This document summarizes a practical workshop titled "10 keys for implementing innovative trends and approaches". The workshop aims to help teachers identify the paradigm shift needed to incorporate information and communication technologies (ICT) into the classroom and curriculum. It discusses objectives like identifying methods to encourage teacher creativity and reinforcing 21st century skills. The workshop methodology includes individual and collaborative work. Key topics covered include new citizen skills, policies for equal ICT access, and education principles for adapting to the 21st century society. Teachers are asked to analyze educational trends, share how their teaching reflects one trend, and propose 10 essential keys for implementing innovation in their practices.
Tesis de final de Maestría de la alumna de FUNIBER Maria Fernanda Osorio sobre el diseño de dos unidades para el curso de inglés online con fines académicos.
Clil lesson plan about enzymes (e lab for clil) Giuseppe Venturi Pacinotti Ta...Giuseppe Venturi
This document outlines a lesson plan for teaching about enzymes using CLIL (Content and Language Integrated Learning) methods. The lesson aims to help students understand the role and classification of enzymes through activities presented in English. It involves students watching videos, doing group work, presentations, and online research about enzymes and their applications. Formative assessment includes students creating a presentation and writing article. The document provides details on the content, objectives, activities, skills developed, and strategies used to integrate language learning with the science content.
John Morales, alumno de la Maestría en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera, presenta su proyecto final de Maestría titulada "Efficacy of the SIOP model in content teaching with Foreign Language Learners"
This document outlines the requirements for a distance evaluation course on curriculum and materials design for language teachers. It includes 4 sections for students to complete. Section 1 involves answering tasks from the course portfolio on the roles of teachers/learners in syllabus success and views of language learning. Section 2 requires analyzing chapters on communicative curriculum design and completing reflection activities. Section 3 involves designing a communicative curriculum with goals, syllabus dimensions, and needs assessment. Section 4 builds conclusions on key concepts. Students must submit a formal paper and be prepared for a presentation on their curriculum design. The goal is for language teachers to learn how to design effective curriculums and programs to meet learner needs.
This document presents a module on lesson planning and observation for a university in Ambato, Ecuador. The module aims to develop pedagogical competence in planning lessons and understanding intrinsic learning processes. It will cover origins of curriculum development, analyzing educational realities and pedagogical models, determining reasons for course planning, advantages and disadvantages of planning lessons, and designing curriculums. The methodology uses problem-based learning and cognitive strategies to develop independent learning. Students will be evaluated through methods like mind maps, charts, presentations to develop critical thinking and conclusions. The goal is for students to create lesson plan matrices according to school needs.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
Tesis de final de Maestría de la alumna de FUNIBER Maria Fernanda Osorio sobre el diseño de dos unidades para el curso de inglés online con fines académicos.
Clil lesson plan about enzymes (e lab for clil) Giuseppe Venturi Pacinotti Ta...Giuseppe Venturi
This document outlines a lesson plan for teaching about enzymes using CLIL (Content and Language Integrated Learning) methods. The lesson aims to help students understand the role and classification of enzymes through activities presented in English. It involves students watching videos, doing group work, presentations, and online research about enzymes and their applications. Formative assessment includes students creating a presentation and writing article. The document provides details on the content, objectives, activities, skills developed, and strategies used to integrate language learning with the science content.
John Morales, alumno de la Maestría en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera, presenta su proyecto final de Maestría titulada "Efficacy of the SIOP model in content teaching with Foreign Language Learners"
This document outlines the requirements for a distance evaluation course on curriculum and materials design for language teachers. It includes 4 sections for students to complete. Section 1 involves answering tasks from the course portfolio on the roles of teachers/learners in syllabus success and views of language learning. Section 2 requires analyzing chapters on communicative curriculum design and completing reflection activities. Section 3 involves designing a communicative curriculum with goals, syllabus dimensions, and needs assessment. Section 4 builds conclusions on key concepts. Students must submit a formal paper and be prepared for a presentation on their curriculum design. The goal is for language teachers to learn how to design effective curriculums and programs to meet learner needs.
This document presents a module on lesson planning and observation for a university in Ambato, Ecuador. The module aims to develop pedagogical competence in planning lessons and understanding intrinsic learning processes. It will cover origins of curriculum development, analyzing educational realities and pedagogical models, determining reasons for course planning, advantages and disadvantages of planning lessons, and designing curriculums. The methodology uses problem-based learning and cognitive strategies to develop independent learning. Students will be evaluated through methods like mind maps, charts, presentations to develop critical thinking and conclusions. The goal is for students to create lesson plan matrices according to school needs.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
Educational video games for Bulgarian orthodox iconographyBoyan Bontchev
Technology-enhanced learning applies video games as research, teaching or measurement tools helping teachers to stimulate learning by experiencing novelty, challenge and engagement in development of various skills and competences. There are proposed many educational games providing high level of learner’s motivation and contributing to the effectiveness of teaching process, however, teachers are still unable to build customize games appropriately fitting the curriculum content. The paper presents an educational 3D maze video game introducing Bulgarian orthodox iconography. The maze game is defined declaratively as structure and learning content and, next, is generated by means of a special software platform for generation of customizable desktop video maze games for education. Initial experimental results show high level of immersion, followed by presence in virtual environment, flow, and absorption.
El documento habla sobre la Web 2.0. Se define como una segunda generación de la web basada en comunidades de usuarios y servicios/aplicaciones que se modifican a través de la participación social. Incluye herramientas como blogs, wikis, redes sociales y plataformas virtuales que permiten a los usuarios comunicarse e interactuar compartiendo información personal y aprendiendo unos de otros.
Este documento descreve como atender às necessidades de um cliente em três etapas: definir uma meta de longo prazo, entender os desejos do cliente, e criar um produto que satisfaça completamente as necessidades do cliente, relacionando os atributos do produto diretamente às necessidades identificadas.
Beneficios de la equidad de hombres y mujeresFarzin Ashraghi
El documento discute los beneficios de la equidad de género en el emprendimiento. Señala que actualmente las mujeres tienen una participación limitada en los ecosistemas emprendedores, lo que priva a la sociedad de aprovechar todo su potencial económico. Promover activamente la equidad permitiría desatar la creatividad y el talento de ambos géneros en beneficio del crecimiento.
Учебни видео-игри с адаптация по емоции и стил на игра Boyan Bontchev
Описание на изследователския експеримент по проект ADAPTIMES, включващ гейм сесия с 4 учебни видео игри:
- Rush for Gold - за неявно определяне на стил на играене, с използване на адаптация по емоции
- STRAMAG (STRAtegic MAnagement Game)
- 3D quiz game (игра за оценяване)
- 3D zoom puzzle (игра за подреждане на контекстно-зависими изображения)
Un arcoíris es un fenómeno óptico causado por la refracción de la luz solar al pasar a través de gotas de agua en la atmósfera, apareciendo como un arco multicolor con el rojo en el exterior y el violeta en el interior. Puede haber ocasionalmente un segundo arcoíris más tenue con los colores invertidos. Se considera que un arcoíris contiene siete colores fundamentales aunque en realidad es un espectro continuo.
La informática es el resultado de ideas y realizaciones de muchas personas relacionadas con áreas como la electrónica, la mecánica y la programación. Se remonta a los primeros artilugios de cálculo de los babilonios hace 3000 años y ha evolucionado gracias a inventos como la máquina calculadora mecánica de Pascal en el siglo XVII.
Este documento habla sobre la radio en los años 1950 y 1960, una época en la que la radio era el principal entretenimiento en los hogares y ofrecía una variedad de programas e historias imaginativas. También menciona algunos programas y canciones populares de la época como El show de Mario Clavel, El programa de Pepe Iglesias El Zorro, y artistas como José Luis y su guitarra y El Dúo Dinámico.
Este documento describe la situación laboral de Laura, una mujer de 29 años que se graduó en Administración y Finanzas pero lleva 3 años sin trabajar después de tener un hijo. Actualmente tiene baja disponibilidad para la búsqueda de empleo y sus contactos y redes sociales se centran principalmente en el mundo de su hijo. El documento también incluye una hoja para evaluar la ocupabilidad de Laura y desarrollar un plan de acción para mejorarla.
Formación Profesional Bonificada. Cualquier empresa puede acceder a esta formación subvencionada
por la Fundación Tripartita y el Fondo Social Europeo.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted expert consultations and a literature review to develop a modular, flexible, and embedded curriculum. The curriculum focuses on developing skills like evaluating information, becoming an independent learner, and managing information through reflective exercises. It is meant to support the transition to higher education and be integrated across disciplines.
Educational technology aims to improve education by making course materials easily accessible to students and motivating learning. It allows for broader participation through distance learning and helps students improve their writing skills. Different types of educational software have been designed to help students learn specific subjects easier. A methodology course evaluates educational technology through student presentations using various technologies, reading assessments, article discussions, teaching demonstrations using technology, and a final essay analyzing technology use in education. Research shows the importance of understanding teachers' and students' experiences with technology and training teachers to use technology for educational purposes rather than just computer skills.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted a modified Delphi study with experts in information and education fields. Based on the expert consultation, literature review, and theoretical background, they developed a modular and flexible curriculum with 6 strands covering skills from foundational to advanced. The curriculum is intended to be embedded within academic disciplines and address the real needs of students through active and assessed learning opportunities.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Methodology with evaluation - Recreate.pdfPOUVarazdin
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
The use of technology is a means for empowering students with ex.docxpelise1
The use of technology is a means for empowering students with exceptionalities. It provides an opportunity for students to access grade-level curriculum and activities and engage in meaningful learning opportunities, as well as accomplish tasks that would often involve barriers as a result of physical and/or learning disabilities. For this Assignment, you will demonstrate your understanding of the technology proficiencies and their impact on educational integration to support the learning needs of students with exceptionalities.
To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
Reflect on the training needs of staff working within educational settings regarding technology and advancing from enhancement to transformation.
Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .
New Ways of Teaching Organic School Gardening
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
(UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students,
one group of participants in Spain and another group in Thailand where, hands-on activities, a range
of technologies are used to prepare students for the lessons, through learning activities and content.
This research paper presents the test of both a general model and a tool for measuring the
participants’ experiences in a course that uses a blended learning methodology, with the aim of
collecting empirical evidence to justify the effort of applying this methodology, based on the
participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of
topics, the collection of data, and the validation of the scale of various items are described here. The
information, provided by the 26 people surveyed about the course and the virtual environment that
was used, was analyzed to measure their perceptions and explore possible relations. Finally the
conclusions of the research and the future work are presented.
Educational video games for Bulgarian orthodox iconographyBoyan Bontchev
Technology-enhanced learning applies video games as research, teaching or measurement tools helping teachers to stimulate learning by experiencing novelty, challenge and engagement in development of various skills and competences. There are proposed many educational games providing high level of learner’s motivation and contributing to the effectiveness of teaching process, however, teachers are still unable to build customize games appropriately fitting the curriculum content. The paper presents an educational 3D maze video game introducing Bulgarian orthodox iconography. The maze game is defined declaratively as structure and learning content and, next, is generated by means of a special software platform for generation of customizable desktop video maze games for education. Initial experimental results show high level of immersion, followed by presence in virtual environment, flow, and absorption.
El documento habla sobre la Web 2.0. Se define como una segunda generación de la web basada en comunidades de usuarios y servicios/aplicaciones que se modifican a través de la participación social. Incluye herramientas como blogs, wikis, redes sociales y plataformas virtuales que permiten a los usuarios comunicarse e interactuar compartiendo información personal y aprendiendo unos de otros.
Este documento descreve como atender às necessidades de um cliente em três etapas: definir uma meta de longo prazo, entender os desejos do cliente, e criar um produto que satisfaça completamente as necessidades do cliente, relacionando os atributos do produto diretamente às necessidades identificadas.
Beneficios de la equidad de hombres y mujeresFarzin Ashraghi
El documento discute los beneficios de la equidad de género en el emprendimiento. Señala que actualmente las mujeres tienen una participación limitada en los ecosistemas emprendedores, lo que priva a la sociedad de aprovechar todo su potencial económico. Promover activamente la equidad permitiría desatar la creatividad y el talento de ambos géneros en beneficio del crecimiento.
Учебни видео-игри с адаптация по емоции и стил на игра Boyan Bontchev
Описание на изследователския експеримент по проект ADAPTIMES, включващ гейм сесия с 4 учебни видео игри:
- Rush for Gold - за неявно определяне на стил на играене, с използване на адаптация по емоции
- STRAMAG (STRAtegic MAnagement Game)
- 3D quiz game (игра за оценяване)
- 3D zoom puzzle (игра за подреждане на контекстно-зависими изображения)
Un arcoíris es un fenómeno óptico causado por la refracción de la luz solar al pasar a través de gotas de agua en la atmósfera, apareciendo como un arco multicolor con el rojo en el exterior y el violeta en el interior. Puede haber ocasionalmente un segundo arcoíris más tenue con los colores invertidos. Se considera que un arcoíris contiene siete colores fundamentales aunque en realidad es un espectro continuo.
La informática es el resultado de ideas y realizaciones de muchas personas relacionadas con áreas como la electrónica, la mecánica y la programación. Se remonta a los primeros artilugios de cálculo de los babilonios hace 3000 años y ha evolucionado gracias a inventos como la máquina calculadora mecánica de Pascal en el siglo XVII.
Este documento habla sobre la radio en los años 1950 y 1960, una época en la que la radio era el principal entretenimiento en los hogares y ofrecía una variedad de programas e historias imaginativas. También menciona algunos programas y canciones populares de la época como El show de Mario Clavel, El programa de Pepe Iglesias El Zorro, y artistas como José Luis y su guitarra y El Dúo Dinámico.
Este documento describe la situación laboral de Laura, una mujer de 29 años que se graduó en Administración y Finanzas pero lleva 3 años sin trabajar después de tener un hijo. Actualmente tiene baja disponibilidad para la búsqueda de empleo y sus contactos y redes sociales se centran principalmente en el mundo de su hijo. El documento también incluye una hoja para evaluar la ocupabilidad de Laura y desarrollar un plan de acción para mejorarla.
Formación Profesional Bonificada. Cualquier empresa puede acceder a esta formación subvencionada
por la Fundación Tripartita y el Fondo Social Europeo.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted expert consultations and a literature review to develop a modular, flexible, and embedded curriculum. The curriculum focuses on developing skills like evaluating information, becoming an independent learner, and managing information through reflective exercises. It is meant to support the transition to higher education and be integrated across disciplines.
Educational technology aims to improve education by making course materials easily accessible to students and motivating learning. It allows for broader participation through distance learning and helps students improve their writing skills. Different types of educational software have been designed to help students learn specific subjects easier. A methodology course evaluates educational technology through student presentations using various technologies, reading assessments, article discussions, teaching demonstrations using technology, and a final essay analyzing technology use in education. Research shows the importance of understanding teachers' and students' experiences with technology and training teachers to use technology for educational purposes rather than just computer skills.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted a modified Delphi study with experts in information and education fields. Based on the expert consultation, literature review, and theoretical background, they developed a modular and flexible curriculum with 6 strands covering skills from foundational to advanced. The curriculum is intended to be embedded within academic disciplines and address the real needs of students through active and assessed learning opportunities.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Methodology with evaluation - Recreate.pdfPOUVarazdin
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
The use of technology is a means for empowering students with ex.docxpelise1
The use of technology is a means for empowering students with exceptionalities. It provides an opportunity for students to access grade-level curriculum and activities and engage in meaningful learning opportunities, as well as accomplish tasks that would often involve barriers as a result of physical and/or learning disabilities. For this Assignment, you will demonstrate your understanding of the technology proficiencies and their impact on educational integration to support the learning needs of students with exceptionalities.
To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
Reflect on the training needs of staff working within educational settings regarding technology and advancing from enhancement to transformation.
Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .
New Ways of Teaching Organic School Gardening
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Fascination is a project for design students, developed jointly by the Technical University of Catalonia
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Product Design & 3D Printing : Integrating New Technologies into The Curricul...IJITE
The document describes a case study on integrating new technologies like 3D printing into educational curricula. It discusses:
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PRODUCT DESIGN & 3D PRINTING: INTEGRATING NEW TECHNOLOGIES INTO THE CURRICULU...IJITE
The start of the 21st century takes us to the study of a new paradigm in knowledge, which has led different
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Educational content is done for the curricular implementation in the subject of technology, and a scenario
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A qualitative assessment that can be a guide for the teacher to improve the establishment of these named
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Categorization of learning design courses in virtual environmentsmrc12
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This document provides information about an upcoming international teacher training course on integrating information and communication technologies (ICT) into education. The 7-day course will be held in Balikesir, Turkey from January 17-23, 2016. It aims to help teachers learn how to effectively use ICT tools to support learning and teaching. The training will include theoretical and practical sessions to familiarize teachers with innovative ICT applications and help them develop ICT-enriched learning activities for their own instructional contexts. Participants are asked to prepare short presentations about their organizations and goals for the course. The hosting organization is Balikesir University, which has various faculties including an Information and Communication Technology department.
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The teaching methodology is based on active learning principles, web 2.0 and connectivism.
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Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
This 9-week graduate course teaches teachers how to build a "technology tool belt" to maximize technology use in their classrooms. The course is divided into 5 phases that teach skills like archiving, media literacy, research techniques, reflection and collaboration tools, and building a personal learning network. Students will learn how to use various web tools and create a technology-integrated curriculum unit. Assessment includes creating an archiving tool, setting up a wiki, developing an online reader, writing blog posts, creating multimedia reflections, participating in social networks, and presenting the curriculum unit. The course aims to help teachers select appropriate technology, address gaps in student performance, and enhance teaching practices using technology standards.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Act 8. tallerpractico10 maría victoria delgado sepúlveda fredonia
1.
2. Actividad 8
Taller práctico:
10 claves para la implementación de tendencias y enfoques innovadores
Departamento: Antioquia
Municipio: Fredonia
Radicado: 22493
Institución Educativa: Normal Superior MOR
Sede Educativa: Principal
Nombres y apellidos del
docente:
María Victoria Delgado Sepúlveda
Presentación
El taller práctico: 10 claves para la implementación de tendencias y enfoques
innovadores, tiene como propósito que los docentes identifiquen el cambio
paradigmático que se requiere para atender al desafío pedagógico que implica
incorporar las Tecnologías de la Información y la Comunicación (TIC) al aula y
al currículo escolar.
En concordancia con lo anterior, a través de este taller se busca que el docente
visione las habilidades, estrategias y competencias que debe desarrollar para
contribuir al nuevo paradigma educacional que plantean las TIC como
innovaciones educativas.
Objetivos de aprendizaje:
Identificar métodos para incentivar la creatividad de los docentes
innovadores.
Afianzar las nuevas habilidades y competencias que requieren los docentes
del siglo XXI.
Poner en práctica las tendencias educativas basadas en pedagogía y
tecnología que darán un nuevo enfoque a las prácticas de enseñanza y
aprendizaje.
Metodología:
El presente taller se desarrollará a través de una metodología teórico práctico,
apoyada en estrategias de trabajo individual y colaborativo.
Desarrollo:
Este atento al conjunto de acciones que mediarán el desarrollo de los objetivos
del presente taller y que se enmarcan en 3 temáticas generales:
3. i. Las nuevas habilidades y competencias requeridas por los
ciudadanos del siglo XXI.
ii. Políticas públicas para igualdad oportunidades en el acceso,
conocimiento, uso y apropiación de las TIC.
iii. Principios y desafíos que debe abordar la educación para adaptarse
a la sociedad del siglo XXI.
Las nuevas habilidades y competencias requeridas por los ciudadanos
del siglo XXI.
Identifique y analice en el siguiente gráfico las tendencias educativas y
experiencias pedagógicas que están moldeando el aprendizaje del futuro,
según el último informe del Observatorio de Innovación Educativa Tecnológico
de Monterrey-Febrero 2016:
Ilustración 1. Tendencias pedagógicas
Fuente: Resultado del radar de tendencias en pedagogía 2016.
Con base en lo anterior, realice un análisis que permita identificar cuál de estas
tendencias pedagógicas, ha logrado permear su quehacer pedagógico.
Para ampliar su conocimiento sobre estas tendencias, apóyese en el siguiente
glosario que las define de manera clara y concreta:
4. Técnica didáctica orientada al diseño y desarrollo de un proyecto de manera colaborativa
por un grupo de alumnos. Lo anterior como una forma de lograr los objetivos de
aprendizaje de una o más áreas disciplinares y, además, el desarrollo de competencias
relacionadas con la administración de proyectos reales.
Aprendizaje Basado en Proyectos
Modelo de aprendizaje que implica la vivencia de una experiencia en la que el alumno
puede sentir o hacer cosas que fortalecen sus aprendizajes.
Aprendizaje Vivencial
Es una técnica didáctica en la que la exposición de contenido se hace por medio de videos
que pueden ser consultados en línea de manera libre, mientras el tiempo de aula se
dedica a la discusión, resolución de problemas y actividades prácticas bajo la supervisión
y asesoría del profesor.
Aprendizaje Invertido
Es una estrategia que proporciona a los estudiantes un contexto general en el que ellos,
de manera colaborativa, deben determinar el reto a resolver. Los estudiantes trabajan con
sus profesores y expertos para resolver este reto en comunidades de todo el mundo y así
desarrollar un conocimiento más profundo de los temas que estén estudiando.
Aprendizaje Basado en Retos
Se enfoca en ofrecer opciones al estudiante de cuándo, dónde y cómo aprender. Esto
puede ayudar a los estudiantes a cubrir sus necesidades particulares, ya que tendrán
mayor flexibilidad en el ritmo, lugar y forma de entrega de los contenidos educativos. El
aprendizaje flexible puede incluir el uso de tecnología para el estudio en línea, dedicación
a medio tiempo, aceleración o desaceleración de programas, entre otros.
Aprendizaje flexible
5. Tenga en cuenta que:
1. El análisis lo debe presentar de manera individual.
2. El análisis debe sustentarse a partir de una experiencia de clase, es decir,
debe narrar en qué momento específico de su praxis diaria logra
evidenciar cómo alguna de estas tendencias pedagógicas medias sus
experiencias de enseñanza y aprendizaje.
3. Para consolidar este análisis debe escribir en un documento, no superior
a dos hojas, cómo su práctica de aula, se ve permeada por una de estas
tendencias pedagógicas y, por consiguiente, se puede constituir como
una buena práctica docente:
Aquí tenga en cuenta los siguientes criterios definidos por la UNESCO 2004,
respecto a las características que deben tener las buenas prácticas
docentes:
- Relevancia del contenido que se enseña: están alineadas con el
currículo.
- Tiempo suficiente para aprender: se refiere al tiempo que se dedica a
enseñar, en oposición a las horas oficialmente definidas en el currículo.
- Enseñanza estructurada: conjunto de oportunidades de aprendizaje a
través del cual se estimula al estudiante a aprender más, se monitorea
su proceso y se le garantiza realimentación y reforzamiento con
regularidad.
- Ambiente propicio para aprendizaje en el aula: tanto los estudiantes
como el docente concentran sus esfuerzos en alcanzar una meta
común, hay respeto mutuo entre docentes y estudiantes, y entre ellos
mismos; hay intercambios con respeto, armonía y seguridad.
- Docentes conocedores del contenido disciplinar: para lo cual se requiere
inteligencia verbal, un amplio repertorio docente y motivación para
alcanzar las metas propuestas.
- Adaptabilidad al contexto: se debe valorar la relevancia de los objetivos
actuales y planeados frente a la situación nacional, en términos de
contenido, estructura y contexto de enseñanza-aprendizaje.
4. El documento con el análisis contendrá los siguientes ítems:
6. ● PASO 1. Conceptualización: este paso implica describir las principales
características de práctica educativa (contexto).
● PASO 2. Desarrollo: en este paso se debe dar cuenta de las acciones
precisas que desarrollan los estudiantes.
PASO 3. Cierre: escribir las principales conclusiones de su práctica
educativa.
APRENDIZAJE FLEXIBLE
Como maestra del área de lengua castellana, he tenido la oportunidad de leer
con los estudiantes tanto de manera individual como colectiva textos
relacionados con la literatura del grado décimo que sirvo actualmente y como la
institución ha sido dotada de espacios y equipos tecnológicos, esto ha brindado
la oportunidad a los jóvenes de esta región de actualizarse en relación a las
innovaciones y nuevas tecnologías.
La siguiente práctica la realicé después de la lectura que hacemos cada
período de uno de los autores de la literatura española con el propósito
transversalizar esta área con tecnología.
Los estudiantes debían en una hoja de Word, hacer una partición vertical
dejando tres espacios en el centro de los cuales ponían una imagen del autor
leído con su respectivo nombre. A los lados organizaban con rótulos que los
llevaban a otra página (con hipervínculos): biografía, análisis del texto, obras y
contextualización
El trabajo lo realizaron los estudiantes en sus casas de manera individual y en
el tiempo acordado, todos cumplieron con la actividad y comentaron que les
pareció muy buena porque pudieron aprender algo nuevo y que seguro lo van a
seguir practicando.
Importante:
Marcar con su nombre completo el archivo con el análisis solicitado y publicarlo
en Slideshare.
7. Publique el enlace de su Slidshare en el siguiente campo:
ii. Políticas públicas para igualdad oportunidades en el acceso,
conocimiento, uso y apropiación de las TIC.
SlideShare:
Es un sitio web que permite alojar diapositivas. Ofrece a los usuarios la posibilidad
de subir y compartir en público o en privado presentaciones de
diapositivas: PowerPoint (.ppt, .pps, .pptx, .ppsx, .pot y.potx), OpenOffice (.odp);
presentaciones e infografías PDF (.pdf); documentos en Adobe PDF
(.pdf), Microsoft Word (.doc, .docx y.rtf), OpenOffice (.odt) y la mayoría de
documentos de texto sin formato (.txt).
9. Seguidamente seleccione como mínimo 2 referentes nacionales (Decretos,
políticas, programas o estrategias) relacionados en el esquema que usted
desconoce; indague sobre estos en la red, y diligencie la siguiente tabla:
Nombre del Documento
(Referentes nacionales)
URL Descripción Características
Ley 1341 de 2009 MinTics http://www.mintic.g
ov.co/portal/604/ar
ticles-
3707_documento.
pdf
Formulación de las
políticas públicas que
regirán el sector de las
Tecnologías de la
Información y las
Comunicaciones, su
ordenamiento general, el
régimen de competencia,
la protección al usuario,
así como lo concerniente a
la cobertura, la calidad del
servicio entre otros.
Prioridad al acceso
y uso de las
Tecnologías de la
Información y las
Comunicaciones.
Protección de los
derechos de los
usuarios.
Políticas públicas yTic en la
educación
www.redalyc.org/
html/924/924226
39012/
Este artículo presenta
algunos resultados que se
han alcanzado con la
puesta en
marcha de una política
pública para la apropiación
de las Tecnologías de la
Información y
Comunicación (TIC) en
comunidades educativas
de la ciudad de Medellín,
Colombia. Estos
resultados se han medido
con algunos indicadores
tanto en el uso como de la
apropiación de
estudiantes y docentes
pertenecientes a
instituciones educativas
Una noción más
amplia y compleja
de alfabetización
que refleje la
creciente
importancia de las
Tecnologías de
Información y
Comunicación (TIC)
en los diversos
aspectos de la vida.
10. (IE) oficiales, las cuales
albergan la población
estudiantil más pobre. La
implementación de esta
política ha
transformado tanto los
procesos de enseñanza
como de aprendizajes de
los docentes y
estudiantes, en los cuales
las TIC se han
transversalizado
en el currículo
iii) Principios y desafíos que debe abordar la educación para
adaptarse a la sociedad del siglo XXI.
Con base en los ejercicios previos, construya una aproximación conceptual que
permita perfilar 10 claves educativas para la implementación de tendencias y
enfoques innovadores en sus prácticas de enseñanza:
10 claves esenciales
1. Transformar las prácticas educativas.
2. Transversalización del currículo.
3. Importancia de la tecnología en la educación.
4. Estrategias pedagógicas innovadoras
5. Permanente acompañamiento.
6. Promover el desarrollo de contenidos y aplicaciones.
7. La prestación de servicios que usen Tecnologías de la Información.
8. Adaptación de los planes de estudio.
9. Motivación.
10.Libre expresión y desarrollo de aptitudes.
Nota:
Finalizado el ejercicio, por favor enviarlo a través de la plataforma Blackboard
en el espacio dispuesto, asociado a la actividad 8.