International educator and ISTE Board member, Julie Lindsay, shares her global journey via this short presentation delivered at the ISTE 2011 Opening Ceremony, Philadelphia, USA
See blog post http://123elearning.blogspot.com/2011/06/international-journey.html
Beyond Classroom Walls - the 21st century classroommurcha
This presentation outlines the importance of global education, the global learner and the some of the issues to be considered. What does it look like, what needs to be taught, new learning spaces required etc.
This was a session prepared for a presentation for the Victorian Department of Education and Early Childhood Development's Innovation Showcase. (Australia)
Global Classroom 2013-14: Stories & Project Launch (#globaled13)Michael Graffin
We officially launched Global Classroom 2013-14 at the Global Education Conference on November 22, 2013.
Featuring 16 speakers from 9 countries (across two sessions), this was an amazing presentation, sharing stories and global project ideas from around the world.
Come and learn about GiggleIT! See how we have successfully implemented the GiggleIT Project, an initiative of IASL, with Year 5 and 6 students as part of our library program at William Clarke College. Involvement in this new, exciting, online project based on humour has given the students a reason to read, research, discover, discuss, write, reflect, communicate with others and publish their work. Working closely with class teachers provides opportunities to assess, evaluate and modify the program as necessary. The extensive use of technology and the strong international focus is appealing to all students. They can’t wait to get to library lessons!
Beyond Classroom Walls - the 21st century classroommurcha
This presentation outlines the importance of global education, the global learner and the some of the issues to be considered. What does it look like, what needs to be taught, new learning spaces required etc.
This was a session prepared for a presentation for the Victorian Department of Education and Early Childhood Development's Innovation Showcase. (Australia)
Global Classroom 2013-14: Stories & Project Launch (#globaled13)Michael Graffin
We officially launched Global Classroom 2013-14 at the Global Education Conference on November 22, 2013.
Featuring 16 speakers from 9 countries (across two sessions), this was an amazing presentation, sharing stories and global project ideas from around the world.
Come and learn about GiggleIT! See how we have successfully implemented the GiggleIT Project, an initiative of IASL, with Year 5 and 6 students as part of our library program at William Clarke College. Involvement in this new, exciting, online project based on humour has given the students a reason to read, research, discover, discuss, write, reflect, communicate with others and publish their work. Working closely with class teachers provides opportunities to assess, evaluate and modify the program as necessary. The extensive use of technology and the strong international focus is appealing to all students. They can’t wait to get to library lessons!
7 Steps to Flatten Your Classroom #tic13 June 2013Vicki Davis
How can you connect your classroom with the word? Based upon her popular book Flattening Classrooms, Engaging Minds learn how to connect yourself and your students to powerful learning experiences with other classrooms around the world.
Educational Priorities for the 21st CenturySam Gliksman
The current rate of technology advance, coupled with the rapid growth of the Internet, is revolutionizing society and the ways in which we communicate, connect and learn. In order to remain relevant, schools need to revise their educational objectives and prepare students with skills for a life of continual change and re-learning.
Authentic K12 Global Collaboration with ePals at Asia Society conference 7-8-11Rita Oates
How to find a K12 partner teacher, examples of ePals projects, where to publish your student work on the ePals Student Media Galleries. http://bit.ly/StMedia See videos and other work by students around the world. ePals partners include Smithsonian Institution and National Geographic. See also films: http://bit.ly/eFilms
Some of these slides replace "live internet" demonstration during conference. To get more information, sign up for a webinar: http://epals.101.sgizmo.com or contact me. @ritaoates
Presentation made July 8, 2011 at Partnership for Global Learning conference (invited to present by Asia Society).
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
7 Steps to Flatten Your Classroom #tic13 June 2013Vicki Davis
How can you connect your classroom with the word? Based upon her popular book Flattening Classrooms, Engaging Minds learn how to connect yourself and your students to powerful learning experiences with other classrooms around the world.
Educational Priorities for the 21st CenturySam Gliksman
The current rate of technology advance, coupled with the rapid growth of the Internet, is revolutionizing society and the ways in which we communicate, connect and learn. In order to remain relevant, schools need to revise their educational objectives and prepare students with skills for a life of continual change and re-learning.
Authentic K12 Global Collaboration with ePals at Asia Society conference 7-8-11Rita Oates
How to find a K12 partner teacher, examples of ePals projects, where to publish your student work on the ePals Student Media Galleries. http://bit.ly/StMedia See videos and other work by students around the world. ePals partners include Smithsonian Institution and National Geographic. See also films: http://bit.ly/eFilms
Some of these slides replace "live internet" demonstration during conference. To get more information, sign up for a webinar: http://epals.101.sgizmo.com or contact me. @ritaoates
Presentation made July 8, 2011 at Partnership for Global Learning conference (invited to present by Asia Society).
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
Students of the 21st century Civics and Citizenship require new skills of digital and global citizenship. The skills that need to be taught, a look at some global projects to get involved in and how to meet other educationalists to share projects/classes with will be outlined in this session. Stories from our classroom will be shared, eg a discussion on racism in real time with years 6/7 students in India. Learn how exciting technology can make the classroom, how vital digital citizenship is and some great activities to apply in the classroom.
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Global Classroom 2011-12: Looking Forwards, Looking BackMichael Graffin
The slides and recording links for the Global Classroom Project (2011-12) Closing Webinar.
Our next project launches in late September 2012. Please visit our blog (http://theglobalclassroomproject.wordpress.com) for more information.
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 Global Classroom Project 2011-12 (#GlobalEd11)Michael Graffin
The slides for our presentation on "The Global Classroom Project: 2011-12" at the Global Education Conference (November 15, 2011).
Blog: http://theglobalclassroomproject.wordpress.com
Wiki: http://globalclassroom2011-12.wikispaces.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
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!
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
2. “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.
Ndola, Zambia
3. 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. We
are still out there as international educators, over
thirteen years and five countries later
4. At Simba School, Zambia I had transformed 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.
5. 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!
6. Kuwait
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.
7. The English School for Girls, my first position in Kuwait,
was a girls-only environment, No men at all allowed.
This was problematic for me as when I needed
computers fixed I had to wait until long after school
finished, until all girls and women had left, so I could
bring in the male technicians.
8. Getting a little tired of this, I persuaded my head on a
new arrangement. We agreed that if I yelled ‘Man in
the corridor’ and waited for all girls to scuttle into the
classrooms and don scarves and veils I could then
escort the technicians through to the computer lab.
9. Bangladesh
I continued my global journey to Bangladesh one
of the poorest, most crowded and desperate
countries in the world
10. 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.
11. 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.
12. Around this time, 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’, ‘Coolcatteacher’ class,
from GA USA, and the Flat Classroom Project was
born.
13. Qatar
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,
14. 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.
15. My fears were largely unfounded, students
wanted to connect, and learn about the
world, and they did it with pride, fascination
and excitement.
16. 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
17. Beijing, China
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 know many schools
in the US, Australia and other advanced countries are
also existing under the same conditions, by choice!
18. 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.
19. So Ning goes down right after you encourage the
entire staff to join during a workshop
20. Voicethread is blocked just after the
elementary school teachers get really
excited and madly implement it into their
units of inquiry
21. or in a strange twist of fate, Edublogs blocks China (not
the other way around) just after you set up your class
blogs on this platform.
22. 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.
23. Our dream came true in 2009, when the first
Flat Classroom Conference held in Qatar
changed lives and cast a vision for the future of
education.
24. This year in Beijing the second Flat Classroom
Conference held at Beijing BISS International
School brought together over 200 participants,
including 100 students, in a truly flattened learning
mode where ideas were envisioned, shared and
developed.
25. 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, and we held
it in China, behind the Great Fire Wall ...or rather
running along the top!
26. Being an international educator, and having a
daughter as a ‘third culture kid’, meaning
having lived her formative years outside her
country of origin, I selfishly want others around
the world to experience what we are privileged
to live.
27. I want them to be confronted with different religious
and cultural beliefs and be immersed in an
environment where English (or their own language) is
not spoken and where simple communication can
often result in highly creative sign language.
28. I want them to acknowledge and respect differences
and learn how to use their personal strengths to create
a bond of understanding with new friends. I want them
to question, doubt, be amazed, experience alternative
lifestyles, treasure similarities, and learn how to get on
with other people globally
29. 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.
30. I encourage each of you to embrace your own
global journey. There are three takeaways from
my story I would like you to remember:
31. Be open to
alternatives......
1. Remember, you can always yell ‘Man in the corridor‘
If you or your IT people don’t have the answers find
someone who does, or do it a different way
32. It’s cool to be ‘flat’
1. Use whatever tools you can to connect yourself with the
world. Go beyond the ‘wow’ and embed global collaborative
practice into everyday learning so that ‘unflat’ classrooms
are unusual.
33. If you aren’t doing it,
it’s not happening
1. 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.
34. In closing, here is 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.