This document outlines objectives and timeframes for teaching general music teachers to use GarageBand software. It is divided into 7 clusters, each focusing on a different skill or set of skills over 15-20 minutes. Within each cluster are specific objectives that build upon each other. Motivational strategies draw from Keller's ARCS model to gain and maintain learner attention through variety, relevance through choice and application to teaching, building confidence with clear steps and supports, and satisfaction through creating finished projects and sharing accomplishments.
This document provides instructions for deleting various items in GarageBand for iOS, including songs, tracks, regions, measures, and beats. It explains that to delete a song, the user must press and hold the song and then tap the trash can icon. To delete a track, the user taps the track head twice to bring up the track edit menu and then taps delete. To delete a region, the user taps the region twice to bring up the region edit menu and then taps delete. To delete part of a region, the user splits the region into two parts and then deletes the unwanted region section.
This document provides self-assessment rubrics to help learners measure their progress in learning skills for the GarageBand creativity software. It outlines five levels of achievement from level 1 where learners are unable to complete tasks to level 5 where learners can complete advanced tasks beyond original instruction. Descriptors for each level are provided for seven skill areas covered in GarageBand lessons including editing audio, composing with loops, exporting projects, converting audio files, importing audio, and recording with real and software instruments. Reference guides with menus, keyboard shortcuts, and mouse functions are also included for lessons 1-3, 4-6, and 7.
Garageband Podcast Unit: Nebraska HistoryMelissa Moore
Here are the answers to the pre-test questions:
1. A reporter asks questions to get information from the person being interviewed. They usually ask who, what, when, where, why and how questions to learn facts and get details.
2. Students may have seen or heard interviews on TV news programs, talk shows, podcasts, or documentaries. They may have seen a reporter interviewing a celebrity, politician, eyewitness to an event, expert, etc.
3. The "5 W's" are who, what, when, where, why. These basic questions help get the key facts of what happened.
4. Answers will vary depending on student's experience with GarageBand.
This professional development course teaches teachers how to integrate digital audio technologies into their curriculum. The course is split into two parts: the first part demonstrates how to download audio books from the library onto MP3 players. The second part has teachers work independently to learn the technology and collaborate within the online community Tapped In. Teachers will discuss ways to incorporate audio books and digital audio into their lessons.
This document provides instructions for creating an instructional video using an interactive whiteboard. Students should choose a lesson to teach, describe its goals, and explain how an interactive whiteboard could help students meet those goals. They are instructed to download and install SMART Notebook software, find example lessons, and create 5-10 slides covering their topic. The video should be 3-6 minutes, demonstrate whiteboard skills, and include an additional learning resource. It will be evaluated based on topic choice, slide organization, resource appropriateness, explanations, interactivity, flow, meeting requirements, and overall effort.
This document provides information about the MO4 S15 Digital Music Production module taught by Stuart Jones at the University of South Wales. The 20-credit, post-graduate module aims to develop students' skills in digital music production, composition, recording, editing and processing using music technology software. Over two semesters, students will complete hands-on lessons and tutorials to learn software like Logic Pro X and prepare material for professional recording. Assessment includes a recording portfolio and students have the opportunity to become Apple Certified Professionals in music production.
Teachers will learn how to create podcasts to make supplemental learning materials more accessible to students. The beginner lesson will cover what podcasts are and their benefits. The intermediate lesson will teach how to record and edit podcasts. The advanced lesson will instruct teachers to add enhancements like music and sound effects. After completing all three lessons, teachers will be able to create podcasts for use in the classroom or on a website.
This document provides instructions for deleting various items in GarageBand for iOS, including songs, tracks, regions, measures, and beats. It explains that to delete a song, the user must press and hold the song and then tap the trash can icon. To delete a track, the user taps the track head twice to bring up the track edit menu and then taps delete. To delete a region, the user taps the region twice to bring up the region edit menu and then taps delete. To delete part of a region, the user splits the region into two parts and then deletes the unwanted region section.
This document provides self-assessment rubrics to help learners measure their progress in learning skills for the GarageBand creativity software. It outlines five levels of achievement from level 1 where learners are unable to complete tasks to level 5 where learners can complete advanced tasks beyond original instruction. Descriptors for each level are provided for seven skill areas covered in GarageBand lessons including editing audio, composing with loops, exporting projects, converting audio files, importing audio, and recording with real and software instruments. Reference guides with menus, keyboard shortcuts, and mouse functions are also included for lessons 1-3, 4-6, and 7.
Garageband Podcast Unit: Nebraska HistoryMelissa Moore
Here are the answers to the pre-test questions:
1. A reporter asks questions to get information from the person being interviewed. They usually ask who, what, when, where, why and how questions to learn facts and get details.
2. Students may have seen or heard interviews on TV news programs, talk shows, podcasts, or documentaries. They may have seen a reporter interviewing a celebrity, politician, eyewitness to an event, expert, etc.
3. The "5 W's" are who, what, when, where, why. These basic questions help get the key facts of what happened.
4. Answers will vary depending on student's experience with GarageBand.
This professional development course teaches teachers how to integrate digital audio technologies into their curriculum. The course is split into two parts: the first part demonstrates how to download audio books from the library onto MP3 players. The second part has teachers work independently to learn the technology and collaborate within the online community Tapped In. Teachers will discuss ways to incorporate audio books and digital audio into their lessons.
This document provides instructions for creating an instructional video using an interactive whiteboard. Students should choose a lesson to teach, describe its goals, and explain how an interactive whiteboard could help students meet those goals. They are instructed to download and install SMART Notebook software, find example lessons, and create 5-10 slides covering their topic. The video should be 3-6 minutes, demonstrate whiteboard skills, and include an additional learning resource. It will be evaluated based on topic choice, slide organization, resource appropriateness, explanations, interactivity, flow, meeting requirements, and overall effort.
This document provides information about the MO4 S15 Digital Music Production module taught by Stuart Jones at the University of South Wales. The 20-credit, post-graduate module aims to develop students' skills in digital music production, composition, recording, editing and processing using music technology software. Over two semesters, students will complete hands-on lessons and tutorials to learn software like Logic Pro X and prepare material for professional recording. Assessment includes a recording portfolio and students have the opportunity to become Apple Certified Professionals in music production.
Teachers will learn how to create podcasts to make supplemental learning materials more accessible to students. The beginner lesson will cover what podcasts are and their benefits. The intermediate lesson will teach how to record and edit podcasts. The advanced lesson will instruct teachers to add enhancements like music and sound effects. After completing all three lessons, teachers will be able to create podcasts for use in the classroom or on a website.
This document outlines the curriculum for a Filmmaking I course that teaches students film techniques through hands-on projects. The course utilizes various web tools to facilitate communication, instruction, collaboration, and publishing of student work. Unit 1 focuses on teaching students how to properly frame and angle shots, edit films, add sound/music, and publish finished films online. Lessons utilize Edmodo for communication/planning, Prezi for shot tutorials, Jing for editing tutorials, Soundation for audio elements, and YouTube for publishing/feedback.
This two-lesson unit plan uses technology to teach second grade students writing and storytelling skills. Lesson one is a flipped lesson where students listen to a podcast and make story webs using Kidspiration software. Lesson two has students write stories based on a prompt and create digital stories using the Adobe Voice app by adding pictures, recording narration, and publishing online. Both lessons integrate principles of universal design for learning and can be adapted for diverse learners including ESL students. The unit addresses state writing standards and technology standards.
A short presentation detailing how I've implemented Teaching Informed by Research, feeding my research into Ambisonics algorithm research into the undergraduate, Music Production, curriculum.
This document provides instructions for a workshop on using the GarageBand software program. It outlines learning objectives like creating original multi-track compositions and podcasts. Participants will make their own 32 bar composition with 4 tracks following a guide. They will also create backing tracks for different purposes like documentaries, ads or yoga. The document explores using GarageBand on iPads and making podcasts to share content regularly. It includes creating an audio podcast for a school announcement and experimenting making songs on the iPad version.
Micro Applications In The Classroom Podcastingguest6b77da
This document discusses how podcasting can be used in education. It provides examples such as teachers recording lectures and lessons for students to access online. It also suggests podcasting could be used to share student projects, musical pieces for reference, instrument lessons, concert videos, and ear training exercises. Podcasts may also be used for students to ask questions and leave comments as well as having students summarize educational blog posts.
This document discusses how podcasting can be used in education. It provides examples such as teachers recording lectures and lessons for students to access online. It also suggests podcasting could be used to share student projects, recordings of musical pieces, instrument lessons, concert videos, and ear training exercises. The document encourages using podcasts and iPods to enhance learning.
Data lesson ideas for Y3/4 Australian CurriculumJoanne Villis
Ideas for teaching Primary (Year 3) data according to the new Australia Curriculum guidelines. What can you teach? How can you teach different data types, recording methods and file transfer?
Audacity and Gabcast for Course and Learner Generated Audio ContentLisa Johnson, PhD
The document discusses using audio tools like Audacity and Gabcast to incorporate audio content in online courses. It provides reasons for using audio like engaging different learning styles and reducing monotony. Gabcast allows recording audio over the phone while Audacity is a free multi-platform audio editor. Considerations for using audio include providing transcripts for accessibility and managing file sizes. Examples from a history course demonstrate using instructor-generated and student-generated audio content.
This document discusses the benefits of using blogs and podcasts in the classroom. Blogs allow teachers to easily share information with students, and provide opportunities for students to read, write, and collaborate. Podcasts allow teachers to share lessons and schedules with students, and enable students to record assignments or discuss topics. While computers alone may not significantly improve academic achievement, they provide students with unlimited research resources and learning materials not available from teachers alone.
This document provides an overview of Apple's GarageBand software. It describes GarageBand's main components such as loops, software instruments, and real instruments. It outlines how to create a new project file and set the tempo, time signature, and key. The main GarageBand window is shown, including track headers, the track mixer, and timeline. Instructions are provided on adding loops and tracks, recording software instruments, connecting real instruments, and mixing down and exporting songs.
Automatic Music Generation Using Deep LearningIRJET Journal
This document discusses automatic music generation using deep learning. It begins with an abstract describing how music is generated in the form of a sequence of ABC notes using deep learning concepts. LSTM or GRUs are commonly used for music generation as recurrent neural networks that can efficiently model sequences. The main purpose of the project described is to generate melodious and rhythmic music automatically using a recurrent neural network. It reviews approaches like WaveNet and LSTM for music generation and tools like Magenta and DeepJazz. The design uses a character RNN and LSTM network to classify and predict the next character in an ABC notation sequence to generate music.
The document provides details about a multi-day lesson plan for a 3rd grade class on Leonardo Da Vinci. On day 4, students will research Da Vinci at various stations and collect facts to create a podcast summarizing what they learned. On day 5, students will record their podcasts using Audacity software, stating up to 10 facts about Da Vinci's life in under a minute. The teacher will provide guidance during the research and recording. Students will be assessed on the clarity, preparation, number of facts included, and effort shown in their podcasts.
This document contains a summary of topics and lesson plans for teaching English to adult learners using songs. It includes 12 topics that will be covered in the course over 2 weeks. The topics focus on differences between child and adult language learning, pronunciation, vocabulary, listening skills, and reading skills. Several lesson plans are also provided that describe warm-up activities, previews, predictions, guided practice, and closures. The lesson plans incorporate group work, videos, songs, and other materials. The timetable schedules the topics and lessons across each day of the 2-week period.
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
This document outlines a 10-day unit plan for a project called the "Amazonian Podcasting Expedition" (A.P.E.). Students will be split into teams to research different layers of the Amazon rainforest ecosystem. They will use online resources and materials to research their assigned layer. Then, students will record a podcast summarizing their findings to share on the last few days. The goal is for students to learn about the importance of rainforests and threats to them through collaborative research and a multimedia project.
The following resources come from the 2009/10 BSc in Music Technology (course number 2ELE0077) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate within a digital audio environment:
• an understanding of audio requirements for digital editing.
• an awareness of technical constraints for content management and creation.
• the creation of immersive multitrack sound sequences, within a games environment.
Students will be provided with a library of audio samples, captured from a range of sources, from which they must select and edit into a short duration, professional quality multitrack sound sequence. The project provides students with an awareness of current audio standards and also the need to technically appraise the content of source material. The project also introduces the use of contemporary digital authoring tools and processes.
The following resources come from the 2009/10 B.Sc in Media Technology and Digital Broadcast (course number 2ELE0073) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate within a digital broadcast environment:
• an understanding of audio requirements for digital editing.
• an awareness of technical constraints for content management and creation.
• the creation of multitrack sound sequences.
Students will be provided with a library of audio samples captured from a range of sources from which they must select and edit into several short duration, professional quality, multitrack sound sequences. The project provides students with an awareness of current audio standards and also the need to appraise the technical content of source material. The project also introduces the use of contemporary digital authoring tools and processes.
The School of Psychology at Bangor University began a project to implement and evaluate the use of podcasts to support student learning. Some lecturers agreed to have their lectures recorded and distributed as audio or video podcasts to students. Students provided positive feedback on podcasts and found them useful for reviewing lectures. The project aimed to evaluate the benefits of using podcasts for learning as well as the technical aspects of recording and distributing podcasts.
This document provides an overview and transcript of a presentation on developing a Technology Integration Plan (TIP). It discusses the importance of a TIP for realizing technology benefits and meeting state mandates. The presentation covers assembling a planning team, conducting needs assessments, drafting the TIP components including goals, strategies and budgets, and obtaining stakeholder feedback throughout the process. The overall summary is that an effective TIP requires collaboration and follows a multi-phase process of assessment, formulation and implementation to successfully integrate technology into the curriculum.
This document outlines the curriculum for a Filmmaking I course that teaches students film techniques through hands-on projects. The course utilizes various web tools to facilitate communication, instruction, collaboration, and publishing of student work. Unit 1 focuses on teaching students how to properly frame and angle shots, edit films, add sound/music, and publish finished films online. Lessons utilize Edmodo for communication/planning, Prezi for shot tutorials, Jing for editing tutorials, Soundation for audio elements, and YouTube for publishing/feedback.
This two-lesson unit plan uses technology to teach second grade students writing and storytelling skills. Lesson one is a flipped lesson where students listen to a podcast and make story webs using Kidspiration software. Lesson two has students write stories based on a prompt and create digital stories using the Adobe Voice app by adding pictures, recording narration, and publishing online. Both lessons integrate principles of universal design for learning and can be adapted for diverse learners including ESL students. The unit addresses state writing standards and technology standards.
A short presentation detailing how I've implemented Teaching Informed by Research, feeding my research into Ambisonics algorithm research into the undergraduate, Music Production, curriculum.
This document provides instructions for a workshop on using the GarageBand software program. It outlines learning objectives like creating original multi-track compositions and podcasts. Participants will make their own 32 bar composition with 4 tracks following a guide. They will also create backing tracks for different purposes like documentaries, ads or yoga. The document explores using GarageBand on iPads and making podcasts to share content regularly. It includes creating an audio podcast for a school announcement and experimenting making songs on the iPad version.
Micro Applications In The Classroom Podcastingguest6b77da
This document discusses how podcasting can be used in education. It provides examples such as teachers recording lectures and lessons for students to access online. It also suggests podcasting could be used to share student projects, musical pieces for reference, instrument lessons, concert videos, and ear training exercises. Podcasts may also be used for students to ask questions and leave comments as well as having students summarize educational blog posts.
This document discusses how podcasting can be used in education. It provides examples such as teachers recording lectures and lessons for students to access online. It also suggests podcasting could be used to share student projects, recordings of musical pieces, instrument lessons, concert videos, and ear training exercises. The document encourages using podcasts and iPods to enhance learning.
Data lesson ideas for Y3/4 Australian CurriculumJoanne Villis
Ideas for teaching Primary (Year 3) data according to the new Australia Curriculum guidelines. What can you teach? How can you teach different data types, recording methods and file transfer?
Audacity and Gabcast for Course and Learner Generated Audio ContentLisa Johnson, PhD
The document discusses using audio tools like Audacity and Gabcast to incorporate audio content in online courses. It provides reasons for using audio like engaging different learning styles and reducing monotony. Gabcast allows recording audio over the phone while Audacity is a free multi-platform audio editor. Considerations for using audio include providing transcripts for accessibility and managing file sizes. Examples from a history course demonstrate using instructor-generated and student-generated audio content.
This document discusses the benefits of using blogs and podcasts in the classroom. Blogs allow teachers to easily share information with students, and provide opportunities for students to read, write, and collaborate. Podcasts allow teachers to share lessons and schedules with students, and enable students to record assignments or discuss topics. While computers alone may not significantly improve academic achievement, they provide students with unlimited research resources and learning materials not available from teachers alone.
This document provides an overview of Apple's GarageBand software. It describes GarageBand's main components such as loops, software instruments, and real instruments. It outlines how to create a new project file and set the tempo, time signature, and key. The main GarageBand window is shown, including track headers, the track mixer, and timeline. Instructions are provided on adding loops and tracks, recording software instruments, connecting real instruments, and mixing down and exporting songs.
Automatic Music Generation Using Deep LearningIRJET Journal
This document discusses automatic music generation using deep learning. It begins with an abstract describing how music is generated in the form of a sequence of ABC notes using deep learning concepts. LSTM or GRUs are commonly used for music generation as recurrent neural networks that can efficiently model sequences. The main purpose of the project described is to generate melodious and rhythmic music automatically using a recurrent neural network. It reviews approaches like WaveNet and LSTM for music generation and tools like Magenta and DeepJazz. The design uses a character RNN and LSTM network to classify and predict the next character in an ABC notation sequence to generate music.
The document provides details about a multi-day lesson plan for a 3rd grade class on Leonardo Da Vinci. On day 4, students will research Da Vinci at various stations and collect facts to create a podcast summarizing what they learned. On day 5, students will record their podcasts using Audacity software, stating up to 10 facts about Da Vinci's life in under a minute. The teacher will provide guidance during the research and recording. Students will be assessed on the clarity, preparation, number of facts included, and effort shown in their podcasts.
This document contains a summary of topics and lesson plans for teaching English to adult learners using songs. It includes 12 topics that will be covered in the course over 2 weeks. The topics focus on differences between child and adult language learning, pronunciation, vocabulary, listening skills, and reading skills. Several lesson plans are also provided that describe warm-up activities, previews, predictions, guided practice, and closures. The lesson plans incorporate group work, videos, songs, and other materials. The timetable schedules the topics and lessons across each day of the 2-week period.
This document provides a sample lesson plan template covering two weeks of instruction on teaching English with songs. The plan includes the topic, performance objective, level, group, segment description, didactic resources, materials, and time for each lesson. Week 1 focuses on pronunciation, vocabulary, listening skills, and activities. Week 2 emphasizes reading skills, techniques, and applying patterns and comprehension strategies to short texts. The detailed plan models scaffolding techniques and integrating various skills and media into the English language lessons.
This document outlines a 10-day unit plan for a project called the "Amazonian Podcasting Expedition" (A.P.E.). Students will be split into teams to research different layers of the Amazon rainforest ecosystem. They will use online resources and materials to research their assigned layer. Then, students will record a podcast summarizing their findings to share on the last few days. The goal is for students to learn about the importance of rainforests and threats to them through collaborative research and a multimedia project.
The following resources come from the 2009/10 BSc in Music Technology (course number 2ELE0077) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate within a digital audio environment:
• an understanding of audio requirements for digital editing.
• an awareness of technical constraints for content management and creation.
• the creation of immersive multitrack sound sequences, within a games environment.
Students will be provided with a library of audio samples, captured from a range of sources, from which they must select and edit into a short duration, professional quality multitrack sound sequence. The project provides students with an awareness of current audio standards and also the need to technically appraise the content of source material. The project also introduces the use of contemporary digital authoring tools and processes.
The following resources come from the 2009/10 B.Sc in Media Technology and Digital Broadcast (course number 2ELE0073) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate within a digital broadcast environment:
• an understanding of audio requirements for digital editing.
• an awareness of technical constraints for content management and creation.
• the creation of multitrack sound sequences.
Students will be provided with a library of audio samples captured from a range of sources from which they must select and edit into several short duration, professional quality, multitrack sound sequences. The project provides students with an awareness of current audio standards and also the need to appraise the technical content of source material. The project also introduces the use of contemporary digital authoring tools and processes.
The School of Psychology at Bangor University began a project to implement and evaluate the use of podcasts to support student learning. Some lecturers agreed to have their lectures recorded and distributed as audio or video podcasts to students. Students provided positive feedback on podcasts and found them useful for reviewing lectures. The project aimed to evaluate the benefits of using podcasts for learning as well as the technical aspects of recording and distributing podcasts.
This document provides an overview and transcript of a presentation on developing a Technology Integration Plan (TIP). It discusses the importance of a TIP for realizing technology benefits and meeting state mandates. The presentation covers assembling a planning team, conducting needs assessments, drafting the TIP components including goals, strategies and budgets, and obtaining stakeholder feedback throughout the process. The overall summary is that an effective TIP requires collaboration and follows a multi-phase process of assessment, formulation and implementation to successfully integrate technology into the curriculum.
This document provides a reference guide for GarageBand lessons 1-6, summarizing keyboard shortcuts, mouse functions, and menu options for various editing, arranging, exporting, and importing audio functions in GarageBand. It includes shortcuts and instructions for deleting, copying, pasting, looping, splitting tracks, adjusting volume, burning songs to CD, sending to iTunes, converting file formats, and importing audio files like MIDI, loops, and other formats while being mindful of copyright restrictions.
The principal asked the author to develop a rubric to evaluate software for a grant to fund new applications for the school. The rubric must include clear criteria for scoring software, and be used to evaluate two sample applications to demonstrate its usefulness. The author created an educational software evaluation instrument in Word that can be used to enter product information and respond to statements about software characteristics. It includes checkboxes and text fields to flexibly evaluate educational focus, classroom application, educational purpose, subject matter content, progress monitoring, ease of use, presentation, support, and associated costs and services. At the end, the evaluator recommends whether to use the software and includes references.
The principal at a school asked two educators to develop a rubric to evaluate software for a grant to fund new applications. The rubric must include clear criteria for scoring software, an evaluation of two sample applications using the rubric, and references. The educators created a rubric in a Word document with checkboxes and fields. It includes sections to evaluate educational purpose, subject matter content, progress monitoring, ease of use, presentation, support, and costs. They then used the rubric to evaluate two sample software programs and included references at the end.
This document outlines a professional development plan for teacher training on Promethean technologies. The training will take place over two half-day sessions in September and November. It includes SMART goals for novice, intermediate, and advanced users. Planned activities include an online needs assessment, breakout sessions led by technology coaches, and follow up surveys. The expected outcomes are that participants will gain skills and confidence in using Promethean hardware and software for classroom instruction. Student learning will also be assessed through observations, surveys, and anecdotal evidence.
This VoiceThread commentary summarizes the key ideas from the article "Disrupting Class" and book. It argues that online learning is a disruptive innovation that can individualize education to student needs and learning styles through modularization. It predicts online courses will reach a 25% market share in high schools by 2014 and quickly become the norm. This disrupts the monolithic education approach. It also disrupts the tutoring model of teaching, shifting the teacher role to be more like one-room schoolhouse teachers providing individual attention. The challenge is integrating these changes within the standardization of No Child Left Behind. Modularization and moving away from standardization will be key to realizing the opportunities of disruptive innovation in education
This document analyzes survey data from a technology integration survey completed by teachers and administrators in the Pleasant View school district. The key findings were that 78% of teachers reported functioning at the lowest level of technology integration. Return rates on the survey varied significantly between schools. The document makes recommendations for additional data collection to better understand technology training needs and for improving survey participation rates. It also discusses the need for a comprehensive professional development plan to effectively integrate technology and meet district goals.
1) The document describes Susan Ferdon's process of setting up a home server and creating a basic website to host on that server. She encountered difficulties getting the server set up on her Mac and instead used her husband's Windows laptop.
2) She installed Apache server software, set up dynamic DNS with No-IP, and configured port forwarding on her home router to access the server remotely.
3) As an extra credit task, she also installed WordPress on the server but encountered issues with formatting when accessing the WordPress site remotely versus locally.
This document provides instructions for building a simple network with four PCs connected to a switch and configuring their TCP/IP settings. It assigns each PC an IP address on the 192.168.1.0/24 subnet and provides steps to test connectivity using ping commands. It also describes how the switch learns MAC addresses when a ping is sent from one PC to another, only forwarding the frame to the destination port once the address is known. The document compares this process to what is described in the textbook about switches learning unknown source MAC addresses and initially flooding frames.
This grant proposal seeks $30,073.76 to purchase Lexia Reading and Ascend Math software licenses and provide training to staff at Kipling Elementary School. 17% of students are below grade level in reading and math. The software aims to increase scores by one grade level by providing individualized skill development. Training will be provided to teacher leaders who will train other staff. Effectiveness will be evaluated based on assessment scores, staff and student surveys on engagement and software use. Funds would support software, training, and evaluation activities over one school year.
The grant proposal requests $10,053.88 in funding to purchase music software for grades K-5 to support differentiated instruction and meet the varying skill levels of students. The majority (55%) of funds would go towards application software to allow students to create and collaborate using technology. The software directly supports state standards and 89% correlates to the district's curriculum materials.
Potential technologies and online resources that can help address common learning challenges in a K-5 general music classroom. These include document cameras, interactive whiteboards, headphones, online music games and activities, electronic textbooks, notation software, recording equipment, communication tools, and inquiry-based activities. The use of these technologies can provide differentiated instruction, visual supports, opportunities for practice and assessment, and engage students as active learners. When implemented effectively, they are expected to result in greater understanding, less frustration, and more progress for students.
The document provides an overview of computer networks and details regarding the school's network. It discusses why networks are important, defines what a network is, and describes the components and types of networks including local area networks (LANs), wide area networks (WANs), and the school's wireless local area network (WLAN). It also provides information about the school's network design, connectivity, software, and troubleshooting procedures.
This document provides guidance on connecting to and using the school's computer network. It outlines how to connect desktops, laptops, and other peripherals to the network. It also describes the school's intranet and thin client options for accessing files remotely. Troubleshooting tips are provided, advising users to check basic connections, ask colleagues for help, and then contact the appropriate support if issues persist. Specific instructions are included for connecting netbooks to the wireless network and what to do if connections issues arise.
This document provides a justification and overview for visuals created for a general music classroom. It discusses how visuals can enhance learning and engagement when designed based on instructional goals, context, and principles of visual design. The document then summarizes five lessons on music topics, each including the visualization of graphics used, how they were designed based on research, and how they were revised based on feedback. It aims to show how the visuals adhere to research-based guidelines and support the learning objectives of the lessons.
This proposal from Building Evaluation Solutions Together, Inc. (BEST) outlines an evaluation plan for Far West Laboratory's Determining Instructional Purposes (DIP) training program. The evaluation will gather feedback from program developers, a subject matter expert, and potential users (school administrators and graduate students) through interviews, surveys, observations of training sessions, and a focus group. BEST will analyze the data and provide a final report with recommendations about marketing the DIP training materials. The budget for the evaluation is $49,970.
This report summarizes the evaluation of Goal 3 of First Street Elementary School's 2009-2010 School Improvement Plan, which aimed to improve students' ability to reflect on feedback, set learning goals, and improve with subsequent assignments. The evaluation analyzed student work samples from reading assignments and found that most students understood feedback but struggled with setting measurable goals. Recommendations provided to teachers standardized the feedback process and improved students' goal-setting skills. Analysis of later work samples found students were better able to link improvements to goals set based on prior feedback.
This report evaluates First Street Elementary School's 2009-2010 School Improvement Plan Goal 3. The goal aimed to improve teacher feedback and help students generate learning goals and reflect on progress. Reader Response writing assignments were administered three times to collect data on student goal attainment. The report describes the program, evaluation methods used, results found, and provides recommendations to clarify processes for teachers and students. Key findings include that most students understood teacher feedback and could set goals, though some grades needed more support. The evaluation helped standardize procedures and identify additional data needed to fully assess goal achievement.
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
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
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503ferdon sequence motivation
1. Clustering & Sequencing Objectives
Project Goal Statement (Terminal Objective): General Music teachers will record,
edit and export audio files using GarageBand software.
CLUSTER TIME FRAME OBJECTIVES LISTED IN ORDER OF
HOW THEY WILL BE TAUGHT
15 minutes 1. Use GarageBand software to import and edit an audio
file from iTunes.
*5 min. instruction 1.1 The learner will modify settings (tracks, metronome,
1 *10 min. practice
on-screen keyboard) in a new GarageBand project.
1.2 The learner will use the “drag and drop” method to
move an audio file from iTunes into GarageBand.
1.3 The learner will edit track regions by splitting,
moving, deleting, copying and pasting content.
1.4 The learner will apply “loop” function to repeat a
track region.
20 minutes 2.0 Use GarageBand loops to create an original
composition in ABA form, with eight-measure phrases,
*10 min. instruction for drums, bass and piano.
2 *10 min. practice
2.1 The learner will select and use GarageBand drum
loops to create two eight-measure phrases (A and B)
with contrasting rhythms.
2.2 The learner will insert and edit bass loops, with
contrasting pitch patterns, in the A and B sections of the
bass track.
2.3 The learner will insert and edit piano loops, with
contrasting pitch patterns, in the A and B sections of the
piano track.
10 minutes 2.4 The learner will use content of A and B sections to
create a GarageBand composition in ABA form that has
3 *4 min. instruction sections labeled.
*6 min. practice
2. 10 minutes 6.0 Export audio in a variety of formats for CD and web.
6.1 The learner will use GarageBand to burn a single
*5 min. instruction project to disc.
4 *5 min. practice
6.2 The learner will share a GarageBand project with
iTunes.
6.3 The learner will use iTunes to burn a playlist
containing multiple songs.
15 minutes 4.0 Convert audio files for use with GarageBand.
4.1 The learner will determine which audio files are
*7 min. instruction compatible with GarageBand and iTunes.
5 *8 min. practice
4.2 Using iTunes and Switch software, the learner will
convert non-compatible audio files to mp3.
20 minutes 5.0 Import audio files, including MIDI, mp3, and loops,
from online sources.
*8 min. instruction 5.1 The learner will locate public domain and/or Creative
6 *10 min. work time
Commons audio files on two or more websites.
5.2 The learner will download a minimum of one MIDI
and one .ogg file from online sources.
5.3 The learner will download a free, public domain loop
from the Internet then add it to a GarageBand project and
their Loop Library.
20 minutes 3.0 Use GarageBand to record audio content with real
and software instruments.
*8 min. instruction 3.1 The learner will use a USB microphone to record
7 *12 min. work time
audio content played on a real instrument.
3.2 The learner will use musical typing, the on-screen
keyboard, and an external MIDI keyboard to record
audio content for a software instrument.
3.3 The learner will evaluate recordings for musical
accuracy and delete or re-record as needed.
3. Motivational Strategies
Project Goal Statement (Terminal Objective): General Music teachers will record,
edit and export audio files using GarageBand software.
CATEGORIES & STRATEGIES
SUBCATEGORIES
ATTENTION A.1. Creation of a webpage, where instructional materials will be
A.1. Perceptual arousal accessed, that is visually attractive and easy to navigate will help
A.2. Inquiry arousal to capture viewer interest. Creating a positive first impression will
A.3. Variability increase the likelihood that students will be interested in
continuing.
A.2. Including a brief recorded introduction with background
music created using GarageBand will give learners who are new to
GarageBand a taste of what is possible with the software.
Including an overview of the instruction and possible applications
to the classroom will also help to spark interest.
A.3. The average adult attention span is 20 minutes and brain-
compatible learning tells us that lessons should include a variety of
components. With that in mind, objectives were grouped in
clusters of 15, 20, 10, 10, 15, 20, and 20 minutes in length. Within
each cluster, instruction will be followed by time for students to
practice and apply skills. Varying tasks and providing
opportunities for direct application of learning, along with careful
scripting and expressive narration of tutorials, will help maintain
learner attention.
RELEVANCE R.1. Learners took part in a Needs Assessment Survey. Data
R.1. Goal orientation collected was used to guide planning of instructional goals and
R.2. Motive matching objectives. The four tasks that experienced GarageBand users were
R.3. Familiarity most comfortable with were the ones selected to be the focus of
this instruction, and are geared toward beginning GarageBand
users. The three tasks that experienced GarageBand users were
least comfortable with have also been included so that those with
more experience will still have something new they can learn.
While Clusters 1-8 will be the primary focus of this instruction,
Clusters may be skipped if students are already competent with
those skills. Instructional materials for Clusters 9 and 10 are
beyond the scope of this project but will be added as time allows.
4. R.2. The bulk of instruction relates to composing a song using
loops. Types of instruments are suggested, but not required,
though the use of those instruments will provide the learner with
the greatest variety of styles and loops from which to choose. If
learners choose to substitute different instruments, instructions
would not need to be otherwise altered. Regardless of instruments
used, learners are able to choose the key, time signature and tempo
of their song and will have many loops (musical phrases 4 to 16
beats long) from which to choose. While the framework will be the
same for all learners, ABA form with eight-measure phrases, the
actual compositions learners will create will vary greatly.
R.3. For each task, potential application to the classroom will be
included. Learners in the online group are vocal music, general
music and instrumental music teachers so including examples from
each would be most appropriate.
CONFIDENCE C.1. Breaking larger tasks into small pieces will make each
C.1. Learning requirements learning task manageable and learners may feel a sense of
C.2. Success opportunities accomplishment as each task is completed. Providing a library of
C.3. Personal control audio files, sample GarageBand projects, and direct links to online
sources will help to eliminate potential frustrations. Some students
may become sidetracked and eliminating tasks that are not
essential to learning the software (like searching the Internet for a
file to import) will help keep things positive.
C.2. Those students with previous GarageBand experience will
move through the first few tasks quickly and may choose to skip
those they are already comfortable with, which will reinforce their
confidence level. Those students who are new to GarageBand, but
have experience with other music software, are expected to move
through instruction at a steady pace and feel confident completing
the steps along the way. Others however, will begin instruction
with little or no feeling of competence with computers in general,
or GarageBand in particular. Supports in the form of video
tutorials, print materials, and a library of sample GarageBand and
audio files will enable all students, regardless of previous
experience or confidence, to progress successfully through
instructional materials and positively impact their feelings of
competence.
C.3. Learners are using their own computers and software to
interact with instructional materials independently. Learners are
completing 100% of the work themselves and will not have the
5. opportunity to observe others working through instructional tasks.
SATISFACTION S.1. GarageBand software is commonly used by music teachers for
S.1. Natural consequences personal and professional use and is widely used in music classes
S.2. Positive consequences for audio editing and composition. Learners in the Deerfield group
S.3. Equity will use newly acquired knowledge/skills as they implement the
newly revised general music curriculum in their classrooms.
S.2. Instruction provides the opportunity for learners to create a
tangible product. Instruction takes them through each step from
starting the new project to sharing it with iTunes or burning it to a
disc. Taking away a product that is complete will provide a sense
of accomplishment and closure. Students will have the opportunity
to post completed compositions online for others to hear and
comment on.
S.3. Sample GarageBand projects included in the instructional
materials will be comparable to what learners create and will
provide a model that is attainable. Students will be encouraged to
play/show their compositions to family and friends which will
provide a personal touch.
Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction,
26 (9/10), 1-8.