4. tip#8
•Download as PPTX, PDF•
0 likes•1,082 views
This document provides instructions for students to create a function comparison matrix for educational tools. Students will be assigned to groups based on the category of tools and cannot talk, instead having to communicate digitally. Each group needs an editor and must determine a communication plan. They will create a wiki page with a matrix comparing the basic features of their assigned tools and recommend the best one(s), justifying their choice. Finally, groups will present their recommendations and submit a post on their teacher website with the matrix, educational value, and practical issues.
Report
Share
Report
Share
Recommended
Fa12 w200-w8-part3
The document provides instructions for students to complete an in-class group activity where they will:
1. Be assigned to the same groups from the previous week and be responsible for creating a function comparison matrix on a wiki created by the instructor.
2. As a group, determine the editor, process, time allocation, and communication method without speaking aloud.
3. Create a function comparison matrix for their assigned category (e.g. whiteboarding, group tools) by listing tools/functions and filling out the matrix.
4. Post their matrix on the instructor's website under the "Tech Resources" page with a title, description, and discussion of educational value.
Sp13 w200 w8_0222_tip
The document provides instructions for students to complete an activity in small groups where they will:
1. Create a function comparison matrix on a wiki comparing tools within an assigned category.
2. Fill out the matrix by including the tools, functions, and features.
3. Post the matrix to the teacher website under the "Tech Resources" page along with a title, description of what was done in class, and educational value of the tools in their category.
Never mind the content: the importance of Authoring Tools in achieving Web Ac...
- Authoring tools are software used to create and publish web content, like content management systems, blogging tools, and word processors.
- The Web Content Accessibility Guidelines (WCAG) and Authoring Tool Accessibility Guidelines (ATAG) provide standards for making authoring tools and their output accessible, but awareness of ATAG is low.
- For authoring tools and content to be accessible, tools must make it easy for all users, including non-experts and people with disabilities, to create accessible web content. Evaluation and selection of authoring tools should consider how well they support the creation of accessible content.
8 Tips for an Awesome Powerpoint Presentation
The document provides examples of standard, boring presentation templates and encourages the creation of unique, visually appealing templates instead. It emphasizes using fewer words and more images per slide, varying fonts and colors, and breaking content into multiple slides to keep audiences engaged. Inspiration sources like design blogs and galleries of infographics and slide designs are recommended for making impactful presentations that attract and impress audiences.
Fa12 w200-w12-part 4
This document provides steps for facilitating an online lesson. It instructs teachers to review options for teaching online classes on a website, consider what tools would work best for their subject area, and post a reflection on their teacher website discussing how they could implement an online lesson for their content area. The reflection should include the title linked to an online learning video, a screenshot of a chosen tool, a description of categories and specific tools that would be used and why, and pros and cons of teaching online as well as which content may work better online.
Spring2013 week12 part4
This document provides steps for facilitating an online lesson. Students are instructed to review options for teaching online classes, consider which tools would work best for their subject area, and post a reflection on their teacher website discussing how they could implement an online lesson and potential challenges of teaching online. The reflection should include the title, screenshot, description outlining potential tools and challenges, and educational value of teaching content online.
Week 10 lecture2
This document discusses various tools that can help teachers with teaching resources, technology skills development, classroom management, administrative responsibilities, and productivity tasks. It provides lists of resources for each category, such as websites for lesson plans and teaching materials, programs for developing technology skills, classroom response systems, templates for reducing workload, and communication and collaboration tools that can also be used for productivity. The document also discusses learning management systems and provides examples like Blackboard, Oncourse, and Moodle, demonstrating features of the Learning Connection system.
Week 10 lecture2
This document discusses various tools that can help with teacher productivity. It covers tools for teaching resources, technology skills development, classroom management, administrative responsibilities, and learning management systems. Some specific tools mentioned are Internet4Classroom, kathyschrock.net, Teachers.net, Lynda.com, Smart Sync, Turning Technologies, INTERWRITEMOBI, Adobe Acrobat, Evernote, ReadWriteThink, Microsoft Office Templates, Education World, Discovery, Scholastic, Presenter, Blackboard, Oncourse, Moodle, and Learning Connection. The document also discusses using these tools to support learning, classroom management, and administrative tasks.
Recommended
Fa12 w200-w8-part3
The document provides instructions for students to complete an in-class group activity where they will:
1. Be assigned to the same groups from the previous week and be responsible for creating a function comparison matrix on a wiki created by the instructor.
2. As a group, determine the editor, process, time allocation, and communication method without speaking aloud.
3. Create a function comparison matrix for their assigned category (e.g. whiteboarding, group tools) by listing tools/functions and filling out the matrix.
4. Post their matrix on the instructor's website under the "Tech Resources" page with a title, description, and discussion of educational value.
Sp13 w200 w8_0222_tip
The document provides instructions for students to complete an activity in small groups where they will:
1. Create a function comparison matrix on a wiki comparing tools within an assigned category.
2. Fill out the matrix by including the tools, functions, and features.
3. Post the matrix to the teacher website under the "Tech Resources" page along with a title, description of what was done in class, and educational value of the tools in their category.
Never mind the content: the importance of Authoring Tools in achieving Web Ac...
- Authoring tools are software used to create and publish web content, like content management systems, blogging tools, and word processors.
- The Web Content Accessibility Guidelines (WCAG) and Authoring Tool Accessibility Guidelines (ATAG) provide standards for making authoring tools and their output accessible, but awareness of ATAG is low.
- For authoring tools and content to be accessible, tools must make it easy for all users, including non-experts and people with disabilities, to create accessible web content. Evaluation and selection of authoring tools should consider how well they support the creation of accessible content.
8 Tips for an Awesome Powerpoint Presentation
The document provides examples of standard, boring presentation templates and encourages the creation of unique, visually appealing templates instead. It emphasizes using fewer words and more images per slide, varying fonts and colors, and breaking content into multiple slides to keep audiences engaged. Inspiration sources like design blogs and galleries of infographics and slide designs are recommended for making impactful presentations that attract and impress audiences.
Fa12 w200-w12-part 4
This document provides steps for facilitating an online lesson. It instructs teachers to review options for teaching online classes on a website, consider what tools would work best for their subject area, and post a reflection on their teacher website discussing how they could implement an online lesson for their content area. The reflection should include the title linked to an online learning video, a screenshot of a chosen tool, a description of categories and specific tools that would be used and why, and pros and cons of teaching online as well as which content may work better online.
Spring2013 week12 part4
This document provides steps for facilitating an online lesson. Students are instructed to review options for teaching online classes, consider which tools would work best for their subject area, and post a reflection on their teacher website discussing how they could implement an online lesson and potential challenges of teaching online. The reflection should include the title, screenshot, description outlining potential tools and challenges, and educational value of teaching content online.
Week 10 lecture2
This document discusses various tools that can help teachers with teaching resources, technology skills development, classroom management, administrative responsibilities, and productivity tasks. It provides lists of resources for each category, such as websites for lesson plans and teaching materials, programs for developing technology skills, classroom response systems, templates for reducing workload, and communication and collaboration tools that can also be used for productivity. The document also discusses learning management systems and provides examples like Blackboard, Oncourse, and Moodle, demonstrating features of the Learning Connection system.
Week 10 lecture2
This document discusses various tools that can help with teacher productivity. It covers tools for teaching resources, technology skills development, classroom management, administrative responsibilities, and learning management systems. Some specific tools mentioned are Internet4Classroom, kathyschrock.net, Teachers.net, Lynda.com, Smart Sync, Turning Technologies, INTERWRITEMOBI, Adobe Acrobat, Evernote, ReadWriteThink, Microsoft Office Templates, Education World, Discovery, Scholastic, Presenter, Blackboard, Oncourse, Moodle, and Learning Connection. The document also discusses using these tools to support learning, classroom management, and administrative tasks.
Part4 handson activity
The document provides steps for facilitating an online lesson, including looking over options for teaching online classes and posting a reflection on a teacher website about how to implement an online lesson for one's content area. It outlines the key components of the reflection post, including titling it, including a screenshot, and discussing the educational value as well as pros and cons of teaching online and whether some content is better suited to online delivery. The goal is for teachers to consider how they could teach their subject material through an online classroom.
EDUC5101G Session 5 Presentation (March 8, 2016)
This document outlines the agenda for the 5th Adobe Connect session of the EDUC5101G course on digital tools for knowledge construction. The session will include check-ins, reminders about the final paper, discussions on learning theories and how they relate to educational technology, breakout activities to discuss instructional design models and frameworks, and an introduction to the third problem-based learning activity around designing instruction with technology. Key dates are provided for submitting the final paper and participating in peer reviews.
Engaging content
This document outlines a proposed online group for primary school teachers to share ideas about using free Web 2.0 tools in the classroom. The group will focus on tools for presentation, collaboration, creative writing, publishing, and student content creation. Its objectives are to share lesson plans, resources, and foster collaboration between teachers. The moderator will provide tutorials on Web 2.0 tools, examples of classroom uses, and student work samples. New content will include a discussion forum, weekly tool introductions, and a page for teacher-created content.
Wonderful World of Wiki Wiki Teaching
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Week7 whatsduewhen f2013
This document provides information and deadlines for EDUC W200 Week 7. Students are instructed to check their Communication Tools group for Week 8 class preparation materials before leaving class. They are also told to post their student sample project to the Teacher Website student projects page by a certain due date. Finally, details on the Case Analysis Class Prep #8 assignment are provided and students are given a due date to complete it.
Week7 whatsduewhen f2013
This document provides information and deadlines for EDUC W200 Week 7. Students are instructed to check their Communication Tools group for Week 8 class preparation materials before leaving class. They are also told to post their student sample project to the Teacher Website student projects page by a certain due date. Finally, details on the Case Analysis Class Prep #8 are provided and that is due by another specified due date. The document also lists various online communication tools for written/oral communication, whiteboarding, multimedia sharing, and video/screen sharing.
Emerging Technologies - UBC Case study 2
1. The document discusses a course on effective writing skills that teaches students how to develop a research paper and thesis.
2. One module focuses on brainstorming and organizing ideas, with learning objectives of reflective journaling, practicing brainstorming techniques, developing artifacts for different audiences, providing peer feedback, and creating a writing timeline.
3. Students are challenged to select emerging technologies to support the learning objectives, choose an activity, and experiment with tools like mind mapping, timelines, and document sharing to present their activity.
TECH2002 Lab Week 5 0809
1) The document provides instructions for students to set up their social media classroom by linking online communication media tools to a wiki page.
2) Students are asked to research and choose appropriate online tools to use for the module's social media project assignment and build up their coursework portfolio by engaging with these tools.
3) The purpose of using social media tools is to document, analyze, evaluate, and reflect on students' personal contributions to the learning community.
Social Media : Wikis
Keynote presentation. In-house awareness session on social networking. Introduction to new tools for networking, collaborating, knowledge creation and (internal/external) communication. This third presentation is on Wikis. Eleven slides, one video. April 2010.
(org. title 'Social media-Wikis')
Week7 whatsduewhen f2013
This document provides information and deadlines for students in EDUC W200 Week 7. It lists that students should check their communication tools group for Week 8 class preparation before leaving class. It also states that the student sample project is due to be posted to the teacher website's student projects page and that the Case Analysis Class Prep #8 is due on the course website for Week 8 Details. It then provides a list of different online communication and collaboration tools for written/oral communication, whiteboarding, multimedia sharing, and video/screen sharing.
Fa12 w200-w5-part1
This document provides an agenda and instructions for an education technology class. It begins by telling students to access course materials for Week 5. It then checks in on assignments from the previous class and notes that the digital story is due on a certain date. Next, it discusses sharing teacher websites and e-portfolios so the instructor can provide feedback. The document then presents a sample case about teaching shapes and has students discuss how they would integrate technology to help students learn. Finally, it outlines the agenda for the current class, which includes analyzing this case, an introduction to a case analysis project, and an in-class activity doing a mini case analysis.
INTP-362 Course Introduction.pptx
This document outlines an self-study course called INTP-362 where students select a technology topic to learn on their own and create blog posts about. The goals are to learn a new technology, improve self-study skills, and develop online presence. Students choose a topic, write two blog posts (one on content and one demonstrating an assignment), and provide feedback on peers' blogs. The instructor's role is to facilitate learning and evaluate assessments. Students are expected to become experts on their topic and teach others about it through high-quality blog posts and videos. The course aims to help students learn how to effectively learn on their own.
Week 1 part 10
This document provides instructions for students' first major assignment in an education course - a digital story worth 100 points. It explains that digital stories encourage student expression and creativity while integrating writing and public speaking. Students will create a 1-2 paragraph script advocating for the use of technology in their classroom, and the steps include writing a script, creating a storyboard, recording audio/visuals, and assembling the final video. Specific topics and guidelines for the script are provided.
Week1 part11
This document provides instructions for students to complete their first major assignment, a digital story, worth 100 points. It explains that a digital story is a multimedia presentation that combines images, audio, and video. Students will create a script advocating for the use of technology in the classroom by pitching an idea to administrators or explaining how they would use a specific tool. The process involves writing a script, creating a storyboard, gathering media, recording audio, and assembling the final video. Guidelines are provided for writing the script, including checking grammar, appropriate length, sticking to topics, and making the story engaging.
Working with wikis_symposium
This document summarizes a symposium about virtual classrooms within Philips and Océ. It includes an agenda that covers an informal learning example of expertise sharing between the companies, definitions of virtual classrooms, a live virtual classroom demonstration of working with wikis, strengths and weaknesses of different training methods, and collaborative learning through communities. The symposium aims to explain virtual classrooms and how they can facilitate online training and knowledge sharing between distributed groups.
Spring2013 week12 part5
This document provides instructions for students to create online courses using either CourseSites or Edmodo. It outlines the specific tasks to complete on each platform, which include creating announcements, events, homepage content, forums, polls, tests, and inviting a partner to the course. Students are directed to choose one platform to create their course on, complete the outlined tasks, and invite their partner to learn the content as a student. They are then asked to submit a reflection on their created course to their e-portfolio, including a screenshot and description of the features used.
Reinventing Writing April 2015 Edition #ucet15
Writing has been reinvented in 9 power ways. Learn how this has happened and how it can impact your classroom. Every teacher should be familiar with how to integrate electronic writing in their classroom. Make it simple... reinvent writing. Shared at #ucet15 in Utah in April 2015. Evernote, One Note, Dropbox, wikis, blogs, Twitter, Diigo, One Drive and so much more!
Technology integration elementary
This document provides an overview of ways to integrate technology into the elementary classroom through inexpensive and engaging methods. It discusses using free online tools like Kahoot, Glogster, and Voicethread to enhance lessons. Specific ideas are presented for using timers, online storage, avatars, and graphic organizers in the classroom. The document also reviews creating movies, flashcards, quizzes, and surveys as digital tools to support teaching and learning.
EDUC5199G Session 1 Presentation
This document provides an overview of an introductory mobile learning course. It outlines the course topics, assignments, schedule and resources. The course will explore definitions of mobile learning and issues in integrating mobile technologies into education. It will examine instructional design for mobile learning and applications. Assignments include group presentations on trends/issues and applications, participation in online discussions, and a final paper analyzing a mobile learning resource. The course will be delivered synchronously via weekly Adobe Connect sessions and include breakout activities for discussion.
EDUC5103 S18 Week 1 Slide Deck
This document outlines the agenda and schedule for an online education course. The first session will include introductions, an overview of the course topics and schedule, assignments, and the selection of group presentation topics. Topics covered in the course include various online technologies and pedagogies as well as emerging trends. Students will complete group presentations, two critical analyses, and a reflection paper. Assignments are to be submitted through the course website and participation will be evaluated based on attendance and collaboration.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
More Related Content
Similar to 4. tip#8
Part4 handson activity
The document provides steps for facilitating an online lesson, including looking over options for teaching online classes and posting a reflection on a teacher website about how to implement an online lesson for one's content area. It outlines the key components of the reflection post, including titling it, including a screenshot, and discussing the educational value as well as pros and cons of teaching online and whether some content is better suited to online delivery. The goal is for teachers to consider how they could teach their subject material through an online classroom.
EDUC5101G Session 5 Presentation (March 8, 2016)
This document outlines the agenda for the 5th Adobe Connect session of the EDUC5101G course on digital tools for knowledge construction. The session will include check-ins, reminders about the final paper, discussions on learning theories and how they relate to educational technology, breakout activities to discuss instructional design models and frameworks, and an introduction to the third problem-based learning activity around designing instruction with technology. Key dates are provided for submitting the final paper and participating in peer reviews.
Engaging content
This document outlines a proposed online group for primary school teachers to share ideas about using free Web 2.0 tools in the classroom. The group will focus on tools for presentation, collaboration, creative writing, publishing, and student content creation. Its objectives are to share lesson plans, resources, and foster collaboration between teachers. The moderator will provide tutorials on Web 2.0 tools, examples of classroom uses, and student work samples. New content will include a discussion forum, weekly tool introductions, and a page for teacher-created content.
Wonderful World of Wiki Wiki Teaching
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Week7 whatsduewhen f2013
This document provides information and deadlines for EDUC W200 Week 7. Students are instructed to check their Communication Tools group for Week 8 class preparation materials before leaving class. They are also told to post their student sample project to the Teacher Website student projects page by a certain due date. Finally, details on the Case Analysis Class Prep #8 assignment are provided and students are given a due date to complete it.
Week7 whatsduewhen f2013
This document provides information and deadlines for EDUC W200 Week 7. Students are instructed to check their Communication Tools group for Week 8 class preparation materials before leaving class. They are also told to post their student sample project to the Teacher Website student projects page by a certain due date. Finally, details on the Case Analysis Class Prep #8 are provided and that is due by another specified due date. The document also lists various online communication tools for written/oral communication, whiteboarding, multimedia sharing, and video/screen sharing.
Emerging Technologies - UBC Case study 2
1. The document discusses a course on effective writing skills that teaches students how to develop a research paper and thesis.
2. One module focuses on brainstorming and organizing ideas, with learning objectives of reflective journaling, practicing brainstorming techniques, developing artifacts for different audiences, providing peer feedback, and creating a writing timeline.
3. Students are challenged to select emerging technologies to support the learning objectives, choose an activity, and experiment with tools like mind mapping, timelines, and document sharing to present their activity.
TECH2002 Lab Week 5 0809
1) The document provides instructions for students to set up their social media classroom by linking online communication media tools to a wiki page.
2) Students are asked to research and choose appropriate online tools to use for the module's social media project assignment and build up their coursework portfolio by engaging with these tools.
3) The purpose of using social media tools is to document, analyze, evaluate, and reflect on students' personal contributions to the learning community.
Social Media : Wikis
Keynote presentation. In-house awareness session on social networking. Introduction to new tools for networking, collaborating, knowledge creation and (internal/external) communication. This third presentation is on Wikis. Eleven slides, one video. April 2010.
(org. title 'Social media-Wikis')
Week7 whatsduewhen f2013
This document provides information and deadlines for students in EDUC W200 Week 7. It lists that students should check their communication tools group for Week 8 class preparation before leaving class. It also states that the student sample project is due to be posted to the teacher website's student projects page and that the Case Analysis Class Prep #8 is due on the course website for Week 8 Details. It then provides a list of different online communication and collaboration tools for written/oral communication, whiteboarding, multimedia sharing, and video/screen sharing.
Fa12 w200-w5-part1
This document provides an agenda and instructions for an education technology class. It begins by telling students to access course materials for Week 5. It then checks in on assignments from the previous class and notes that the digital story is due on a certain date. Next, it discusses sharing teacher websites and e-portfolios so the instructor can provide feedback. The document then presents a sample case about teaching shapes and has students discuss how they would integrate technology to help students learn. Finally, it outlines the agenda for the current class, which includes analyzing this case, an introduction to a case analysis project, and an in-class activity doing a mini case analysis.
INTP-362 Course Introduction.pptx
This document outlines an self-study course called INTP-362 where students select a technology topic to learn on their own and create blog posts about. The goals are to learn a new technology, improve self-study skills, and develop online presence. Students choose a topic, write two blog posts (one on content and one demonstrating an assignment), and provide feedback on peers' blogs. The instructor's role is to facilitate learning and evaluate assessments. Students are expected to become experts on their topic and teach others about it through high-quality blog posts and videos. The course aims to help students learn how to effectively learn on their own.
Week 1 part 10
This document provides instructions for students' first major assignment in an education course - a digital story worth 100 points. It explains that digital stories encourage student expression and creativity while integrating writing and public speaking. Students will create a 1-2 paragraph script advocating for the use of technology in their classroom, and the steps include writing a script, creating a storyboard, recording audio/visuals, and assembling the final video. Specific topics and guidelines for the script are provided.
Week1 part11
This document provides instructions for students to complete their first major assignment, a digital story, worth 100 points. It explains that a digital story is a multimedia presentation that combines images, audio, and video. Students will create a script advocating for the use of technology in the classroom by pitching an idea to administrators or explaining how they would use a specific tool. The process involves writing a script, creating a storyboard, gathering media, recording audio, and assembling the final video. Guidelines are provided for writing the script, including checking grammar, appropriate length, sticking to topics, and making the story engaging.
Working with wikis_symposium
This document summarizes a symposium about virtual classrooms within Philips and Océ. It includes an agenda that covers an informal learning example of expertise sharing between the companies, definitions of virtual classrooms, a live virtual classroom demonstration of working with wikis, strengths and weaknesses of different training methods, and collaborative learning through communities. The symposium aims to explain virtual classrooms and how they can facilitate online training and knowledge sharing between distributed groups.
Spring2013 week12 part5
This document provides instructions for students to create online courses using either CourseSites or Edmodo. It outlines the specific tasks to complete on each platform, which include creating announcements, events, homepage content, forums, polls, tests, and inviting a partner to the course. Students are directed to choose one platform to create their course on, complete the outlined tasks, and invite their partner to learn the content as a student. They are then asked to submit a reflection on their created course to their e-portfolio, including a screenshot and description of the features used.
Reinventing Writing April 2015 Edition #ucet15
Writing has been reinvented in 9 power ways. Learn how this has happened and how it can impact your classroom. Every teacher should be familiar with how to integrate electronic writing in their classroom. Make it simple... reinvent writing. Shared at #ucet15 in Utah in April 2015. Evernote, One Note, Dropbox, wikis, blogs, Twitter, Diigo, One Drive and so much more!
Technology integration elementary
This document provides an overview of ways to integrate technology into the elementary classroom through inexpensive and engaging methods. It discusses using free online tools like Kahoot, Glogster, and Voicethread to enhance lessons. Specific ideas are presented for using timers, online storage, avatars, and graphic organizers in the classroom. The document also reviews creating movies, flashcards, quizzes, and surveys as digital tools to support teaching and learning.
EDUC5199G Session 1 Presentation
This document provides an overview of an introductory mobile learning course. It outlines the course topics, assignments, schedule and resources. The course will explore definitions of mobile learning and issues in integrating mobile technologies into education. It will examine instructional design for mobile learning and applications. Assignments include group presentations on trends/issues and applications, participation in online discussions, and a final paper analyzing a mobile learning resource. The course will be delivered synchronously via weekly Adobe Connect sessions and include breakout activities for discussion.
EDUC5103 S18 Week 1 Slide Deck
This document outlines the agenda and schedule for an online education course. The first session will include introductions, an overview of the course topics and schedule, assignments, and the selection of group presentation topics. Topics covered in the course include various online technologies and pedagogies as well as emerging trends. Students will complete group presentations, two critical analyses, and a reflection paper. Assignments are to be submitted through the course website and participation will be evaluated based on attendance and collaboration.
Similar to 4. tip#8 (20)
More from educw200
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
More from educw200 (20)
Recently uploaded
20240609 QFM020 Irresponsible AI Reading List May 2024
Everything I found interesting about the irresponsible use of machine intelligence in May 2024
Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...
Join us to introduce Milvus Lite, a vector database that can run on notebooks and laptops, share the same API with Milvus, and integrate with every popular GenAI framework. This webinar is perfect for developers seeking easy-to-use, well-integrated vector databases for their GenAI apps.
Video Streaming: Then, Now, and in the Future
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Essentials of Automations: The Art of Triggers and Actions in FME
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
20240605 QFM017 Machine Intelligence Reading List May 2024
Everything I found interesting about machines behaving intelligently during May 2024
Building RAG with self-deployed Milvus vector database and Snowpark Container...
This talk will give hands-on advice on building RAG applications with an open-source Milvus database deployed as a docker container. We will also introduce the integration of Milvus with Snowpark Container Services.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Pushing the limits of ePRTC: 100ns holdover for 100 days
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
UiPath Test Automation using UiPath Test Suite series, part 5
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
A tale of scale & speed: How the US Navy is enabling software delivery from l...
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
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.
“I’m still / I’m still / Chaining from the Block”
“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.
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bank’s data infrastructure but also positioned them as pioneers in the banking sector’s adoption of graph technology.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AI
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
Key insights include the importance of automation, making the adoption process seamless, and leveraging offline interactions for marketing. The presentation also emphasizes the need for continuous small improvements and building a friendly, inclusive community that contributes to the project's growth.
Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentationsRecently uploaded (20)
20240609 QFM020 Irresponsible AI Reading List May 2024
20240609 QFM020 Irresponsible AI Reading List May 2024
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...
Essentials of Automations: The Art of Triggers and Actions in FME
Essentials of Automations: The Art of Triggers and Actions in FME
20240605 QFM017 Machine Intelligence Reading List May 2024
20240605 QFM017 Machine Intelligence Reading List May 2024
Building RAG with self-deployed Milvus vector database and Snowpark Container...
Building RAG with self-deployed Milvus vector database and Snowpark Container...
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Pushing the limits of ePRTC: 100ns holdover for 100 days
Pushing the limits of ePRTC: 100ns holdover for 100 days
UiPath Test Automation using UiPath Test Suite series, part 5
UiPath Test Automation using UiPath Test Suite series, part 5
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
A tale of scale & speed: How the US Navy is enabling software delivery from l...
A tale of scale & speed: How the US Navy is enabling software delivery from l...
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdf
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
GraphSummit Singapore | Graphing Success: Revolutionising Organisational Stru...
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
GraphSummit Singapore | Neo4j Product Vision & Roadmap - Q2 2024
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AI
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AI
4. tip#8
- 1. Function Matrix TECHNOLOGY INTEGRATION PRACTICE #8 EDUC W200 Week 8
- 2. TIP #8: CREATE A FUNCTION COMPARISON MATRIX Logistics: • You will be responsible for creating a function comparison matrix (refer to Slide 19) for the category of tools you were assigned • You will do this with the other people who have been assigned tools in the same category • At the bottom of the table, make a recommendation of the best tool(s). Justify your choice • We will work on a Class Wiki that will be available on a public domain o Classroom Technology Explained: Wikis (0:43-1:54) • Check with your instructor about how to log in to the Class wiki EDUC W200 Week 8
- 3. PBWORKS • http://pbworks.com/ • ULA Demo: o o o o Include group members Include listing of tools Basic features Creation of table EDUC W200 Week 8
- 4. TIP #8: CREATE A FUNCTION COMPARISON MATRIX • NOTE: only one person can edit your group’s wiki page at a time • Your group needs an editor • CONDITION: You cannot talk at all. The only way you can communicate throughout this activity is through some digital tool. Decide on this together. • Plan how you wish to discuss to get the matrix completed in about 15-20 min. EDUC W200 Week 8
- 5. TIP #8: CREATE A FUNCTION COMPARISON MATRIX • Take two minutes as a group to determine: o Who is the editor? o What is the plan: strategy for discussion? o How much time should you allocate for each tool? o How will you communicate and share the information FB? Google chat? Other suggestions? EDUC W200 Week 8
- 6. BREAK Mid-term Evaluation EDUC W200 Week 8
- 7. TIP#8: PRESENTATION & SUBMISSION • Presentation o Discuss the tool(s) you recommend in your category 1. 2. What are the main features of the tool(s) (Open the website of the tool to explain)? How can you use it in your future classroom? o 2-3 minutes per group EDUC W200 Week 8
- 8. TIP #8: CREATE A FUNCTION COMPARISON MATRIX • Create a post on your Teacher Website, Tech Resources page o Function Comparison Matrix • Title (Linked to url of your wiki page) • Screen shot of the page you worked on • Educational Value: How can the tools in your category be used in your subject area. What are some of the practical issues you need to think about? Do any of the 3Es apply?) EDUC W200 Week 8
Editor's Notes
- http://leftwichsp13w200.pbworks.comhttp://jiasp13w200.pbworks.comhttp://tan1sp13w200.pbworks.comhttp://jungsp13w200.pbworks.comhttp://lu1sp13w200.pbworks.comhttp://tan2sp13w200.pbworks.comhttp://huhsp13w200.pbworks.comhttp://fathy1sp13w200.pbworks.comhttp://fathy2sp13w200.pbworks.comhttp://lu2sp13w200.pbworks.com