1. Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. This includes following an inquiry process, developing questions, evaluating information from diverse sources, collaborating with others, and demonstrating adaptability and creativity.
2. Learners also demonstrate confidence, responsibility, and ethical behavior when engaging in inquiry and using information. They respect copyright, seek diverse perspectives, and follow ethical guidelines.
3. The goal is for learners to share knowledge and participate productively in society.
The document discusses the key skills, dispositions, responsibilities, and self-assessment strategies needed for 21st century learners. It emphasizes that reading is a foundational skill and lifelong learning ability. Learners need to be able to inquire, think critically, draw conclusions, share knowledge, and pursue personal growth. Developing information literacy requires the use of multiple formats and perspectives. Self-directed learning involves skills, dispositions like curiosity and adaptability, responsibilities such as intellectual freedom, and self-reflection.
Reading and developing information literacy skills are crucial for learning, personal growth, and future success. Being able to comprehend texts in various formats and contexts is an important indicator of school and life achievement. As a lifelong skill, reading goes beyond basic understanding to allow people to interpret information and develop new insights. Students must learn inquiry skills that enable them to think critically, draw their own conclusions, and apply knowledge to new situations. They also need to be able to ethically share what they've learned and participate productively in society. Equitable access to resources and safe learning environments help all children to develop these vital skills.
The document discusses the evolution of educational technology through different revolutions: 1) Printing press, 2) Libraries, 3) Computers. It describes how computers transformed into ICT in education by allowing various uses like communication, audiovisual media, and multimedia. Computers in classrooms allow teachers to demonstrate lessons, programs, and websites. The key programs installed on computers that support education are discussed. Finally, it examines how ICT like radio, TV, computers and the internet have been used to enhance teaching and learning.
The document discusses how pedagogies that integrate information and communication technologies (ICT) can engage students in new ways and enhance learning outcomes. It notes that today's students have grown up in a technological world and that ICT skills are essential for participation in modern society. When used effectively, ICT can transform teaching methods by supporting interactive and collaborative learning, allowing students to create and share knowledge both locally and globally. However, integrating technology alone does not guarantee improved learning - teachers must select appropriate technologies and activities to motivate students, personalize learning, and develop ICT literacy skills.
Information literacy is a set of skills that allows individuals to find, evaluate, and use information effectively. These skills are needed to navigate the abundant and diverse information available in various formats. Information literacy involves determining how much information is needed, accessing it efficiently, evaluating sources critically, incorporating information, understanding legal and ethical issues, and using information effectively. It is a broader competence than just technology skills, involving critical thinking abilities. Developing information literacy is important for higher education as it supports lifelong learning and is considered a key outcome by accrediting organizations. Teaching information literacy requires collaboration between faculty, librarians, and administrators through integrating it across curricula.
ICT does not automatically add quality. There is however, growing evidence that ICT application to the core business of education can
accelerate and improve learning on a number of fronts. It can also provide the means of gathering, connecting and analysing data about
teaching and learning in ways that enable us to more accurately diagnose student need and evaluate programs. To apply ICT in these ways requires changed approaches by educators. This paper looks at the contribution that ICT can make to quality in teaching, learning and evaluation through improvements
Indigenizing Science Education Curriculum Content using Concept Cartoons in N...Premier Publishers
Scientific knowledge is very important as it is a shield against poisonous hands of global competitive economy. There is no doubt about it; societies operating at lower digital divide are at the verge of contracting neo-modern enslavement. Information and Communication Technology (ICT) is dissolving both national and international geographical boundaries, revolutionizing the way information is sent, received, organized, analyzed and interpreted. This article highlights on the importance of considering the learners’ cultural environment when designing ICT teaching and learning resources to suit our indigenous setting. However, the success of Information and Communication Technology revolution will not be complete until developing countries generate their content and build their own tools. This paper highlights on the importance of harnessing ICT resources to suit learners’ cultural environment (Indigenized Concept Cartoons in Science Education) for intellectual restitution.
The document discusses the key skills, dispositions, responsibilities, and self-assessment strategies needed for 21st century learners. It emphasizes that reading is a foundational skill and lifelong learning ability. Learners need to be able to inquire, think critically, draw conclusions, share knowledge, and pursue personal growth. Developing information literacy requires the use of multiple formats and perspectives. Self-directed learning involves skills, dispositions like curiosity and adaptability, responsibilities such as intellectual freedom, and self-reflection.
Reading and developing information literacy skills are crucial for learning, personal growth, and future success. Being able to comprehend texts in various formats and contexts is an important indicator of school and life achievement. As a lifelong skill, reading goes beyond basic understanding to allow people to interpret information and develop new insights. Students must learn inquiry skills that enable them to think critically, draw their own conclusions, and apply knowledge to new situations. They also need to be able to ethically share what they've learned and participate productively in society. Equitable access to resources and safe learning environments help all children to develop these vital skills.
The document discusses the evolution of educational technology through different revolutions: 1) Printing press, 2) Libraries, 3) Computers. It describes how computers transformed into ICT in education by allowing various uses like communication, audiovisual media, and multimedia. Computers in classrooms allow teachers to demonstrate lessons, programs, and websites. The key programs installed on computers that support education are discussed. Finally, it examines how ICT like radio, TV, computers and the internet have been used to enhance teaching and learning.
The document discusses how pedagogies that integrate information and communication technologies (ICT) can engage students in new ways and enhance learning outcomes. It notes that today's students have grown up in a technological world and that ICT skills are essential for participation in modern society. When used effectively, ICT can transform teaching methods by supporting interactive and collaborative learning, allowing students to create and share knowledge both locally and globally. However, integrating technology alone does not guarantee improved learning - teachers must select appropriate technologies and activities to motivate students, personalize learning, and develop ICT literacy skills.
Information literacy is a set of skills that allows individuals to find, evaluate, and use information effectively. These skills are needed to navigate the abundant and diverse information available in various formats. Information literacy involves determining how much information is needed, accessing it efficiently, evaluating sources critically, incorporating information, understanding legal and ethical issues, and using information effectively. It is a broader competence than just technology skills, involving critical thinking abilities. Developing information literacy is important for higher education as it supports lifelong learning and is considered a key outcome by accrediting organizations. Teaching information literacy requires collaboration between faculty, librarians, and administrators through integrating it across curricula.
ICT does not automatically add quality. There is however, growing evidence that ICT application to the core business of education can
accelerate and improve learning on a number of fronts. It can also provide the means of gathering, connecting and analysing data about
teaching and learning in ways that enable us to more accurately diagnose student need and evaluate programs. To apply ICT in these ways requires changed approaches by educators. This paper looks at the contribution that ICT can make to quality in teaching, learning and evaluation through improvements
Indigenizing Science Education Curriculum Content using Concept Cartoons in N...Premier Publishers
Scientific knowledge is very important as it is a shield against poisonous hands of global competitive economy. There is no doubt about it; societies operating at lower digital divide are at the verge of contracting neo-modern enslavement. Information and Communication Technology (ICT) is dissolving both national and international geographical boundaries, revolutionizing the way information is sent, received, organized, analyzed and interpreted. This article highlights on the importance of considering the learners’ cultural environment when designing ICT teaching and learning resources to suit our indigenous setting. However, the success of Information and Communication Technology revolution will not be complete until developing countries generate their content and build their own tools. This paper highlights on the importance of harnessing ICT resources to suit learners’ cultural environment (Indigenized Concept Cartoons in Science Education) for intellectual restitution.
Artificial intelligence in mobile learningDinesh More
This document discusses the application of artificial intelligence in mobile learning. It first defines mobile learning and artificial intelligence, noting that mobile learning allows learning anywhere and anytime using mobile devices. It then discusses five problems in mobile learning that make applying artificial intelligence necessary. Finally, it provides examples of specific artificial intelligence applications in mobile learning, including mobile intelligent teaching expert systems, decision support systems, information retrieval engines, and intelligent hardware networks.
This document summarizes a teacher's performance on facilitating student learning with technology. It includes 5 sections: 1) facilitating student learning and creativity with technology, 2) designing technology-enhanced learning experiences and assessments, 3) modeling digital-age work and learning, 4) promoting digital citizenship and responsibility, and 5) engaging in professional growth. For each section, the teacher provides examples of projects, discussions, and experiences they facilitated for students that demonstrate their technology skills and align with professional standards.
KNOWLEDGE SCIENCE : CYBERNETICS & MATHEMATICS OF KNOWLEDGE - KNOWMATICSDr. Raju M. Mathew
The document discusses Knowmatics, a new field proposed by Dr. Raju M. Mathew to study knowledge as a complex system using mathematical and cybernetics tools. Knowmatics aims to enable mass production and consumption of knowledge irrespective of literacy. It argues that information technology focuses only on data, not knowledge, and proposes redesigning it as knowledge processing and communication technology. The document provides an overview of Mathew's theories of knowledge and outlines potential applications of Knowmatics in fields like education, research, and developing knowledge banks and industries. It calls for further research and development of Knowmatics through international funding and support.
The document outlines the curriculum for Information and Communication Technology (ICT) in Malaysian secondary schools, including the aims, objectives, content organization, teaching approaches, and syllabus content which is organized into 6 learning areas such as Information and Communication Technology and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
The Essential Elements of Digital Literacy for the 21st Century WorkforceTime To Know
Modern workers must acquire these 21st-century skills: creativity, critical thinking, collaboration, communication, information, media, and technology. (see the p21.org famous chart ) However, today we know that skills are not enough to survive in the digital era. What is also needed is digital literacy. Read full article here: https://www.timetoknow.com/next-gen-corporate/essential-digital-literacy-skills-for-the-21st-century-worker/
The document discusses augmented reality (AR) and digital pedagogy. It defines AR as using technology to enhance one's perception of the physical world through computer-generated stimuli viewed through special equipment. The document outlines several AR applications that could emerge in the next 1-5 years, including simple AR, gesture-based computing, and visual data analysis. It discusses how digital pedagogy converges technological, pedagogical, and content knowledge to transform teaching and learning through flexible opportunities using ICT. Examples of digital literacy and using ICT for professional practice are also provided.
Emergence of Smart e-Learning and Education Zhu ZhitingEIFLINQ2014
This document discusses the emergence of smart e-learning and e-education. It describes how new technologies allow for instrumentation, interconnection, and intelligence infusion. Smart education creates intelligent learning environments using smart technologies to enable personalized and collaborative learning. The document outlines the construction of smart learning environments including smart devices, classrooms, labs, and educational clouds. It provides examples of smart education programs and applications being developed in countries like Australia, South Korea, and China. Finally, it discusses challenges of facilitating smart education including changes needed to pedagogical theory, teacher roles, and educational structures and ideologies.
International conferences play an important role in the development of Library and Information Science (LIS) by bringing together professionals to discuss emerging topics, share knowledge and best practices, and strengthen collaborations. Some key goals of these conferences are to create awareness of latest developments, explore new technologies, and facilitate interactions between experts. Conferences on knowledge management, digital libraries, and information literacy specifically help highlight trends in these important subfields of LIS.
The document discusses several frameworks for conceptualizing mobile learning, including:
1. Koole's FRAME model which considers the overlap between the learner, social, and device aspects of mobile learning.
2. Activity theory which views learning as situated within a social context and influenced by mediating tools/artifacts. Mobile devices can expand the tools available for learning activities.
3. The sociocultural theory of learning which emphasizes that learning occurs through communication and collaboration between learners, teachers, and experts. Mobile devices can facilitate these interactions.
The document analyzes how these frameworks apply to different contexts of mobile learning like museums, field studies, and problem-based learning.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
This document discusses the skills and characteristics needed for 21st century learners and educators. It identifies key skills like creativity, critical thinking, communication, collaboration and information literacy. It emphasizes the need for educators to adapt instruction, integrate technology, use project-based learning and focus on real-world applications. Successful 21st century educators adopt new technologies, have a vision for their potential, collaborate with others, take risks, engage in lifelong learning, communicate effectively and model desired behaviors. They facilitate 21st century learning by ensuring access to resources, developing their own and students' skills, and designing dynamic, student-centric curricula that integrate technology meaningfully.
Transforming Education with Digital and Media LiteracyRenee Hobbs
Hobbs connects the key concepts and instructional practices of digital and media literacy in K-12 education to the need for education about copyright and fair use.
Dokumen tersebut memberikan panduan mengenai pengucapan yang efektif dengan menjelaskan prinsip-prinsip dasar pengucapan, jenis-jenis ucapan, sifat pengucap yang berkesan, analisis audiens dan diri sendiri, pengumpulan data, pengaturan bahan ucapan, serta teknik pengenalan ucapan.
The document shares three short lessons. The first is about showing kindness and attention to others regardless of their status. The second is about helping others in need, as a man helped a woman whose car broke down late at night. The third is about a boy who chose a simple ice cream over a more expensive Sundae so he could leave a tip for the waitress. The document encourages appreciating what you have and brightening others' days with kindness.
The document is a letter from three individuals at Scholastic's Malaysia thanking friends and sharing messages about appreciating life and friends. It encourages enjoying flowers while alive rather than receiving them after death. It also shares phrases about stopping to smell flowers and remaining humble through trials and failures with support from friends who keep you going.
Li-Li got married and moved in with her mother-in-law, but they constantly argued. Li-Li decided to poison her mother-in-law to solve the problem. However, after controlling her temper and treating her mother-in-law kindly for six months, their relationship improved and they became like family. Li-Li then asked to stop the poisoning, realizing her attitude was the real problem, not her mother-in-law. The story teaches that how you treat others affects how they treat you in return.
The poem describes a mother who snaps at her son in the kitchen but later realizes her mistake when she finds flowers he picked for her. She apologizes to him and he forgives her, reminding her that their family love is more important than a brief interaction with a stranger. The document emphasizes that families provide lifelong love that cannot be replaced, unlike jobs, and defines "family" as representing the bonds between parents and children.
Artificial intelligence in mobile learningDinesh More
This document discusses the application of artificial intelligence in mobile learning. It first defines mobile learning and artificial intelligence, noting that mobile learning allows learning anywhere and anytime using mobile devices. It then discusses five problems in mobile learning that make applying artificial intelligence necessary. Finally, it provides examples of specific artificial intelligence applications in mobile learning, including mobile intelligent teaching expert systems, decision support systems, information retrieval engines, and intelligent hardware networks.
This document summarizes a teacher's performance on facilitating student learning with technology. It includes 5 sections: 1) facilitating student learning and creativity with technology, 2) designing technology-enhanced learning experiences and assessments, 3) modeling digital-age work and learning, 4) promoting digital citizenship and responsibility, and 5) engaging in professional growth. For each section, the teacher provides examples of projects, discussions, and experiences they facilitated for students that demonstrate their technology skills and align with professional standards.
KNOWLEDGE SCIENCE : CYBERNETICS & MATHEMATICS OF KNOWLEDGE - KNOWMATICSDr. Raju M. Mathew
The document discusses Knowmatics, a new field proposed by Dr. Raju M. Mathew to study knowledge as a complex system using mathematical and cybernetics tools. Knowmatics aims to enable mass production and consumption of knowledge irrespective of literacy. It argues that information technology focuses only on data, not knowledge, and proposes redesigning it as knowledge processing and communication technology. The document provides an overview of Mathew's theories of knowledge and outlines potential applications of Knowmatics in fields like education, research, and developing knowledge banks and industries. It calls for further research and development of Knowmatics through international funding and support.
The document outlines the curriculum for Information and Communication Technology (ICT) in Malaysian secondary schools, including the aims, objectives, content organization, teaching approaches, and syllabus content which is organized into 6 learning areas such as Information and Communication Technology and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
The Essential Elements of Digital Literacy for the 21st Century WorkforceTime To Know
Modern workers must acquire these 21st-century skills: creativity, critical thinking, collaboration, communication, information, media, and technology. (see the p21.org famous chart ) However, today we know that skills are not enough to survive in the digital era. What is also needed is digital literacy. Read full article here: https://www.timetoknow.com/next-gen-corporate/essential-digital-literacy-skills-for-the-21st-century-worker/
The document discusses augmented reality (AR) and digital pedagogy. It defines AR as using technology to enhance one's perception of the physical world through computer-generated stimuli viewed through special equipment. The document outlines several AR applications that could emerge in the next 1-5 years, including simple AR, gesture-based computing, and visual data analysis. It discusses how digital pedagogy converges technological, pedagogical, and content knowledge to transform teaching and learning through flexible opportunities using ICT. Examples of digital literacy and using ICT for professional practice are also provided.
Emergence of Smart e-Learning and Education Zhu ZhitingEIFLINQ2014
This document discusses the emergence of smart e-learning and e-education. It describes how new technologies allow for instrumentation, interconnection, and intelligence infusion. Smart education creates intelligent learning environments using smart technologies to enable personalized and collaborative learning. The document outlines the construction of smart learning environments including smart devices, classrooms, labs, and educational clouds. It provides examples of smart education programs and applications being developed in countries like Australia, South Korea, and China. Finally, it discusses challenges of facilitating smart education including changes needed to pedagogical theory, teacher roles, and educational structures and ideologies.
International conferences play an important role in the development of Library and Information Science (LIS) by bringing together professionals to discuss emerging topics, share knowledge and best practices, and strengthen collaborations. Some key goals of these conferences are to create awareness of latest developments, explore new technologies, and facilitate interactions between experts. Conferences on knowledge management, digital libraries, and information literacy specifically help highlight trends in these important subfields of LIS.
The document discusses several frameworks for conceptualizing mobile learning, including:
1. Koole's FRAME model which considers the overlap between the learner, social, and device aspects of mobile learning.
2. Activity theory which views learning as situated within a social context and influenced by mediating tools/artifacts. Mobile devices can expand the tools available for learning activities.
3. The sociocultural theory of learning which emphasizes that learning occurs through communication and collaboration between learners, teachers, and experts. Mobile devices can facilitate these interactions.
The document analyzes how these frameworks apply to different contexts of mobile learning like museums, field studies, and problem-based learning.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
This document discusses the skills and characteristics needed for 21st century learners and educators. It identifies key skills like creativity, critical thinking, communication, collaboration and information literacy. It emphasizes the need for educators to adapt instruction, integrate technology, use project-based learning and focus on real-world applications. Successful 21st century educators adopt new technologies, have a vision for their potential, collaborate with others, take risks, engage in lifelong learning, communicate effectively and model desired behaviors. They facilitate 21st century learning by ensuring access to resources, developing their own and students' skills, and designing dynamic, student-centric curricula that integrate technology meaningfully.
Transforming Education with Digital and Media LiteracyRenee Hobbs
Hobbs connects the key concepts and instructional practices of digital and media literacy in K-12 education to the need for education about copyright and fair use.
Dokumen tersebut memberikan panduan mengenai pengucapan yang efektif dengan menjelaskan prinsip-prinsip dasar pengucapan, jenis-jenis ucapan, sifat pengucap yang berkesan, analisis audiens dan diri sendiri, pengumpulan data, pengaturan bahan ucapan, serta teknik pengenalan ucapan.
The document shares three short lessons. The first is about showing kindness and attention to others regardless of their status. The second is about helping others in need, as a man helped a woman whose car broke down late at night. The third is about a boy who chose a simple ice cream over a more expensive Sundae so he could leave a tip for the waitress. The document encourages appreciating what you have and brightening others' days with kindness.
The document is a letter from three individuals at Scholastic's Malaysia thanking friends and sharing messages about appreciating life and friends. It encourages enjoying flowers while alive rather than receiving them after death. It also shares phrases about stopping to smell flowers and remaining humble through trials and failures with support from friends who keep you going.
Li-Li got married and moved in with her mother-in-law, but they constantly argued. Li-Li decided to poison her mother-in-law to solve the problem. However, after controlling her temper and treating her mother-in-law kindly for six months, their relationship improved and they became like family. Li-Li then asked to stop the poisoning, realizing her attitude was the real problem, not her mother-in-law. The story teaches that how you treat others affects how they treat you in return.
The poem describes a mother who snaps at her son in the kitchen but later realizes her mistake when she finds flowers he picked for her. She apologizes to him and he forgives her, reminding her that their family love is more important than a brief interaction with a stranger. The document emphasizes that families provide lifelong love that cannot be replaced, unlike jobs, and defines "family" as representing the bonds between parents and children.
- Educational Technology 2 focuses on integrating technology into teaching and learning to introduce, reinforce, supplement and extend students' knowledge and skills.
- Some key fluencies discussed are solution fluency, informative fluency, collaboration fluency, media fluency, digital ethics, and creative fluency.
- When used in education, computers can provide vast amounts of information to students and allow them to gather, organize and share knowledge to learn cooperatively.
Educational values of instructional mterials(Preparation and evaluation of ...Choi Chua
Instructional materials are important for teaching, especially for inexperienced teachers. They are used for lesson planning, assessing student knowledge through exams and projects, and providing background information on subjects. Instructional materials can serve as delivery vehicles that present knowledge or as partners in the constructivist perspective that help students build interpretations. Both traditional and constructivist views agree that effective use of instructional materials increases learning and develops critical thinking when it gives students more control over their learning and moves from teacher-dominated to learner-centered environments.
1. Learning and technology can significantly alter the way teaching and learning takes place by using ICT to enhance deeper and more flexible learning.
2. Learners can take more control of their learning by using ICT to manage their own learning and extend their learning beyond the classroom.
3. When used effectively, ICT can empower learners through social collaboration, knowledge synthesis, and developing important digital literacies.
The document outlines the key abilities, dispositions, responsibilities, and self-assessment strategies needed for 21st century learning. It discusses how learners need skills like inquiry, critical thinking, and using information ethically. They need dispositions like initiative, adaptability and persistence. Responsibilities include respecting intellectual property and seeking diverse perspectives. Learners also require self-assessment strategies to monitor their own progress and identify areas for improvement. The goal is for learners to be able to thrive in an environment of complex information through developing these key attributes.
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
This document discusses information literacy and its importance in modern education. It defines information literacy as knowing how to find, evaluate, and use information effectively. The objectives are to understand what information literacy is, how to apply it in teaching, why teachers and students should care about it, and its implications. The document explains how information literacy helps develop critical thinking, problem solving, and lifelong learning skills. It also compares traditional and modern views of education, emphasizing information literacy integration across subjects.
The document discusses the importance of reading and information literacy skills for students. It argues that reading is a foundational skill for learning, personal growth, and enjoyment that is key to success beyond school. It also emphasizes that students must be taught to seek diverse perspectives, gather and use information ethically, and that equitable access to information resources is important for education. Overall, the document promotes the development of information literacy, inquiry, critical thinking, ethical use of information, and other skills as crucial abilities for students in the 21st century.
This document discusses the role of computers and information and communication technology (ICT) in education. It begins by outlining how computer technology has amplified learning and allowed for interactive engagement with information. It then discusses the rise of computer-assisted instruction and personal computers in classrooms. The document outlines key computer programs and their educational uses. It also discusses how ICTs like radio, television, and the internet can expand access to education, prepare students for the workplace, improve education quality, and transform learning to be more learner-centered. Key ways ICTs have been used for teaching and learning are also summarized.
The present paper deals with the concept, need, types of
information literacy. Further it explores about the information literacy models, standards/frameworks, popular information literacy programmes and groups, and Information Literacy Programmes held in the Scientific Institutes of Kolkata.
The document discusses information literacy standards for higher education. It defines information literacy as the ability to recognize when information is needed and locate, evaluate, and effectively use that information. The standards were developed by the Association of College and Research Libraries to promote information literacy among students in higher education. The document outlines six standards and various performance indicators and outcomes for each standard to help students develop information literacy skills that are important for academic success and lifelong learning.
The document discusses how e-knowledge, through the fusion of e-learning and knowledge management enabled by networking, will transform knowledge sharing in higher education. It argues that while current learning objects focus mainly on explicit knowledge, emerging knowledge networks and objects will provide access to both explicit and tacit knowledge, captured through automated processes at lower costs. This transition will support the development of e-knowledge commerce and dramatically change the knowledge experience in institutions of higher education.
Registered Teacher Criteria and e-learningdigiadvisors
This document provides examples of how e-learning can support registered teacher criteria in New Zealand. It discusses how digital tools can be used to establish relationships, promote student well-being, demonstrate bicultural commitment, engage in professional learning, show leadership, plan effective learning programs, promote collaboration and support diverse students. Specific tools and strategies are suggested for each criteria, such as using blogs/wikis to involve families, online networks for professional development, and digital media that affirms cultural identity.
Revista Informatica Economică nr.2(46)2008 60Knowl.docxmalbert5
The document discusses knowledge management in e-learning systems. It begins by defining knowledge, data, information, and knowledge management. It then discusses e-learning systems and how they focus on individual learning and knowledge construction. The document presents a framework called "eduknowledge" for structuring knowledge for educational purposes. It discusses how knowledge management and e-learning interact by facilitating learning in organizations. It also discusses the role of rules and rule engines in implementing knowledge in a way that is easier to change. Finally, it provides an example of a risk management e-learning system that incorporates knowledge management through the use of case studies, simulations, and a rule-based structure.
The document discusses the shift from formal institutional learning environments to personal learning environments (PLEs) that recognize individual-driven lifelong learning. PLEs allow learning to occur across different contexts using various tools and take into account informal learning. They provide access to educational technologies for organizing one's own learning, including workplace and home learning. PLEs also facilitate connecting people and applications to support exploring ideas through trying things and social, concrete learning.
My portfolio in educational technologyangelbajoangelpagador
This document summarizes the student's portfolio in educational technology. It outlines the student's background and introduces the topics of educational technology, EdTech 1, and EdTech 2. In EdTech 1, the student learned about the roles and positive impacts of technology in learning, as well as concepts like Edgar Dale's Cone of Experience. In EdTech 2, the student studied learning theories like constructivism, generative learning, discovery learning, and meaningful learning. The document concludes by stating that the lessons helped the student become more computer literate and an effective learner through the use of technology.
The document discusses the importance of teaching ethical use of information technology skills and equitable access to education resources. It lists components of educational websites including media sharing, digital storytelling, content collaboration and curriculum sharing. The document promotes free, user-friendly websites that encourage learning communities and support 21st century teaching through dynamic content and lessons.
The document discusses the importance of school libraries and their role in teaching 21st century skills to students. It introduces the American Association of School Librarians' Standards for the 21st Century Learner, which provide a framework to guide school library programs. The standards are organized around four themes - inquire, think critically, gain knowledge; draw conclusions; share knowledge; and personal growth. Objectives under each standard measure skills, dispositions, responsibilities, and self-assessment strategies. Examples are given of how some objectives could be taught at the Carmel Media Center.
What does it mean to be educated in the 21st Century?Steve Wheeler
The document discusses observations from a symposium on the changing nature of education in the 21st century, noting that traditional education models are outdated as content is now abundant online; participants observed that education is shifting from acquiring information to applying knowledge, so students need guidance to make sense of vast information; and educators, students, and institutions must adapt to this new environment where learning is student-led and occurs through collaboration with various partners.
Dokumen tersebut merupakan panduan pembinaan portal tanpa sempadan yang memberikan informasi tentang judul buku, bahasa, pengarang, jumlah halaman, jenis sampul, penerbit, tahun terbit, dan harga buku tersebut. Panduan ini ditulis oleh Kamarulzaman Bin Ismail dari Sektor Pengurusan Literasi Teknologi Pendidikan.
The document summarizes the book "Who Moved My Cheese?" by Dr. Spencer Johnson. It discusses the key characters in the story - Sniff, Scurry, Hem, and Haw - who represent different ways people respond to change. The story is an allegory about accepting and adapting to change. It encourages anticipating change, adapting quickly when cheese is moved, and maintaining a positive attitude. The summary provides links to related videos about the book's message on YouTube.
Dokumen ini membahas tentang pengaturan warna putih-hitam (white balance/WB) pada kamera untuk mendapatkan warna yang akurat. WB digunakan untuk menyesuaikan warna gambar agar sesuai dengan sumber cahaya sebenarnya dengan mengubah keseluruhan warna gambar. Pengaturan WB penting karena mata manusia dan sensor kamera menafsirkan warna dengan cara berbeda.
The story of the tortoise and the hare teaches several lessons about teamwork and competition. Initially, the hare loses by being overconfident and resting, but wins the rematch by running consistently. Later, the tortoise wins by changing the conditions to play to its strength of swimming. Finally, they realize teamwork is best and cross the finish line together by helping each other's strengths. The key lessons are to work to your competencies, compete against situations rather than rivals, and that teamwork allows you to overcome weaknesses by combining individual strengths.
The document discusses time management and provides tips to improve it. It states that time is a precious resource that can be used wisely as an ally or misused as an enemy. It then lists common time wasters like interruptions, lack of priorities, attempting too much, and procrastination. Finally, it provides tips to better manage time such as making to-do lists, using spare minutes efficiently, learning to say no, getting enough sleep, and keeping good perspective.
Kajian tindakan ini bertujuan meningkatkan bilangan buku yang dibaca murid-murid melalui program "Jom Baca Sayang". Hasilnya, bilangan murid yang membaca 8 buah buku atau lebih meningkat sebanyak 80% berbanding sebelum program dimulakan. Kajian tindakan kedua pula meningkatkan kemahiran guru guna portal CERDIKNet melalui bengkel, yang menyebabkan semua guru mampu guna portal itu dalam penga
This document discusses the importance of information literacy and learning based on various sources in the context of education in Malaysia. It outlines the evolution of teaching and learning practices from teacher-centered approaches to more student-centered and self-directed learning enabled by technology. It provides examples of how various online resources like search engines, educational websites, and virtual libraries can be used to access and evaluate information from different sources to support learning. Effective online searching strategies and tips are also shared.
The document provides advice on how to be successful at work by not getting into trouble, aiming high, exercising for health, practicing teamwork, relying on trusted partners, staying focused on the job, saving money for difficult times, resting to relax, smiling at the boss, and believing nothing is impossible.
1) The document nostalgically recalls childhoods from the 1950s-1970s when kids played outside all day without strict safety measures and entertainment technology.
2) Children had freedom to explore and take risks through activities like bike riding without helmets, catching insects, and climbing trees. They solved problems themselves.
3) This generation still produced innovators and risk-takers despite a lack of modern conveniences, because unstructured playtime allowed for learning and personal growth.
The document discusses rebirth and starting over after experiencing difficulties or loss in life. Some key points:
1) The author reflects on losses in their life, such as childhood toys, loved ones, and moments, but finds value in the lessons learned and memories made.
2) Rebirth is described as a new opportunity to renew hopes and beliefs in oneself and life after suffering or crying over hard times.
3) Readers are encouraged to let go of the past, cleanse their hearts, and embrace a new adventure with trust in life and themselves.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. Reading is a window Inquiry provides a
to the world. framework for learning.
Reading is a foundational skill for learning, To become independent learners, students
personal growth, and enjoyment. The must gain not only the skills but also the
degree to which students can read and disposition to use those skills, along with an
understand text in all formats (e.g., picture, understanding of their own responsibilities
video, print) and all contexts is a key and self-assessment strategies. Combined,
indicator of success in school and in life. these four elements build a learner who
As a lifelong learning skill, reading goes can thrive in a complex information
beyond decoding and comprehension environment.
to interpretation and
development of new Ethical behavior in the use
understandings. of information must be taught.
In this increasingly global world of
information, students must be taught to
seek diverse perspectives, gather and use
information ethically, and use social tools
responsibly and safely.
Technology skills are crucial
for future employment needs.
Today’s students need to develop
information skills that will enable
them to use technology as an
important tool for learning,
both now and in the future.
Equitable access is
a key component
for education.
All children deserve
equitable access to
books and reading, to
information, and to
information technology
in an environment that
is safe and conducive
to learning.
3. LEaRnERS uSE SkILLS,
RESouRcES, & TooLS To:
The definition of information literacy
has become more complex as resources and
technologies have changed. Inquire, think
Information literacy has progressed from the simple
definition of using reference resources to find
information. Multiple literacies, including digital,
1 critically, and gain
knowledge.
visual, textual, and technological, have now joined
information literacy as crucial skills for this century.
Draw conclusions,
2
The continuing expansion of information
demands that all individuals acquire
the thinking skills that will enable
make informed
them to learn on their own. decisions, apply
The amount of information available to our knowledge to new
learners necessitates that each individual acquire
the skills to select, evaluate, and use information
situations, and create
appropriately and effectively. new knowledge.
Learning has a social context.
Learning is enhanced by opportunities to share Share knowledge
and learn with others. Students need to develop
skills in sharing knowledge and learning with
others, both in face-to-face situations and
3 and participate
ethically and
through technology.
productively as
School libraries are essential to members of our
the development of learning skills.
democratic society.
School libraries provide equitable physical
and intellectual access to the resources and
tools required for learning in a warm, stimulating,
and safe environment. School librarians collaborate
Pursue personal
4
with others to provide
instruction, learning and aesthetic
strategies, and practice growth.
in using the essential
learning skills needed
in the 21st century.
4. Learners use skiLLs, resources, & tooLs to:
1 Inquire, think critically,
and gain knowledge.
1.1 Skills 1.1.7 Make sense of 1.2.2 Demonstrate 1.3 Responsibilities
information gathered confidence and self-
1.1.1 Follow an inquiry- 1.3.1 Respect copyright/
from diverse sources direction by making
based process in intellectual property
by identifying independent choices
seeking knowledge in rights of creators
misconceptions, in the selection
curricular subjects, and producers.
main and supporting of resources and
and make the real-
ideas, conflicting information. 1.3.2 Seek divergent
world connection for
information, and point perspectives during
using this process in 1.2.3 Demonstrate creativity
of view or bias. information gathering
own life. by using multiple
and assessment.
1.1.8 Demonstrate mastery resources and formats.
1.1.2 Use prior and
of technology tools for 1.3.3 Follow ethical and legal
background knowledge 1.2.4 Maintain a critical
accessing information guidelines in gathering
as context for new stance by questioning
and pursuing inquiry. and using information.
learning. the validity and
1.1.9 Collaborate with others accuracy of all 1.3.4 Contribute to the
1.1.3 Develop and refine a
to broaden and deepen information. exchange of ideas
range of questions to
understanding. within the learning
frame the search for 1.2.5 Demonstrate
community.
new understanding. adaptability by
changing the inquiry 1.3.5 Use information
1.1.4 Find, evaluate, and
focus, questions, technology responsibly.
select appropriate
resources, or strategies
sources to answer
when necessary to
questions. 1.4 Self-assessment
achieve success.
1.1.5 Evaluate information Strategies
1.2.6 Display emotional
found in selected 1.4.1 Monitor own
resilience by persisting
sources on the basis information-seeking
in information
of accuracy, validity, processes for
searching despite
appropriateness for effectiveness and
challenges.
needs, importance, progress, and adapt
and social and 1.2 Dispositions 1.2.7 Display persistence by as necessary.
cultural context. in action continuing to pursue
information to gain a 1.4.2 Use interaction
1.1.6 Read, view, and 1.2.1 Display initiative with and feedback
and engagement by broad perspective.
listen for information from teachers and
presented in any posing questions peers to guide own
format (e.g., textual, and investigating the inquiry process.
visual, media, digital) answers beyond the
in order to make collection of 1.4.3 Monitor gathered
inferences and superficial facts. information, and assess
gather meaning. for gaps or weaknesses.
1.4.4 Seek appropriate help
when it is needed.
5. Learners use skiLLs, resources, & tooLs to:
2 Draw conclusions, make
informed decisions, apply knowledge to
new situations, and create new knowledge.
2.1 Skills 2.1.6 Use the writing 2.2.2 Use both divergent 2.3 Responsibilities
process, media and and convergent
2.1.1 Continue an inquiry- 2.3.1 Connect
visual literacy, and thinking to formulate
based research process understanding to
technology skills alternative conclusions
by applying critical- the real world.
to create products and test them against
thinking skills (analysis,
that express new the evidence. 2.3.2 Consider diverse and
synthesis, evaluation,
understandings. global perspectives in
organization) to 2.2.3 Employ a critical
drawing conclusions.
information and stance in drawing
knowledge in order conclusions by 2.3.3 Use valid information
2.2 Dispositions and reasoned
to construct new demonstrating that the
in action conclusions to make
understandings, draw pattern of evidence
conclusions, and create 2.2.1 Demonstrate leads to a decision or ethical decisions.
new knowledge. flexibility in the conclusion.
use of resources by
2.1.2 Organize knowledge 2.2.4 Demonstrate personal 2.4 Self-assessment
adapting information
so that it is useful. productivity by
strategies to each Strategies
completing products
2.1.3 Use strategies to specific resource and 2.4.1 Determine how to act
to express learning.
draw conclusions by seeking additional on information (accept,
from information and resources when clear reject, modify).
apply knowledge to conclusions cannot
curricular areas, real- be drawn. 2.4.2 Reflect on systematic
world situations, and process, and assess
further investigations. for completeness of
investigation.
2.1.4 Use technology and
other information tools 2.4.3 Recognize new
to analyze and organize knowledge and
information. understanding.
2.1.5 Collaborate with 2.4.4 Develop directions for
others to exchange future investigations.
ideas, develop new
understandings, make
decisions, and solve
problems.
6. Learners use skiLLs, resources, & tooLs to:
3 Share knowledge and
participate ethically and productively
as members of our democratic society.
3.1 Skills 3.1.3 Use writing and 3.2 Dispositions 3.3.3 Use knowledge and
speaking skills to in action information skills
3.1.1 Conclude an inquiry-
communicate new and dispositions
based research 3.2.1 Demonstrate
understandings to engage in public
process by sharing leadership and
effectively. conversation and
new understandings confidence by
debate around issues
and reflecting on the 3.1.4 Use technology and presenting ideas
of common concern.
learning. other information to others in both
tools to organize and formal and informal 3.3.4 Create products that
3.1.2 Participate and
display knowledge and situations. apply to authentic,
collaborate as
understanding in ways real-world contexts.
members of a social 3.2.2 Show social
that others can view,
and intellectual responsibility by 3.3.5 Contribute to the
use, and assess.
network of participating actively exchange of ideas
learners. 3.1.5 Connect learning to with others in learning within and beyond the
community issues. situations and by learning community.
3.1.6 Use information and contributing questions 3.3.6 Use information
technology ethically and ideas during and knowledge in
and responsibly. group discussions. the service of
3.2.3 Demonstrate democratic values.
teamwork by working 3.3.7 Respect the principles
productively with of intellectual freedom.
others.
3.4 Self-assessment
3.3 Responsibilities Strategies
3.3.1 Solicit and respect 3.4.1 Assess the processes
diverse perspectives by which learning was
while searching achieved in order to
for information, revise strategies and
collaborating learn more effectively
with others, and in the future.
participating as
a member of the 3.4.2 Assess the quality and
community. effectiveness of the
learning product.
3.3.2 Respect the differing
interests and 3.4.3 Assess own ability
experiences of others, to work with others
and seek a variety in a group setting
of viewpoints. by evaluating varied
roles, leadership,
and demonstrations
of respect for other
viewpoints.
7. Learners use skiLLs, resources, & tooLs to:
4 Pursue personal and
aesthetic growth.
4.1 Skills 4.2.4 Show an appreciation 4.4 Self-assessment
for literature by Strategies
4.1.1 Read, view, and listen
electing to read
for pleasure and 4.4.1 Identify own areas
for pleasure and
personal growth. of interest.
expressing an interest
4.1.2 Read widely and in various literary 4.4.2 Recognize the limits
fluently to make genres. of own personal
connections with knowledge.
self, the world, and
previous reading. 4.3 Responsibilities
4.1.3 Respond to literature 4.2 Dispositions 4.3.1 Participate in the
and creative in action social exchange
expressions of ideas of ideas, both
4.2.1 Display curiosity by
in various formats electronically and in
pursuing interests
and genres. person.
through multiple
4.1.4 Seek information for resources. 4.3.2 Recognize that
personal learning in a resources are created
4.2.2 Demonstrate
variety of formats and for a variety of
motivation by seeking 4.4.3 Recognize how
genres. purposes.
information to answer to focus efforts in
4.1.5 Connect ideas to own personal questions 4.3.3 Seek opportunities for personal learning.
interests and previous and interests, trying a pursuing personal and
knowledge and variety of formats and aesthetic growth. 4.4.4 Interpret new
experience. genres, and displaying information based
4.3.4 Practice safe and on cultural and
a willingness to go
4.1.6 Organize personal ethical behaviors in social context.
beyond academic
knowledge in a way personal electronic
requirements. 4.4.5 Develop personal
that can be called upon communication and
easily. 4.2.3 Maintain openness interaction. criteria for gauging
to new ideas how effectively own
4.1.7 Use social networks ideas are expressed.
by considering
and information tools
divergent opinions, 4.4.6 Evaluate own ability
to gather and share
changing opinions to select resources
information.
or conclusions when that are engaging
4.1.8 Use creative and evidence supports the and appropriate for
artistic formats to change, and seeking personal interests
express personal information about and needs.
learning. new ideas encountered
through academic or
personal experiences.