objective Knowledge" which focuses only on core knowledge. The key idea is that students need all three types of knowledge (core, content, and procedural) to fully understand geography. Geographical inquiry is presented as a way to connect these different types of knowledge through activities that create needs to know, use data, make sense of information, and reflect on learning.
The document summarizes a webinar about the results of the Geoscience Education Research (GER) Grand Challenges Survey. The webinar provided:
1) Background on defining GER and the motivation for the survey to take stock of the current state of GER and priorities;
2) Results on the respondents' roles in GER research, teaching, and innovations and most have graduate training in their discipline but not GER; and
3) The highest interest themes among respondents and important developments, priorities, and questions for future research identified in feedback on the themes.
The document outlines the agenda and objectives for year 2 of a collaborative project between a school board and university aimed at enhancing math teaching and learning through technology. The agenda includes sharing lessons on problem solving strategies, formative assessment, and planning school visits. The objectives are to further develop communities of practice around math education and digital tools, test solutions to identified problems in student learning, and strengthen the partnership. Key activities involve video-based lesson studies, reflective practice, and continuing the professional learning network.
This document outlines the development of teaching materials focused on geoscience literacy and societal issues through the use of geodesy data and tools. It discusses:
- The InTeGrate curriculum model which aims to improve geoscience understanding and build workforce skills through contextualized learning.
- The development of open educational resources covering topics like climate change, natural hazards, and resource issues using quantitative geodesy data and skills.
- Guiding principles for the materials including addressing societal challenges, developing interdisciplinary skills, engaging authentic geodesy methods, and improving quantitative/scientific reasoning abilities.
- A process for designing modules that aligns learning goals, objectives, assessments, resources and instructional strategies to
Whiteboarding can be an effective classroom technique to promote active learning and higher-order thinking skills. The document describes how a physics teacher uses whiteboarding in various ways throughout the start of a new semester. In the first part, students work in small groups to solve kinematics problems at different stations and then present their work on large whiteboards. This allows the teacher to identify misconceptions. Later, students work individually to rearrange kinematics equations on small whiteboards and discuss different solutions, developing problem-solving skills. Whiteboarding helps establish an inclusive learning environment while reducing stress during the semester start-up.
The convergence of mayer’s model and constructivist model towards problem sol...Alexander Decker
This study investigated the effects of combining Mayer's model of problem solving with a four-stage constructivist model. 26 physics students were divided into an experimental group that received instruction using both models along with active learning techniques, and a control group that only received instruction based on Mayer's model. Students' attitudes towards problem solving and academic performance in physics were assessed before and after with surveys and tests. The results showed that students in the experimental group developed better attitudes and problem-solving skills compared to the control group. The combined approach of Mayer's model and constructivism had a significant positive impact on students' learning.
Ap physics-1-sample-syllabus-1-id-1066422v1JOSHUAMASINDE1
This document outlines the curriculum requirements and sample syllabus for an AP Physics 1 course. It specifies that students and teachers have access to college-level resources and that the course design provides opportunities for students to develop an understanding of foundational physics principles like kinematics, dynamics, energy, momentum, etc. in the context of big ideas. It also requires that students spend at least 25% of instructional time engaged in hands-on laboratory work and guided inquiry investigations involving all seven science practices. The sample syllabus then provides details on the units of study, learning objectives, and laboratory investigations covered in the course to meet these requirements.
This document discusses strategies for making introductory Earth science courses more aligned with current standards and guidance documents. It notes that standards emphasize human interactions with Earth and engaging in scientific practices. However, textbooks and courses often focus more on causes than consequences of Earth processes and their connections to people. The document presents three strategies: 1) shift focus from causes to consequences, 2) connect Earth processes to societal issues, and 3) practice decision-making. Resources from InTeGrate that use these strategies are described. Participants discuss topics from their own courses that could be adapted to address sustainability concepts using these strategies.
Aapt summer 2012 active engagement materials for subatomic physicsJeff Loats
This document describes materials being developed through an NSF grant to bring active learning strategies to nuclear and particle physics courses. The materials include pre-lecture questions, conceptual in-class questions, estimation exercises, small projects/case studies, and conceptual exam questions. These materials are designed around strategies like Just-in-Time Teaching and Peer Instruction that have been shown to improve student learning in other contexts. Examples of each type of material are provided. The goal is to test, use, modify, and share these materials widely to improve physics education.
Similar to Design & Assessment for KB (Teacher workshop) (23-3-2007) (20)
PKC - Ecologies for Our Neighborhood (2007-08)KBTNHKU
1) The document summarizes a field trip to Hoi Hai Wan Marine Park in Hong Kong on January 15, 2008. During the trip, the weather, ocean conditions, and marine life were observed and recorded.
2) Measurements taken included an air temperature of 13.8°C, wind direction of NNE at 6.4km/h, sea surface temperature of 17.5°C, salinity of 34ppt, dissolved oxygen of 7.82mg/L, and visibility of 3m. Plankton samples were collected and various marine organisms like corals, fish and sea cucumbers were observed.
3) While the marine park is protected, the document
Students were taken on a field trip to Tai Mo Shan nature reserve to stimulate inquiry about ecology. They generated questions from individual to community levels, such as how weather affects creatures and what can be done to stop pollution. Good questions required explanatory answers, had more than one answer, and could generate further questions. Face-to-face discussion then extended online where students posted field observations and worked on perceived threats to the nature sites.
This document discusses a teacher's use of the Knowledge Forum platform to teach English writing to primary school students. It outlines the teacher's goals of developing students' independent learning skills and encouraging them to write freely in English. It describes the teacher's initial doubts and lack of confidence given her students' low English abilities. It then details how her mentor planned curriculum tasks, provided online resources, and taught students to use the Knowledge Forum platform. The document discusses positive impacts on students, including reduced writing fears, peer learning from reading each other's notes, and vocabulary growth beyond what was taught. It also notes the teacher's preference for Knowledge Forum's immediate feedback over traditional marking methods.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
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UiPath Test Automation using UiPath Test Suite series, part 5
Design & Assessment for KB (Teacher workshop) (23-3-2007)
1. Stage One (Classroom
Preparation)
• Small group discussion
• Student report (use thinking
prompts/scaffolds)
• Invite student to summarise
• Ask students to think of a question so
as to get more information from the
presenter
23 Mar 2007 1
2. Stage Two
• Introduce KF activity
• Teacher sets question to foster
discussion
• Students generate questions for
discussion
Stage Three
• Bridging the online learning and
classroom learning
Stage Four
• Assessment Mechanism
23 Mar 2007 2
3. Fostering Online
Knowledge Building
Strategy One
Jigsaw approach & Student
generated
23 Mar 2007 3
4. Curriculum Design
World problems & how to look after the world?
Students enter any
One of the three views
To start their discussion
23 Mar 2007 4
14. 3b. Interpretation of the Curriculum Guide
Key Questions in Curriculum Guide Key Questions in Knowledge Forum
Views
1. Are there any spatial 1. What do you know about
patterns of the tsunamis?
occurrence of 2. Why do we have tsunamis
earthquakes, volcanic and earthquakes?
eruptions and tsunamis? 3. What is the relationship
2. Why are there such among tsunamis,
patterns? earthquake and tectonic
3. What are the catastrophic plates?
effects of the above natural 4. Can disaster be avoided?
hazards? Why are the
less developed areas
more vulnerable to
natural hazards than the
more developed areas?
4. Why do people still live in
hazard-prone areas? Is
their choice rational?
23 Mar 2007 14
15. Home Page for S4 Geography
Four key questions
transformed into four KF
views
23 Mar 2007 15
16. Knowledge
Building:
Dragon Lead
Energy Crisis
Project
23 Mar 2007 16
17. Dragon Lead
Energy Crisis
Project
Strategy Four
Prior Knowledge
23 Mar 2007 17
18. Seed questions posted by teachers in this phase
first focus on the "whats" in energy Crisis, and then
The Plan (Phase I)
students are scaffold to deal with "why" or "how"
questions in Energy Crisis.
• IF ENERGY IS CONSERVED,
WHY IS THERE IS STILL
ENERGY CRISIS?
• To articulate students'
concepts between energy
and energy source/ fuel; and
the relationship between the
fuel and energy.
23 Mar 2007 18
20. Dragon Lead
Energy Crisis
Project
Strategy Five
Rise above
23 Mar 2007 20
21. The Plan (Phase II)
• Tackling Problems of understanding
(class level activity)
• Solving the energy crisis by designing
or developing (Group level activity)
• In-depth discussion of energy and
related concepts stimulated by 6
thoughtful notes from students’
earlier work. (Community level
activity)
23 Mar 2007 21
23. Dragon Lead
Energy Crisis
Project
Strategy Six
Authentic Tasks
23 Mar 2007 23
24. The Plan (Phase II)
• Tackling Problems of understanding
(class level activity)
• Solving the energy crisis by designing
or developing (Group level activity)
• In-depth discussion of energy and
related concepts stimulated by 6
thoughtful notes from students’
earlier work. (Community level
activity)
23 Mar 2007 24
25. Group level activity - Solving the
energy crisis by designing or
developing
• Students are invited to work in groups to contribute to
solving the energy crisis by designing or developing
something. Their contribution can be in one of the following
three ways:
a. Contributing to public education on energy crisis and
energy conservation: For example by designing artifacts
(Posters, songs, movie clips, animations, etc.) that will help
the public to understand better about the energy crisis and
energy conservation, and what they can do to help
b. Designing technology that will help solve the energy
crisis: The “product” can be an actual artifact that can be
operated or it can just be a design plan for an artifact that can
help tackle the energy crisis problem by technology
c. Developing energy conservation
policies/plans/proposals, with rationales, for the
23 Mar 2007 25
government/schools/families/individuals in HK to carry out
28. Dragon Lead
Festival Project
Strategy Seven
Tailor-made
23 Mar 2007 Scaffolding 28
29. CCCKWPS-Curriculum design
• IF ENERGY IS CONSERVED,
WHY IS THERE IS STILL
ENERGY CRISIS?
• To articulate students'
concepts between energy
and energy source/ fuel; and
the relationship between the
fuel and energy. Overview: CCCKWPS
An
23 Mar 2007 29
34. Methods:
Sentence pattern given
I want to
be_______ I like____ing/noun.
I think I am a
Hong Kong is ___, I like ____
called_______ very much
23 Mar 2007 34
35. Methods:
Classroom activities:
understanding guided questions
Sentence pattern given
(e.g. I like ____+ing / noun (very much)
I want to be ____because_____
I think I’m like a/an____ since___)
->simple sentences, curriculum
Suggested vocabulary
shy, scary, smart, fashion designer…
Search Engine (e.g. Gundum)
23 Mar 2007 35
36. Online dictionary (e.g. first aider)
Demonstration of good notes (Sharing)
Q&A (how to write, ask and answer)
Feedback (grammatical problems)
Oral training, presentation (Filming)
Discussing interesting notes
Barcelona - 2 football team…
an Olympic city, Egyptian museum
Brainstorm together
what they mean, guided questions
Briefing on how to respond
match Catalonia’s specials with HK
theme-based
23 Mar 2007 36
58. How to apply KF in
Project Learning
Context
Strategy Ten
- Constructive use of information
Strategy Eleven
- Recording students’ progress
23 Mar 2007 58
59. Stage 1 - Introduction
HOME VIEW
to 3D
Class
View
23 Mar 2007 59
69. Stage 2 - Progress
First Cycle Report
23 Mar 2007 69
70. Stage 2 - Progress
Second Cycle Report
23 Mar 2007 70
71. Summary notes
• KF serves as a tool to help students
record their progress of study.
• KF serves as a common place for
students to share their resources.
• KF serves as a place for teachers to
communicate with students.
• KF serves as a tool for teachers to
conduct qualitative assessment /
formative assessment.
23 Mar 2007 71
72. How do we
assess
knowledge
building?
23 Mar 2007 72
73. How to assess?
I. Quantitative Measurement
• Analytic Tool Kit Reports
– Note Created
– Reading activity
II. Qualitative Measurement
• Setting a good note title
• Note rating using rubrics
• Learning Diary/Learning Log/Report
• Group Review
• Individual Portfolio
23 Mar 2007 73
78. Possible Strategies
• Setting a good note title
• Note rating using rubrics
• Learning Diary/Learning Log/Report
• Group Review
• Individual Portfolio
• Using knowledge building principles
23 Mar 2007 78
79. How do we
assess
knowledge
building?
23 Mar 2007 79
80. How to assess?
I. Quantitative Measurement
• Analytic Tool Kit Reports
– Note Created
– Reading activity
II. Qualitative Measurement
• Setting a good note title
• Note rating using rubrics
• Learning Diary/Learning Log/Report
• Group Review
• Individual Portfolio
23 Mar 2007 80
85. Possible Strategies
• Setting a good note title
• Note rating using rubrics
• Learning Diary/Learning Log/Report
• Group Review
• Individual Portfolio
• Using knowledge building principles
23 Mar 2007 85
Editor's Notes
Hi, I am Hidy. I am very happy that I can participate in this Knowledge Building - Dragon Lead Project, and have the opportunities to collaborate with so many teachers from both Barcelona and Hong Kong. In Hong Kong, schools participating in the Knowledge Building Project includes Hop lap College, Ming Kei College, HKUGA Primary School, and also my school, Pui Kiu College.
Our Plan consists of 2 phases, Phase 1 is initiated by introducing the topic: “IF ENERGY IS CONSERVED, WHY IS THERE IS STILL ENERGY CRISIS?” and Phase 2 would be focus on Deepening Understanding & also Starting the Collaboration. One particular interest among the teachers is to investigate students' conceptual change on "conservation of energy". Once the question is given to the students, they may develop their own viewpoints and the rationale behind. In order to discuss with others, they have to provide evidence to justify their viewpoints. As a result, the aim of the phase 1 activity is to articulate students' concepts between energy and energy source; and the relationship between the fuel and energy. Seed questions posted by teachers in this phase first focus on the "whats" in energy Crisis, and then we will scaffold students to deal with "why" or "how" questions in Energy Crisis .
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Our Plan consists of 2 phases, Phase 1 is initiated by introducing the topic: “IF ENERGY IS CONSERVED, WHY IS THERE IS STILL ENERGY CRISIS?” and Phase 2 would be focus on Deepening Understanding & also Starting the Collaboration. One particular interest among the teachers is to investigate students' conceptual change on "conservation of energy". Once the question is given to the students, they may develop their own viewpoints and the rationale behind. In order to discuss with others, they have to provide evidence to justify their viewpoints. As a result, the aim of the phase 1 activity is to articulate students' concepts between energy and energy source; and the relationship between the fuel and energy. Seed questions posted by teachers in this phase first focus on the "whats" in energy Crisis, and then we will scaffold students to deal with "why" or "how" questions in Energy Crisis .
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.