This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
Webinar: Enterprise Social Networking to Foster Employee Engagement tibbr
Join us to hear KPMG explain, how a social computing platform has accelerated the circulation of intelligence, enhanced productivity, and, empowered better solutions for its clients.
Marcia Conner from the Altimeter Group also sheds light on the top global trends driving the adoption of enterprise social computing.
For more information, please visit http://www.tibbr.com/
Webinar: Enterprise Social Networking to Foster Employee Engagement tibbr
Join us to hear KPMG explain, how a social computing platform has accelerated the circulation of intelligence, enhanced productivity, and, empowered better solutions for its clients.
Marcia Conner from the Altimeter Group also sheds light on the top global trends driving the adoption of enterprise social computing.
For more information, please visit http://www.tibbr.com/
Lemonade out of Lemons: Design increases your data’s value to your usersJasmin Phua
Presented at the Semantic Tech DC Conference, 1 December 2011
• How applying meaningful design can help users engage with data
• Some what-if scenarios on using the semantic web and linked data to extend existing sites and services
• Examples of design models that are particularly useful for the world of linked data
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
How can school principals and other educational leaders and administrators help their schools implement the Common Core State Standards? In this webinar, Dr. Lisa Leith discusses ways that everyone can be involved to effectively use the Common Core Standards to help increase and track student achievement.
View the full recording of the webinar at http://www.schoolimprovement.com/resources/webinars/leadership-for-the-common-core/
Devising intranet incentives: rewards and conditions for knowledge exchangeHazel Hall
Hazel Hall's invited paper presented at the 25th International Online Meeting, London, 4-6 December 2001. The full text article on which this presentation is based is available from Knowledge Board at http://www.knowledgeboard.com/lib/3259. The material presented here draws on early work for Hazel Hall's PhD, the full details of which are available from http://hazelhall.org/publications/phd-the-knowledge-trap-an-intranet-implementation-in-a-corporate-environment/
Global footprints: Navigating Leadership for the FutureCheryl Doig
We live in complex times, where there are often many choices and no clear path to follow. This presentation explores critical capabilities that leaders will need to thrive in a networked, global environment.
Lemonade out of Lemons: Design increases your data’s value to your usersJasmin Phua
Presented at the Semantic Tech DC Conference, 1 December 2011
• How applying meaningful design can help users engage with data
• Some what-if scenarios on using the semantic web and linked data to extend existing sites and services
• Examples of design models that are particularly useful for the world of linked data
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
How can school principals and other educational leaders and administrators help their schools implement the Common Core State Standards? In this webinar, Dr. Lisa Leith discusses ways that everyone can be involved to effectively use the Common Core Standards to help increase and track student achievement.
View the full recording of the webinar at http://www.schoolimprovement.com/resources/webinars/leadership-for-the-common-core/
Devising intranet incentives: rewards and conditions for knowledge exchangeHazel Hall
Hazel Hall's invited paper presented at the 25th International Online Meeting, London, 4-6 December 2001. The full text article on which this presentation is based is available from Knowledge Board at http://www.knowledgeboard.com/lib/3259. The material presented here draws on early work for Hazel Hall's PhD, the full details of which are available from http://hazelhall.org/publications/phd-the-knowledge-trap-an-intranet-implementation-in-a-corporate-environment/
Global footprints: Navigating Leadership for the FutureCheryl Doig
We live in complex times, where there are often many choices and no clear path to follow. This presentation explores critical capabilities that leaders will need to thrive in a networked, global environment.
Developing a digital literacy framework in your schoolEduwebinar
Presented by June Wall and hosted by KB Enterprises (Aust) Pty Ltd. Provides information literacy, ICT literacy and critical literacy models and processes for a whole school approach to digital literacy.
Blending the Social and the Serious for Individual and Organizational Perform...Human Capital Media
The convergence of the economic environment and corporate talent challenges has led to the need for highly flexible corporate learning strategies. Can we provide a learning environment that accelerates development within the organization through leveraging expertise outside its boundaries? We will share our work in blending asynchronous content, live events, personal learning curricula and value-added social networking to provide a comprehensive and sustainable learning environment.
Nancy Keeshan, Executive Director, Duke Corporate Education Inc.
Stephen Mahaley, Director, Learning Technology, Duke Corporate Education Inc.
This presentation accompanied the keynote that I gave on 16 August 2012, to the Taranaki Secondary APDP 'Kidz at the Centre' conference > http://www.apdptaranaki.org/kidzthecentre-conference.html
The Power of Play: Learning with The Knowledge GuruScott Thomas, MBA
How do you use the power of play to help people learn? ExactTarget, a global software as a service (SaaS) company, did it with a custom game created with the Knowledge Guru game engine. Players got immersed; the company got learning results.
The Knowledge Guru mobile or desktop game uses repetition and spaced learning to ensure long-term retention. This session will showcase the game and tell you how and why it works. It will also demo Knowledge Guru’s ability to track the learning as players play.
Content Driven Learning Design by Jason Hando at ICTENSW AGM 2011Jason Hando
This presentation was given to inspire teachers to think with a design brain and a heart for the difference that a well thought through student experience can make. A little effort goes a long way.
Presented at the CSTA October 2010 meeting. Explains the difference between HTML5 Family and HTML5 Spec for markup. Also covers the CSS3 features most relevant to teachers.
Moodle as Medium - Sydney Moodle User Group April 2010Jason Hando
Presentation given by Paul Ganderton at the Sydney Moodle User Group meeting at Sydney Boys High School in April 2010. Focus of the preso was about Moodle as a medium, not an end in itself.
Communications systems was a topic I taught in senior high school and this presentation collected several definitions and examples of networking concepts.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Site Redesign - shock therapy for school webmasters
1. A Site Redesign -
shock therapy for school
Webmasters
Jason Hando
Digital Learning Designer & Trainer
jason@utopiainternet.com
2. RATIONALE
• Schools ride on communication, relationship and organisation
• Websites represent how well
(or bad) schools meet needs
• Parents and students are
getting busier
• Technology advancement
jason@utopiainternet.com
7. TECHNOLOGY-CENTRED
• “Video is designed to revolutionize our educational system
and in a few years it will supplant largely, if not entirely, the use
of textbooks.”
jason@utopiainternet.com
8. TECHNOLOGY-CENTRED
• “Video is designed to revolutionize our educational system
and in a few years it will supplant largely, if not entirely, the use
of textbooks.”
• “Itis possible to teach every branch of human knowledge with
video.”
jason@utopiainternet.com
9. TECHNOLOGY-CENTRED
• “Video is designed to revolutionize our educational system
and in a few years it will supplant largely, if not entirely, the use
of textbooks.”
• “Itis possible to teach every branch of human knowledge with
video.”
➡ Thomas Edison 1922
jason@utopiainternet.com
10. MAYER EVALUATES...
• “I attribute the disappointing results of various technology’s
attempt to tap the potential of visual and worldwide learning
to the technology-centred approach taken by the promoters.
Instead of adapting technology to fit the needs of human
learners, humans were forced to adapt to the demands of
cutting-edge technologies.” Richard E. Mayer.
• Focus has unfortunately been on access rather than on helping
people (plan, learn, communicate) through the aid of
technology
jason@utopiainternet.com
12. SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
passwords.
jason@utopiainternet.com
13. SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
passwords.
• 2006 Introduce Moodle. Logins. Three columns.
jason@utopiainternet.com
14. SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
passwords.
• 2006 Introduce Moodle. Logins. Three columns.
• 2008 Introduce Joomla for web and intranet.
jason@utopiainternet.com
15. SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
passwords.
• 2006 Introduce Moodle. Logins. Three columns.
• 2008 Introduce Joomla for web and intranet.
• 2009 Redesign Moodle to match Joomla. Two columns. Plugins.
jason@utopiainternet.com
28. PERSONAS
• Jane Murdoch, • Background: Husband died
47, single, of sudden heart attack when
3 sons (5,7,10) youngest was just 3. Forced
to work and accept any
• Profession: Full-time Book overtime to make ends
Keeper meet.
• Quote: “My life feels hectic • Goals: I’dlike to organise my
from when I wake until late calendar for the family
at night.” better. Juggling everyone’s
events each week is getting
harder.
29. SCENARIOS
High level: Jane will notice upcoming events
from the school’s homepage and will click to see
more. She will organise her own calendar for the
family based on events for each child that she finds
in the school calendar.
Detailed: After putting the kids to bed Jane sits
down to organise the rest of the term. Jane looks
over the school homepage and sees the “What’s
On” section. She clicks hoping she will see some
tools to organise different events for each class.
31. WAYFINDING
• Where am I? Am I in the • Where have I been?
right place?
• What do I do now?
• Do they have what I am
looking for? • How do I keep this/buy this/
save this?
• Do they have anything
better?
35. ELEARNING METAPHORS
Goal of
Metaphor Definition Content Learner Teacher
Multimedia
Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer
Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle
Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator
jason@utopiainternet.com
36. ELEARNING METAPHORS
Goal of
Metaphor Definition Content Learner Teacher
Multimedia
Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer
Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle
Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator
jason@utopiainternet.com
37. ELEARNING METAPHORS
Goal of
Metaphor Definition Content Learner Teacher
Multimedia
Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer
Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle
Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator
jason@utopiainternet.com
38. ELEARNING METAPHORS
Goal of
Metaphor Definition Content Learner Teacher
Multimedia
Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer
Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle
Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator
jason@utopiainternet.com
39. LEARNER ACTIVITY
• Behavioural activity (being hands-on) does not guarantee
cognitive activity (cognitive processing) which is the cause of
meaningful learning.
• Well designed multimedia instructional messages promote
active cognitive processing in learners even when they seem
to be behaviourally inactive.
jason@utopiainternet.com
40. HOW LIGHTENING STORMS
DEVELOP
Lightening can be defined as the discharge of electricity
resulting from the difference in electrical charges between the
cloud and the ground. When the surface of the earth is warm,
moist air near the earth’s surface becomes heated and rises
rapidly, producing an updraft. As the air in these updrafts
cools, water vapor condenses into water droplets and forms
cloud..... Within the cloud, the moving air causes electrical
charges to build, although scientists do not fully understand
how it occurs.
jason@utopiainternet.com
41. HOW LIGHTENING STORMS
DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
1. Warm moist air rises, water 2. Raindrops and ice crystals 3. Negatively charged particles
vapor condenses and forms a drag air downward fall to the bottom of the cloud
cloud
+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from the from the ground rush upward
cloud to the ground along the same path jason@utopiainternet.com
42. HOW LIGHTENING STORMS
DEVELOP
Video of How Lightening Works
jason@utopiainternet.com
43. HOW LIGHTENING STORMS
DEVELOP
1. Warm moist air rises, water Downdrafts
Positively charged
vapor condenses and forms a particles
cloud Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
2. Raindrops and ice crystals
-
drag air downward
Negatively
3. Negatively charged particles Updrafts Updrafts charged particles
fall to the bottom of the cloud +
+
4. Two leaders meet, negatively Warm Moist Air Wind Gusts +
charged particles rush from the
cloud to the ground
5. Positively charged particles + + + + + +
from the ground rush upward
along the same path - - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
jason@utopiainternet.com
44. HOW LIGHTENING STORMS
DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
1. Warm moist air rises, water 2. Raindrops and ice crystals 3. Negatively charged particles
vapor condenses and forms a drag air downward fall to the bottom of the cloud
cloud
+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from the from the ground rush upward
cloud to the ground along the same path jason@utopiainternet.com
45. HOW LIGHTENING STORMS
DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
3. Negatively charged
1. Warm moist air rises, water 2. Raindrops and ice crystals
particles fall to the bottom of
vapor condenses and forms a drag air downward
the cloud
cloud
+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from from the ground rush
the cloud to the ground upward along the same path jason@utopiainternet.com
46. HOW LIGHTENING STORMS
DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
3. Negatively charged
1. Warm moist air rises, water 2. Raindrops and ice crystals
particles fall to the bottom of
vapor condenses and forms a drag air downward
the cloud
cloud
+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from from the ground rush
the cloud to the ground upward along the same path jason@utopiainternet.com
47. SEPARATED VS INTEGRATED
Ice Crystals Freezing Level Ice Crystals Freezing Level
Water Droplets Water Droplets
1. Warm moist air rises,
water vapor condenses
and forms a cloud
Updrafts Updrafts
Warm Moist Air
Warm Moist Air
1. Warm moist air rises, water
vapor condenses and forms a
cloud
Seperated Integrated
jason@utopiainternet.com