Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
A wiki is free, functional and fabulous. This presentation will reveal how a wiki-centric classroom can easily be developed to provide a constructivist tool for collaboration, communication, publishing, presentation and assessment. Topics covered include the nuts and bolts of setting up a wiki, ideas for classroom use and best practice use of wikis internationally. The Edublog 2006 award winning wiki “Flat Classroom Project” will be featured along with a discussion of how to integrate Web 2.0 tools into the wiki environment.
For more information see: http://julielindsaylinks.pbwiki.com/
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
A wiki is free, functional and fabulous. This presentation will reveal how a wiki-centric classroom can easily be developed to provide a constructivist tool for collaboration, communication, publishing, presentation and assessment. Topics covered include the nuts and bolts of setting up a wiki, ideas for classroom use and best practice use of wikis internationally. The Edublog 2006 award winning wiki “Flat Classroom Project” will be featured along with a discussion of how to integrate Web 2.0 tools into the wiki environment.
For more information see: http://julielindsaylinks.pbwiki.com/
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Flat Connections at the Global Education Fair, May 2018Julie Lindsay
Overview of services for educators and classrooms around the world provided by Flat Connections. Prepared for the Global Education Fair, 2018. More details on the website- http://flatconnections.com
Australian Council for Computers in Education (ACCE) 2016 - Keynote by Julie Lindsay
This PPT has been modified for sharing online - many audio and video files shared during the keynote have been removed.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
Presentation for the Global Education Conference 2015 based on material coming in the new book I have edited and written called 'The Global Educator: Leveraging Technology for Collaborative Teaching & Learning'
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
For a Knowledge Management Round Table, Melbourne. An exploration workshop into using design thinking to support workplace change coupled with digital technologies.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Flat Connections at the Global Education Fair, May 2018Julie Lindsay
Overview of services for educators and classrooms around the world provided by Flat Connections. Prepared for the Global Education Fair, 2018. More details on the website- http://flatconnections.com
Australian Council for Computers in Education (ACCE) 2016 - Keynote by Julie Lindsay
This PPT has been modified for sharing online - many audio and video files shared during the keynote have been removed.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
Presentation for the Global Education Conference 2015 based on material coming in the new book I have edited and written called 'The Global Educator: Leveraging Technology for Collaborative Teaching & Learning'
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
For a Knowledge Management Round Table, Melbourne. An exploration workshop into using design thinking to support workplace change coupled with digital technologies.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
“ Come and teach in the real Africa,” was the advertisement that inspired my husband and I to accept our first international teaching positions in Zambia, January 1998. Our daughter, Violet, was three. We sold up most of our worldly possessions in hometown Melbourne, Australia and left for Africa on our new adventure as international educators. That was over 14 years, five countries and many experiences ago.
At Simba School, Zambia I had transformed from a music teacher into a computer teacher, where I was running an ‘Internet Club’ as an after school activity and groups of students participated in iEARN learning circle projects. This was an environment where only a single computer in a locked room in the library was allowed on the Internet (by directive of our school head) with the non-networked computer lab being a good 5 minute walk away. This did not deter us!
Moving to the Middle East I found a different environment where everyday my challenge was to be culturally sensitive to the host country while continuing to implement new technologies and ideas. In Kuwait the text books were highly censored and often large sections blacked out, the Internet was filtered of course, but I was able to access necessary websites and tools for education.
I continued my learning journey to Bangladesh, one of the poorest, most crowded and desperate countries in the world. It was during this time at International School Dhaka that we implemented a Palm handheld 1:1 program in the middle school, at a time in fact when the devices were not available to buy in the country.
I still laugh at the story told by my Head of school when he literally carried 20 Palms back from the US and sweated all the way through customs. But we did it!
Along with mobile computing, Web 2.0 was emerging as a platform for communication and collaboration. The time was ripe to embark on something new that could be scaffolded by online technologies and could join students across the globe in meaningful learning experiences. I joined my largely Bangladeshi classroom with Vicki Davis ’ class, Coolcatteacher from GA USA, and the Flat Classroom Project was born in 2006.
Moving back to the Middle East, Qatar, I was concerned whether I could transplant the Flat Classroom into this more closed and sheltered community. Yes, the first challenges were technical to do with tools and access; the second were political - relying on me reassuring my school administration nothing would happen to upset students or parents,
but once these were solved I focused on the real challenge of connecting students, teenagers, across the world from very different cultures but with many similarities. My fears were largely unfounded, students wanted to connect, and learn about the world, and they did it with pride, fascination and excitement.
I remember one parent, a beautiful Arabic woman in abaya and hejab, came to see me with tears in her eyes, exclaiming how excited the whole extended family were for her daughter to be in the Flat Classroom Project, collaborating using technology and learning about leadership and digital citizenship and global communication. I was in tears as well, tears of relief and joy, thinking she had come to berate me for exposing her daughter to the wide world
China is another story. You have to be in China to understand how cut off from the world we can be at times and how determined the powers to be are to keep it that way. But then again, I believe many schools in the US, Australia and other advanced countries are also existing under the same conditions, by choice!
If you are in this situation, remember my words about China - there is always a way to connect and communicate, you just have to be creative and persevere. If some tools are blocked we find others, we blog on a wiki, we take more control via server-based software..... it ’s ok, our programs can continue to be rich with multimedia and collaboration opportunities.
Very early on with Flat Classroom we saw the power and magic of connecting with others globally and the difference it was making to learning, including breaking through stereotypical attitudes and behaviours. Not only did we keep developing flat classroom projects but we had a dream to bring students and teachers together f2f to cement collaborative relationships and work on actionable ideas. If the impact of global collaboration was evident in an asynchronous project, we imagined the opportunity for growth if we could get students and teachers from all parts of the world working together in the same place at the same time.
Our dream came true in 2009, when the first Flat Classroom Conference held in Qatar changed lives and cast a vision for the future. In the words of Edgar, a student from Ethiopia at the 2009 conference, “….what the flat classroom is really about… [is] connecting and bridging different people and different communities….
Learning is not necessarily about learning one plus one, it is about different cultures and learning about the world as a whole. I think it ’s really important and it helps to make the world more of a global village”. This challenge-based event encouraged action projects for global curriculum and visions for improved education systems and saw all participants, including virtual team members, working together,
Following the success of joining learners of all ages together in Qatar we held out 2 nd Flat Classroom Conference in China, behind the Great Fire Wall ...or rather running along the top!
Being an international educator, and having a daughter as a ‘third culture kid’ I selfishly want others around the world to experience what we are privileged to live. I want them to be able to do this without losing their own identity and sense of belonging to a country or to a culture, and without feeling superior or inferior to any other person.
I encourage each of you to embrace your own global journey. There are three takeaways from my story I would like you to remember: Remember: Be Open to Alternatives: If you or your IT people don ’t have the answers find someone who does, or do it a different way
It ’ s cool to be ‘ flat ’ - you must connect with the world, it is imperative. Use whatever tools you can to connect yourself with the world. Focus on the experience and the learning outcomes and find a way. Go beyond the ‘wow’ and embed global collaborative practice into everyday learning so that ‘unflat’ classrooms are unusual.
‘ If you aren ’ t doing it, it ’ s not happening ’ - the words of Thomas Friedman in the 2007 edition of The World is Flat, in the chapter he writes about the Flat Classroom Project. So, get out there and make it happen, there are no excuses left, we have the technology, we have the pedagogy, it’s time to join the world.
My wish for everyone: To experience meaningful connection and collaboration that is beyond the daily expectation, that is global in concept and practice and supports cultural understanding and makes a difference to the world as we know it, one classroom at a time.