The document summarizes a professional development morning at Worcester Academy. It discusses current data trends from September 2011 and February 2012 regarding accommodations for different student groups. It then covers how to access student profiles, what the profiles are used for, and learning styles. Teachers learned about Bloom's Digital Taxonomy, the importance of modeling, using multiple entry points in curriculum and assessment, and resources like Bookshare, Webspiration and a CFL Wiki. The session concluded with a discussion of reading strategies and planning for lessons.
Active learning and producing content to distance learningMatleena Laakso
This document contains the agenda and materials for two online workshops for Brazilian teachers on active learning and producing content for distance learning. The first workshop on October 5th focuses on active learning techniques like word clouds, quizzes and polls. The second workshop on October 7th covers open educational resources, producing content with tools like H5P and ThingLink, and giving teachers time to create their own materials. The document provides detailed instructions and examples for various interactive online tools that can be used to engage students in distance learning.
Ict and digitalization in teaching and learningMatleena Laakso
- The document discusses ICT and digitalization in teaching and learning. It provides an overview of trends in technology for Chinese higher education such as blended learning, flipped learning, mobile learning, and the use of social media, virtual reality, and robotics in education.
- The document demonstrates various digital tools that can be used for teaching and learning such as Padlet, Quizizz, AnswerGarden, and top sites in China like Baidu.com. It emphasizes that social media is important for sharing and discusses licensing for open educational resources.
- Teachers are encouraged to consider how technological developments and challenges may impact their role and to make use of tools that can activate and engage students in lectures.
This document summarizes the results of a promotional campaign evaluation conducted by AIESEC in the Czech Republic in Fall 2012. It provides the response rates from promotional activities in 11 different cities. For each location, it lists the number of respondents and suggests ways to improve future promotional campaigns based on feedback. Overall, the response rate across the country was 74%. Suggestions for improvement included providing more concrete details about what members do, using more engaging visuals, promoting at additional campus locations, and involving current members to share their experiences.
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
This document discusses a Massive Open Online Course (MOOC) on e-portfolios run by the Eportfolio Community of Practice (EpCoP). The MOOC had 365 registrations from 30 countries. It focused on the aims, design, and use of e-portfolios. The MOOC was run on a Google site and included 7 levels of learning, reflections, webinars, and community discussions. Participants found it helpful for understanding e-portfolios and making connections. EpCoP plans to continue offering e-portfolio courses and resources in 2012.
This document provides an agenda for a workshop on assistive technology. The schedule includes introductions, an exploration of low-tech tools, web-based tools, apps for Apple and PC products, and extensions. Participants will learn about tools that can help anchor students to text, such as active reading kits, highlighters, and flags. Web-based tools like Webspiration will be demonstrated. The workshop also covers built-in features of cell phones, laptops, and desktop operating systems that can serve as assistive technologies. Time will be provided to explore apps and allow participants to ask questions.
This document provides an agenda for an evening event discussing instructional technology in higher education. The plan includes discussing classroom response systems, effective presentations, guidelines for using technology, animation, and collaborative work environments. The document outlines the topics to be covered, including how to use polling applications and integrating tools into PowerPoint. It also discusses benefits and obstacles of using technology in teaching as well as active lecturing techniques and presentation guidelines. Examples of animation, collaboration tools, and annotated resources are also provided.
Virtual learning platforms (VLPs) can improve schools by providing collaboration tools and enabling real learning to occur anywhere through access on any device. The document discusses VLPs as the 21st century classroom and provides examples like Moodle, Schoology, Ning, and Edmodo. It encourages participants to browse different VLPs on a wiki page and leave feedback in order to decide if their school is ready to implement a VLP.
Active learning and producing content to distance learningMatleena Laakso
This document contains the agenda and materials for two online workshops for Brazilian teachers on active learning and producing content for distance learning. The first workshop on October 5th focuses on active learning techniques like word clouds, quizzes and polls. The second workshop on October 7th covers open educational resources, producing content with tools like H5P and ThingLink, and giving teachers time to create their own materials. The document provides detailed instructions and examples for various interactive online tools that can be used to engage students in distance learning.
Ict and digitalization in teaching and learningMatleena Laakso
- The document discusses ICT and digitalization in teaching and learning. It provides an overview of trends in technology for Chinese higher education such as blended learning, flipped learning, mobile learning, and the use of social media, virtual reality, and robotics in education.
- The document demonstrates various digital tools that can be used for teaching and learning such as Padlet, Quizizz, AnswerGarden, and top sites in China like Baidu.com. It emphasizes that social media is important for sharing and discusses licensing for open educational resources.
- Teachers are encouraged to consider how technological developments and challenges may impact their role and to make use of tools that can activate and engage students in lectures.
This document summarizes the results of a promotional campaign evaluation conducted by AIESEC in the Czech Republic in Fall 2012. It provides the response rates from promotional activities in 11 different cities. For each location, it lists the number of respondents and suggests ways to improve future promotional campaigns based on feedback. Overall, the response rate across the country was 74%. Suggestions for improvement included providing more concrete details about what members do, using more engaging visuals, promoting at additional campus locations, and involving current members to share their experiences.
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
This document discusses a Massive Open Online Course (MOOC) on e-portfolios run by the Eportfolio Community of Practice (EpCoP). The MOOC had 365 registrations from 30 countries. It focused on the aims, design, and use of e-portfolios. The MOOC was run on a Google site and included 7 levels of learning, reflections, webinars, and community discussions. Participants found it helpful for understanding e-portfolios and making connections. EpCoP plans to continue offering e-portfolio courses and resources in 2012.
This document provides an agenda for a workshop on assistive technology. The schedule includes introductions, an exploration of low-tech tools, web-based tools, apps for Apple and PC products, and extensions. Participants will learn about tools that can help anchor students to text, such as active reading kits, highlighters, and flags. Web-based tools like Webspiration will be demonstrated. The workshop also covers built-in features of cell phones, laptops, and desktop operating systems that can serve as assistive technologies. Time will be provided to explore apps and allow participants to ask questions.
This document provides an agenda for an evening event discussing instructional technology in higher education. The plan includes discussing classroom response systems, effective presentations, guidelines for using technology, animation, and collaborative work environments. The document outlines the topics to be covered, including how to use polling applications and integrating tools into PowerPoint. It also discusses benefits and obstacles of using technology in teaching as well as active lecturing techniques and presentation guidelines. Examples of animation, collaboration tools, and annotated resources are also provided.
Virtual learning platforms (VLPs) can improve schools by providing collaboration tools and enabling real learning to occur anywhere through access on any device. The document discusses VLPs as the 21st century classroom and provides examples like Moodle, Schoology, Ning, and Edmodo. It encourages participants to browse different VLPs on a wiki page and leave feedback in order to decide if their school is ready to implement a VLP.
The document discusses how data science may reinvent learning and education. It begins with background on the author's experience in data teams and teaching. It then questions what an "Uber for education" may look like and discusses definitions of learning, education, and schools. The author argues interactive notebooks like Project Jupyter and flipped classrooms can improve learning at scale compared to traditional lectures or MOOCs. Content toolchains combining Jupyter, Thebe, Atlas and Docker are proposed for authoring and sharing computational narratives and code-as-media.
The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.
Synchronous and asynchronous video conferencing toolsDavid Wicks
The document discusses the use of synchronous and asynchronous video conferencing tools to support an online community of inquiry. It presents results from a study examining the use of Google Hangouts, Vialogues discussion forums, and WordPress blogs in an online instructional technology course. Semantic analysis of student contributions found that blogs contained more unique themes than Hangouts or Vialogues. Additionally, student writing in the different formats reflected different aspects of the Community of Inquiry framework, with blogs showing more cognitive presence and Hangouts demonstrating more social presence. The study provides insights into how different technologies can support different elements of online learning communities.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
This eBook contains 100 resources for interactive training designers.From valuable insights given through blog posts and articles, it also contains detailed information about communities and forums for eLearning resources, concrete ideas to make your classroom sessions alive and much more.
Virtual Presence for the School LibraryKarin Perry
This presentation discusses creating a virtual learning commons (VLC) to transform a traditional school library website. A VLC fosters collaboration and community among stakeholders through real-time participation and online collaboration. It is described as the "infrastructure" of the school. The presentation outlines five main portals of a VLC: the Information Center, Literacy Center, Knowledge Building Center, Experimental Learning Center, and highlighting School Culture. Examples and activities are provided for attendees to discuss how to implement these portals on their own library websites. The goal is to encourage collaboration and make learning more accessible through a VLC.
This document summarizes a presentation on harnessing new media for learning, teaching, and research. It discusses the characteristics of new technologies and their implications. Some key points are: (1) Learners are immersed in technology and prefer task-oriented and social learning approaches. (2) New media can be used to reach more learners effectively and impact business models and digital literacies. (3) Technologies should be mapped to pedagogies, like using blogs for reflection or forums for dialogue. (4) Learning design approaches make implicit designs explicit and encourage sharing. Activities in the presentation model mapping pedagogies to technologies and designing learning resources.
This document discusses considerations for creating a HyFlex course that satisfies both online and in-person students. Key points include:
- Technical requirements like webcams, microphones, screens, reliable internet access for both instructors and students
- Pedagogical decisions around course structure, expectations, learning objectives, and student participation
- Strategies for building community such as introductions, breakout rooms, and discussion boards
- Formative and summative assessments including polls, essays, and rubrics to evaluate student learning
- Anticipating and addressing potential glitches in technology
The document discusses ways that Valerie Burton, an English teacher, integrates technology to increase student engagement. She uses various online tools like Google Docs, Weebly, Wordle, Kidblog, Edublogs, Photopeach, and Twitter for collaboration, creating websites, presentations, student blogs, and updates. Some specific uses mentioned are peer editing with Google Docs, creating class websites and ePortfolios with Weebly, using Wordle for avatars and assessments, and having students blog or use Twitter for class updates. The document provides examples of how several tools can be implemented in the classroom.
Stephen Abram presented at the Slovenian Library Association Congress on library advocacy in the 21st century. He argued that libraries must shift their focus from content delivery to improving user experiences and questions. Libraries will need to support diverse learners, both digital and physical content, and new formats like video and graphics. Librarians should focus on transformational services aligned with curriculum. Libraries must partner with others, focus on impact, and demonstrate their value through analytics and measures of economic and strategic alignment.
Tools and Techniques for High Impact OER AdoptionDavid Wiley
This document summarizes tools and techniques for achieving high impact open educational resource (OER) adoption. It discusses how OER adoption can improve student success and affordability at scale. Research studies are presented that show OER adoption led to improved student outcomes like course completion rates and more credits earned. The document also presents a framework for evaluating the return on investment of textbooks. It concludes by outlining different approaches to OER adoption, including simple substitution of materials, realigning objectives, and rethinking pedagogy using open pedagogy to take advantage of what open resources allow.
The document discusses several ways that libraries need to adapt to ongoing technological disruptions:
- Libraries must focus on being educators rather than just providers of information and move beyond physical collections to support new formats like video, games, and virtual/augmented reality.
- They need to offer more services like makerspaces, learning spaces, and distance education support rather than just warehousing content.
- Libraries will need to work more with cloud infrastructure and partnerships rather than just maintaining their own systems, and prioritize strategic programs and services over individual events or initiatives.
The document argues that libraries must continually upgrade their skills and services to support online, mobile, and lifelong learning in order to remain relevant in an environment of
Beyond the Brick and Mortar - NEFLIN 2016 - Hot Topics User Experience Confer...Justin Denton
It’s all too common that once someone leaves the Library they don’t feel
they have a need to return unless it is to return a book, access a computer system or utilize
another Library resource. In today’s market you need to keep in touch with your users on-site
while also driving constant awareness and interaction outside of the facility. This session will
talk about how to continue to engage your patrons. We will dive into how to drive a strong
online presence that engages them and draws more interaction than your typical point and
click web-presence. We will discuss concepts such as online learning, facilitated sessions
and building a strong sense of community for both online and on-site consumption.
Stephen Abram gave a presentation on how libraries need to engage learners and communities to ensure success. He argued that libraries must shift their focus from content delivery to improving the learning experience. Specifically, he stated that libraries should focus on transformational services, strategic alignment with education, and building lifelong learning competencies among patrons. Abram also urged libraries to form partnerships, understand community needs, and scale up impactful programs to remain relevant in a changing environment dominated by new formats, devices, and learning styles.
Designing Innovative Learning Environments using Learning Environment Modelin...buckydodd
This presentation discusses the design and modeling processes for learning environments and how we can use these methods to enhance the innovative qualities of learning experiences.
This document provides an overview and resources for 21st century teaching and learning. It discusses tools for teachers, such as web-based activities, social media, professional learning networks, and websites. It also discusses tools for students, including social media, interactive games, educational videos and mobile devices. Finally, it provides various printables for teachers like posters, brain breaks, awards and bookmarks. The goal is to serve as a starting point for integrating technology into teaching and enhancing student learning.
Learning Environments at Virginia Tech University LibrariesLauren Pressley
The document outlines the various services provided by a university library, including online resources, circulation of physical and technological materials, reference support, assistance available throughout the physical library spaces, and programming events. It discusses the goals of each service, such as supporting teaching and student learning, and provides examples of specific types of help that are available, such as creating online course content, offering equipment loans, and showcasing student and faculty work. The overall document serves to introduce faculty to the full range of library resources and how each can be leveraged to enrich teaching and the student experience.
This document contains the text from a presentation given by Stephen Abram to library staff in Burnaby, BC on October 23, 2013. It discusses the need for libraries and library staff to adapt to ongoing changes in technology and user needs. It suggests libraries focus on transformational services like improving user experiences and building life competencies rather than just delivering information. It also encourages staff to take risks, cooperate with other organizations, and focus on scalable programs with measurable impact. The presentation aims to push libraries and librarians to continually upgrade their skills and services to remain relevant in a changing environment.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The document discusses how data science may reinvent learning and education. It begins with background on the author's experience in data teams and teaching. It then questions what an "Uber for education" may look like and discusses definitions of learning, education, and schools. The author argues interactive notebooks like Project Jupyter and flipped classrooms can improve learning at scale compared to traditional lectures or MOOCs. Content toolchains combining Jupyter, Thebe, Atlas and Docker are proposed for authoring and sharing computational narratives and code-as-media.
The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.
Synchronous and asynchronous video conferencing toolsDavid Wicks
The document discusses the use of synchronous and asynchronous video conferencing tools to support an online community of inquiry. It presents results from a study examining the use of Google Hangouts, Vialogues discussion forums, and WordPress blogs in an online instructional technology course. Semantic analysis of student contributions found that blogs contained more unique themes than Hangouts or Vialogues. Additionally, student writing in the different formats reflected different aspects of the Community of Inquiry framework, with blogs showing more cognitive presence and Hangouts demonstrating more social presence. The study provides insights into how different technologies can support different elements of online learning communities.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
This eBook contains 100 resources for interactive training designers.From valuable insights given through blog posts and articles, it also contains detailed information about communities and forums for eLearning resources, concrete ideas to make your classroom sessions alive and much more.
Virtual Presence for the School LibraryKarin Perry
This presentation discusses creating a virtual learning commons (VLC) to transform a traditional school library website. A VLC fosters collaboration and community among stakeholders through real-time participation and online collaboration. It is described as the "infrastructure" of the school. The presentation outlines five main portals of a VLC: the Information Center, Literacy Center, Knowledge Building Center, Experimental Learning Center, and highlighting School Culture. Examples and activities are provided for attendees to discuss how to implement these portals on their own library websites. The goal is to encourage collaboration and make learning more accessible through a VLC.
This document summarizes a presentation on harnessing new media for learning, teaching, and research. It discusses the characteristics of new technologies and their implications. Some key points are: (1) Learners are immersed in technology and prefer task-oriented and social learning approaches. (2) New media can be used to reach more learners effectively and impact business models and digital literacies. (3) Technologies should be mapped to pedagogies, like using blogs for reflection or forums for dialogue. (4) Learning design approaches make implicit designs explicit and encourage sharing. Activities in the presentation model mapping pedagogies to technologies and designing learning resources.
This document discusses considerations for creating a HyFlex course that satisfies both online and in-person students. Key points include:
- Technical requirements like webcams, microphones, screens, reliable internet access for both instructors and students
- Pedagogical decisions around course structure, expectations, learning objectives, and student participation
- Strategies for building community such as introductions, breakout rooms, and discussion boards
- Formative and summative assessments including polls, essays, and rubrics to evaluate student learning
- Anticipating and addressing potential glitches in technology
The document discusses ways that Valerie Burton, an English teacher, integrates technology to increase student engagement. She uses various online tools like Google Docs, Weebly, Wordle, Kidblog, Edublogs, Photopeach, and Twitter for collaboration, creating websites, presentations, student blogs, and updates. Some specific uses mentioned are peer editing with Google Docs, creating class websites and ePortfolios with Weebly, using Wordle for avatars and assessments, and having students blog or use Twitter for class updates. The document provides examples of how several tools can be implemented in the classroom.
Stephen Abram presented at the Slovenian Library Association Congress on library advocacy in the 21st century. He argued that libraries must shift their focus from content delivery to improving user experiences and questions. Libraries will need to support diverse learners, both digital and physical content, and new formats like video and graphics. Librarians should focus on transformational services aligned with curriculum. Libraries must partner with others, focus on impact, and demonstrate their value through analytics and measures of economic and strategic alignment.
Tools and Techniques for High Impact OER AdoptionDavid Wiley
This document summarizes tools and techniques for achieving high impact open educational resource (OER) adoption. It discusses how OER adoption can improve student success and affordability at scale. Research studies are presented that show OER adoption led to improved student outcomes like course completion rates and more credits earned. The document also presents a framework for evaluating the return on investment of textbooks. It concludes by outlining different approaches to OER adoption, including simple substitution of materials, realigning objectives, and rethinking pedagogy using open pedagogy to take advantage of what open resources allow.
The document discusses several ways that libraries need to adapt to ongoing technological disruptions:
- Libraries must focus on being educators rather than just providers of information and move beyond physical collections to support new formats like video, games, and virtual/augmented reality.
- They need to offer more services like makerspaces, learning spaces, and distance education support rather than just warehousing content.
- Libraries will need to work more with cloud infrastructure and partnerships rather than just maintaining their own systems, and prioritize strategic programs and services over individual events or initiatives.
The document argues that libraries must continually upgrade their skills and services to support online, mobile, and lifelong learning in order to remain relevant in an environment of
Beyond the Brick and Mortar - NEFLIN 2016 - Hot Topics User Experience Confer...Justin Denton
It’s all too common that once someone leaves the Library they don’t feel
they have a need to return unless it is to return a book, access a computer system or utilize
another Library resource. In today’s market you need to keep in touch with your users on-site
while also driving constant awareness and interaction outside of the facility. This session will
talk about how to continue to engage your patrons. We will dive into how to drive a strong
online presence that engages them and draws more interaction than your typical point and
click web-presence. We will discuss concepts such as online learning, facilitated sessions
and building a strong sense of community for both online and on-site consumption.
Stephen Abram gave a presentation on how libraries need to engage learners and communities to ensure success. He argued that libraries must shift their focus from content delivery to improving the learning experience. Specifically, he stated that libraries should focus on transformational services, strategic alignment with education, and building lifelong learning competencies among patrons. Abram also urged libraries to form partnerships, understand community needs, and scale up impactful programs to remain relevant in a changing environment dominated by new formats, devices, and learning styles.
Designing Innovative Learning Environments using Learning Environment Modelin...buckydodd
This presentation discusses the design and modeling processes for learning environments and how we can use these methods to enhance the innovative qualities of learning experiences.
This document provides an overview and resources for 21st century teaching and learning. It discusses tools for teachers, such as web-based activities, social media, professional learning networks, and websites. It also discusses tools for students, including social media, interactive games, educational videos and mobile devices. Finally, it provides various printables for teachers like posters, brain breaks, awards and bookmarks. The goal is to serve as a starting point for integrating technology into teaching and enhancing student learning.
Learning Environments at Virginia Tech University LibrariesLauren Pressley
The document outlines the various services provided by a university library, including online resources, circulation of physical and technological materials, reference support, assistance available throughout the physical library spaces, and programming events. It discusses the goals of each service, such as supporting teaching and student learning, and provides examples of specific types of help that are available, such as creating online course content, offering equipment loans, and showcasing student and faculty work. The overall document serves to introduce faculty to the full range of library resources and how each can be leveraged to enrich teaching and the student experience.
This document contains the text from a presentation given by Stephen Abram to library staff in Burnaby, BC on October 23, 2013. It discusses the need for libraries and library staff to adapt to ongoing changes in technology and user needs. It suggests libraries focus on transformational services like improving user experiences and building life competencies rather than just delivering information. It also encourages staff to take risks, cooperate with other organizations, and focus on scalable programs with measurable impact. The presentation aims to push libraries and librarians to continually upgrade their skills and services to remain relevant in a changing environment.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
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
3. September, 2011 Data
CFL: DOCUMENTATION ON FILE WITH ACCOMMODATIONS
SOC: FORMAL REFERRAL PROCESS
SH: STRUCTURED SKILL-BASED STUDY HALL
DI: DOCUMENTATION ON FILE; FLEXIBLE SCHEDULE
3
11. • What the CFL does with the profiles
• What the classroom teacher does with the profiles
Two ways to think about the learners in each of your
classes...
8
12. The Four Brain Based
Learning Styles
• Abstract Random
• Abstract Sequential
• Concrete Random
• Concrete Sequential
• Online Source ***revisit if time
9
13. The Matrix
• Purpose: To provide a “snapshot” of the
types of learners in each class; a concept to
be adapted to the needs of each individual
teacher
• Goal: to facilitate groupings and lesson
planning
10
18. Importance of Modeling; How can
we use it?
Students at different points on the continuum benefit from:
Strategic Grouping
I do,You do, We do
Think Pair Share
Student Presentations
15
29. Teacher’s Domain
• The site
• How could you use this?
• How can it be used as a
differentiator?
18
30. What is Bookshare?
• Bookshare® is an online library of digital books for people with print
disabilities. It operates under an exception to U.S. copyright law which allows
copyrighted digital books to be made available to people with qualifying
disabilities.
• Worcester Academy now has an Organizational Membership to
Bookshare. All students with qualifying disabilities now have access to
this program.
• This is what it looks like:
19
31. Who has access to Bookshare?
• All CFL Learning Specialists, Wendy Cotta,
Jason Epstein, and Kris Geenty are
“Sponsors” of the school membership. These
individuals can install the software and help
your student download books.
• All students with documented learning
disabilities have access through the Worcester
Academy CFL Organizational account.
20
32. How do you use Bookshare?
• We will make sure the software is
downloaded onto each student’s computer.
• The Bookshare icon looks like this:
• Double click the icon and “ReadOutLoud”
will open
21
34. Demonstration
• Read Outloud and annotating
• PLEASE!! When choosing a textbook/ trade
book, make sure it is published after 2007. By
law, these books must be digitally accessible
to students with documented disabilities.
23
68. Use color to identify the characters
in the story. For example:
Yellow: Rachel
Pink: Mrs. Price
Green: Sylvia
31
69. Role Audience Format Topic
Her day at
Rachel Her Mother Letter
school
What happened
Mrs. Price A Colleague A Script with the red
sweater?
What did
Song lyrics Mrs. Price
Sylvia A Sibling
with a refrain did to
Rachel?
32
71. The Four Brain Based
Learning Styles
• Abstract Random
• Abstract Sequential
• Concrete Random
• Concrete Sequential
• Online Source ***revisit if time
34