El incremento de las tablets ofrece interesantes oportunidades para aproximarnos a un universo casi ilimitado de nuevas herramientas para la gestión de la información, la creación distribuida de conocimiento y el aprendizaje auto-administrado. La sesión presentará un dossier de herramientas digitales, incluye un brainstorming de aplicaciones que ofrecen un verdadero valor añadido al aprendizaje (ya sea formal o informal). Por último, se analiza la creciente adopción de tablets en bibliotecas y posibles escenarios futuros para los eBooks. ¿Cuáles son las mejores aplicaciones? ¿Cómo aprender a utilizarlas? ¿Cómo incorporarlas en mi clase?
Course Tech 2013, Gina M. Bowers-Miller, Using Mobile Technology in the Class...Cengage Learning
This presentation will share the use of mobile applications and devices in a computer course at Harrisburg Area
Community College. CIS 145,“Using Mobile Technologies” explored apps for tablets, laptops and cell phones.
Students in this course completed a group project using&comparing three different mobile devices&apps. The
projects and results will be shared as well as an overview of the favorite apps from the class. Projects included
Mind mapping, Zombie Preparedness,Cloud-based projects and more.
Tablets are making their way into the classroom as a tool for instructors to use with students, to display content and to make learning more mobile. Come to this learning session to find out what tablets work best with our AV systems at VIU and obtain some tips and tricks on how to best to use tablets for teaching and learning. Facilitated by Michael Paskevicius, Learning Technologies Application Developer
Creativity and Content Creation with iPads (April 2013)Wesley Fryer
Presentation slides for Wesley Fryer's workshop at the April 26, 2013 "Creativity and Content Creation with iPads" conference in Olathe, Kansas.
As 21st century educators, we should to provide opportunities for students to demonstrate mastery and understanding of the curriculum not only with text but also with images, audio, and video. Dr. Wesley Fryer will invite and inspire you to become a better multimedia communicator and a pioneer with digital media in this dynamic presentation. Learn how to “expand the map” of assessment options in your classroom to include student products like narrated slideshows, enhanced eBooks including recorded audio, five photo stories with images, and more. Learn practical ways to overcome the anxiety and fear which often accompanies technology integration proposals by creating personal media products. Learn how to enhance your digital resume as a professional educator with examples of your own media creations as well as students projects you facilitate. Links to student media examples as well as project storyboards/tools are available on maps.playingwithmedia.com.
A companion to our webinar on 9/26/2012 - TCI's Brian Thomas explores nine tools that teachers can use inside their classroom...including Fotopedia, Show of Hands,
Learning takes place in a variety of settings as an ongoing process of skills and knowledge development in changing contexts. With the growing popularity of technology-enhanced learning initiatives, we make the case for more flexible methods for skills and knowledge recognition. The challenge is to create more versatile ways of recognizing uncertified forms of learning – both for formal qualifications of informal learning as well as wider social recognition of uncertified knowledge.
Is there an app for that? Web 2.0 in the classroom.Noelle Morris
Presented November 12, 2010.
An introduction to various Web 2.0 tools and their corresponding apps. Our goal is to create online learning environments and ideally increase the engagement and achievement levels of our students.
Featured tools: Wordpress, media converters, Dropbox, Quizlet, word clouds, online screen recorders, Hyperwords, RSS feeds, Prezi, Slideshare.
Course Tech 2013, Gina M. Bowers-Miller, Using Mobile Technology in the Class...Cengage Learning
This presentation will share the use of mobile applications and devices in a computer course at Harrisburg Area
Community College. CIS 145,“Using Mobile Technologies” explored apps for tablets, laptops and cell phones.
Students in this course completed a group project using&comparing three different mobile devices&apps. The
projects and results will be shared as well as an overview of the favorite apps from the class. Projects included
Mind mapping, Zombie Preparedness,Cloud-based projects and more.
Tablets are making their way into the classroom as a tool for instructors to use with students, to display content and to make learning more mobile. Come to this learning session to find out what tablets work best with our AV systems at VIU and obtain some tips and tricks on how to best to use tablets for teaching and learning. Facilitated by Michael Paskevicius, Learning Technologies Application Developer
Creativity and Content Creation with iPads (April 2013)Wesley Fryer
Presentation slides for Wesley Fryer's workshop at the April 26, 2013 "Creativity and Content Creation with iPads" conference in Olathe, Kansas.
As 21st century educators, we should to provide opportunities for students to demonstrate mastery and understanding of the curriculum not only with text but also with images, audio, and video. Dr. Wesley Fryer will invite and inspire you to become a better multimedia communicator and a pioneer with digital media in this dynamic presentation. Learn how to “expand the map” of assessment options in your classroom to include student products like narrated slideshows, enhanced eBooks including recorded audio, five photo stories with images, and more. Learn practical ways to overcome the anxiety and fear which often accompanies technology integration proposals by creating personal media products. Learn how to enhance your digital resume as a professional educator with examples of your own media creations as well as students projects you facilitate. Links to student media examples as well as project storyboards/tools are available on maps.playingwithmedia.com.
A companion to our webinar on 9/26/2012 - TCI's Brian Thomas explores nine tools that teachers can use inside their classroom...including Fotopedia, Show of Hands,
Learning takes place in a variety of settings as an ongoing process of skills and knowledge development in changing contexts. With the growing popularity of technology-enhanced learning initiatives, we make the case for more flexible methods for skills and knowledge recognition. The challenge is to create more versatile ways of recognizing uncertified forms of learning – both for formal qualifications of informal learning as well as wider social recognition of uncertified knowledge.
Is there an app for that? Web 2.0 in the classroom.Noelle Morris
Presented November 12, 2010.
An introduction to various Web 2.0 tools and their corresponding apps. Our goal is to create online learning environments and ideally increase the engagement and achievement levels of our students.
Featured tools: Wordpress, media converters, Dropbox, Quizlet, word clouds, online screen recorders, Hyperwords, RSS feeds, Prezi, Slideshare.
NCTE14 Stories in New Forms- Teaching Digital LiteraciesCharlene Chausis
Storytelling is sacred to the English teacher. As print text migrates to more dynamic forms, technology offers myriad possibilities to tell and read stories. Consider how storytelling is becoming more connected, adaptable, flexible, and customized with electronic text and how that changes the teaching of literacy.
Similar to Apps en tablets para el aprendizaje (formal e informal) (20)
How smart are smart classrooms? Evaluating International Evidence@cristobalcobo
There has been a considerable progress in integrating technological innovations to facilitate the learning process. This has a potentially important implications on student’s learning process as well as the role of teachers. SMART Classroom is a machine-assisted educational platform developed in Korea that allows learners to study at their own pace while teachers play a role as advisers, coaches and facilitators. Artificial intelligence allows for identification of optimal lessons based on learning algorithms and patterns of individual learning. The session will showcase an example of a framework of Korean education policies and an initiative of smart classroom, and how it has contributed to improving the learning quality and reducing the education gap in Korea.
@cristobalcobo
https://cristobalcobo.net
"¿Aprender a conectarse o conectarse para aprender?"@cristobalcobo
Conferencia Plenaria "¿Aprender a conectarse o conectarse para aprender?" . XVI Jornadas de Redes de Investigación en Docencia Universitaria y II Workshop Internacional de Innovación en Enseñanza Superior y TIC. Universidad de Alicante.
By @cristobalcobo
Building large-scale evidence for education (the case of Plan Ceibal, Uruguay)@cristobalcobo
Keynote “Innovations and initiatives”. Education World Forum 2018.The Department for Education (DfE) and the British Council, London
At the Education World Forum #London #EWF18 #EFF19
@cristobalcobo
@fundacionceibal
This presentation summarizes some of the key trends in the changing ecosystem of higher education. Rather than a particular adoption of certain technology, a novel certificate or a new business model, what we explore is how the disintermediation of education is changing the boundaries, strategies and infrastructure of universities. The complex phenomena of 'uberization' of education offer new opportunities as well a number of deep redefinitions. What is clear is learners are in charge and education institutions are invited to re-think some of their traditional strategies.
This presentation was prepared for the 8th ENQA General Assembly (European Association for Quality Assurance in Higher Education) in Sèvres, France, on 26-27 October 2017, hosted by the Centre International d’Etudes Pédagogiques (CIEP).
http://www.enqa.eu/
More information: @cristobalcobo
La innovación pendiente en la Educación Superior@cristobalcobo
La presentación expone una visión de algunos de los desafíos que se observan en la educación superior a nivel global. Los ejes de análisis son: desintermediación * masividad * Nuevas formas de producción del conocimiento * Nuevos formas de reconocer el conocimiento * Mercantilización del conocimiento * Inteligencia Artificial.
Más información:
www.fundacionceibal.edu.uy
@cristobalcobo
La relación con los medios digitales se ha diversificado y complejizado. El alfabetismo mediático comprende la capacidad de consumir información de manera crítica pero también de crear nuevos contenidos. Esta presentación explora las nuevas formas de concebir la ciudadanía digital.
Más información:
@fundacionceibal
@cristobalcobo
Esta presentación ofrece una revisión de prácticas de producción científica con perspectiva internacional en innovación en investigación, destacando centros de excelencia y redes académicas relevantes que adoptan valiosas estrategias en el desarrollo de investigación desde el mundo académico.
También se analizan estratégicas concretas que promueven consolidar una cultura de investigación y publicación científica con rigor y excelencia en el claustro académico. Para ello se ofrecen experiencias relevantes sobre: Producción científica; Publicación académica (oportunidades y problemáticas al aproximarse al circuito de journals científicos así como a los circuitos alternativos de divulgación científica) y, por último, Formas de transferencia de conocimiento (índices de impacto, métricas alternativas, etc.).
Se incluye un Workshop sobre prácticas de publicación en revistas científicas y de acceso abierto.
Objetivos:
1. Analizar, junto a los asistentes, qué estrategias e incentivos desarrollar para estimular la publicación científica.
Considerando en este análisis tanto el contexto institucional como factores exógenos relevantes (nacionales e internacionales).
2. Identificar los principales circuitos de publicación científica tanto a través de rankings internacionales como mediante los canales alternativos (sociales y/o digitales) de publicación científica.
3. Explorar plataformas, herramientas y circuitos que favorezcan y estimulen diferentes formas de publicación científica.
@cristobalcobo
@fundacionceibal
Computational Participation: Towards a National EducationPolicy in Uruguay ...@cristobalcobo
L@S: Fourth Annual ACM Conference on Learning at Scale
April 20 – 21, 2017 @ Massachusetts Institute of Technology
organized with the Association for Computing Machinery (www.acm.org).
In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms.
Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”.
After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay.
http://www.fundacionceibal.edu.uy/en/page/about-us
by @cristobalcobo
Blended teaching: Remote English instruction in Uruguay@cristobalcobo
Seminar: "From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies". Presented at the Data & Society a research institute focused on the social and cultural issues arising from data-centric technological development (https://datasociety.net) Friday, February 10, 2017
Plot: The project implemented by Plan Ceibal in Uruguay allows primary school children between fourth and sixth grades to have three 45 minute slots per week of English: one taught by a remote teacher, model of language and in charge of introducing and explaining the linguistic content corresponding to each week through his remote presence via videoconference equipment; and two forty-five-minute slots with the classroom teacher, who following the lesson plans sent to her every week, may review, accompany and guide her students in the learning of English. Coherence between remote lessons and face to face lessons is ensured by a half hour virtual coordination between the two teachers involved in the learning process, in which concerns, learning and teaching styles are discussed (source: https://en.wikipedia.org/wiki/Ceibal_project#English_project )
* Special thanks to Ceibal en Inglés team as well as @datasociety team. By @cristobalcobo from @fundacionceibal
Cultura Maker: Pensando en el Pensamiento Computacional #Coding #DIY@cristobalcobo
"Lo Pendiente y lo Invisible en la Tecnología Educativa". Esta presentación analiza las características del pensamiento computacional y su aplicabilidad en los sistemas escolares desde esas tempranas.
Más información:
fundacionceibal.edu.uy
@cristobalcobo
"La innovación pendiente: nuevas formas de evaluar y reconocer el conocimient...@cristobalcobo
-Pareciera que la innovación está sólo en los gadgets y herramientas digitales. Sin embargo, uno de los cambios más profundos está en la (re) conceptualización del conocimiento.
-Mientras seguimos explorando las mejores pedagogías para aprender con tecnología, vemos que las (verdaderamente) nuevas tecnologías (inteligencia artificial) están empezando a desarrollar capacidades de aprender.
-¿Por qué la disrupción aún no llega al aula (si ya llegó la tecnología)? ¿Qué habilidades serán desplazadas si empiezan a surgir más sistemas autómatas (máquinas que aprenden)? ¿Si innovamos en las tecnologías por qué no lo hacemos en las formas de evaluar y reconocer el conocimiento?.
La charla: La innovación pendiente: Nuevas formas de evaluar y reconocer el conocimiento en la era digital, se dictó en BETT LATAM en Ciudad de México en Octubre de 2016.
Más información:
innovacionpendiente.com
MOOC and Synthetic Cognition: non-technological challenges on the road@cristobalcobo
In this presentation are identified some of the new knowledge landscape trends (i.e. artificial intelligence, automated skills recognition tools, increasing demand for HE). The current knowledge recognition strategies implemented in the context of MOOCs open the landscape to explore more flexible ways of application and recognition of knowledge, regardless if it developed in formal or informal settings.
Name of the event: International MOOC Colloquium - 2nd Edition - The MOOC Identity #MOOCidentity organized by Federica Web Learning - Università degli Studi di Napoli Federico II
More information: @cristobalcobo
The future of higher education a constantly moving target (11 key questions)@cristobalcobo
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
What role do “power learners” play in online learning communities?@cristobalcobo
This study focusses on the role of highly active participants in online learning communities on Facebook. These people, often known as “power users” in the literature on social computing, are a common feature of a wide range of online learning groups, and are responsible not only for creating most of the content but also for getting discussion going and providing a basis for other’s participation. We test whether similar dynamics hold true in the context of online learning.
Based on a transactional dataset of almost 10,000 interactions with an online community of 32 postgraduate students who were following the same online course, we find evidence that power users also exist in the context of online learning. However, whilst they do create a lot of content, we find that they are not fundamental to keeping the group together, and in fact are less adept at creating content which generates responses than other “normal” users. This suggests that online learning communities may have different dynamics to other types of electronic community: it also suggests that design efforts should not be focused solely on attracting a small core of “power learners”. Rather, diverse types of users are needed for online learning communities to survive and prosper.
Authors:
Cristóbal Cobo, Center for Research - Ceibal Foundation, Uruguay
Monica Bulger, Data & Society Research Institute, United States
Jonathan Bright, Oxford Internet Institute, United Kingdom
Ryan den Rooijen, Oxford Internet Institute, United Kingdom
Presented at the LINC Conference (MIT, 2016) Digital Inclusion: Transforming Education through Technology.
Usability First - Introduction to User-Centered Design@cristobalcobo
he User-centered design (UCD) process outlines the phases throughout a design and development life-cycle all while focusing on gaining a deep understanding of who will be using the product.
A Global Network for Deep Learning: the Case of Uruguay@cristobalcobo
The aim of this paper is to describe an innovative large-scale action research in the field of education. This paper illustrates a unique sample of a global network of schools working together as a "living lab" to test, implement and improve innovative pedagogical practices in seven different countries (clusters). This experience can be regarded as a disruptive experiment from the methodological (i.e. network of schools), pedagogical (i.e. learning by creating) and accountability perspective (i.e. novel ways of assessing learning outcomes). This global network allocates special relevance to the cultural and contextual specificities of each member. This paper focuses on the Uruguayan case, the only non-developed partner country, which is working in incorporating up to 2,800 schools in this global network by the end of 2019. After providing a background and key figures of the current education system in Uruguay, the authors describe the outcomes of this experience so far (2013- 2016) and highlight some of the expected achievements and instruments to assess the second phase of this experience (2016-2019), with special emphasis in the design of new metrics and the adoption of new assessment tools. After stating the conclusions, the paper points out the limitations and further questions to be explored along the implementation of this global experiment in education.
By Cobo, Brovetto, Gago
Hacia la construcción de un perfil en 360 grados de los usuarios del @Plan_Ce...@cristobalcobo
El Plan Ceibal se ha convertido en una poderosa plataforma para extender y ampliar las oportunidades de enseñanza y aprendizaje de los estudiantes de educación pública en Uruguay. El uso tanto de los dispositivos (tablets y laptops) como de la infraestructura (red y softwares) registra volúmenes de demanda sin precedentes. Por otra parte, los datos que Plan Ceibal administra integran fuentes de información relacionadas con la gestión escolar, la administración de las plataformas tecnológicas así como la utilización de numerosas herramientas y aplicaciones educativas. Este tsunami de datos es una cantera de valiosísima información para apoyar la educación.
Pensando en el grado de uso de las plataformas educativas que ofrece Plan Ceibal, es posible crear un indicador de “participación en línea” (engagement) como resultado del nivel de actividad e interacción de los propios estudiantes en dos plataformas: PAM (plataforma adaptativa de matemáticas) y CREA2 (learning management system). ¿Cuáles son los perfiles de “participación” de los sujetos? ¿Estos perfiles responden algún patrón de clasificación socio-económica o geográfica? ¿Cuál es el perfil de participación de los docentes en cada una de estas plataformas? ¿Se identifica consistencia en el tipo de uso de estas plataformas? ¿En qué medida es posible encontrar correlaciones entre el grado de “participación en línea” de los estudiantes y su participación (asistencia) en clases presenciales? Estas y otras interrogantes serán analizadas durante la presentación.
Más información:
http://fundacionceibal.edu.uy/
@cristobalcobo
Analíticas de aprendizaje - An overview of Educational Software and Analytics@cristobalcobo
The objective is to introduce and justify the use of analytics to measure and identify how students use and interact with ICTs. This presentation will explain how analytics work (graphics and interfaces) and the advantages of using analytics. What aspects of appropriation and use of ICT can be measured with analytics that cannot be measured with existing indicators? With an analytics software on the computer, what do we want to know about how students use technology?
Nuevas métricas - Red Global de Aprendizajes @cristobalcobo@cristobalcobo
Esta presentación analiza y describe las habilidades para aprendizaje profundo, así como los posibles instrumentos de evaluación y valoración de las capacidades no cognitivas de estudiantes y educadores.
Más información:
http://redglobal.edu.uy
http://fundacionceibal.edu.uy
by @cristobalcobo
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. El incremento de las tablets ofrece interesantes
oportunidades para aproximarnos a un universo casi
ilimitado de nuevas herramientas para la gestión de
la información, la creación distribuida de
conocimiento y el aprendizaje auto-administrado.
El workshop incluye un dossier de herramientas
digitales, incluye un brainstorming de
aplicaciones que ofrecen un verdadero valor
añadido al aprendizaje (ya sea formal o informal).
Por último, se analiza la creciente adopción de
tablets en bibliotecas y posibles escenarios futuros
para los eBooks. ¿Cuáles son las mejores
aplicaciones? ¿Cómo aprender a utilizarlas? ¿Cómo
incorporarlas en mi clase?
3. 1993 to 1997
1981 – 1989
http://www.dailykos.com/story/2009/03/29/714249/-The-Teleprompter-President
http://www.polioptics.com/author/joshking/
5. 2013
What this picture from Obama’s Inaugural Ball tells us about Smartphones….
http://blog.mobinett.com/2013/02/08/what-this-picture-from-obamas-inaugural-ball-tells-us-about-smartphones/
19. http://www.ragtag.info/2011/feb/2/history-world-100-seconds/
telegeography.com
Access only 2 every 7
One (random) day in
Wikipedia…
Digital divide+> connectivity
424,000 articles 14,200 geo-tagged events.
[by Gareth Lloyd and Tom Martin.]
Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the World’s Knowledge. London,
Convoco! Edition. Oxford Internet Institute.
84% articles from EU and US
More Articles of Antarctica than any other
country in South America or Africa 19
20. Top 10 Mobile Internet Trends (Feb 2011) by Kleiner Perkins Caufield & Byers
www.slideshare.net/kleinerperkins/kpcb-top-10-mobile-trends-feb-2011
23. Knowmads guarda relación
con aquellos trabajadores
de conocimiento nómadas,
creativos, imaginativos,
innovadores. Son personas
que pueden trabajar con
casi cualquier persona, en
cualquier momento y en
cualquier lugar.
Los puestos de trabajo relacionados
con la creación de conocimiento,
innovación y la gestión de la
información se han convertido en
actividades menos vinculadas a un
espacio o lugar específico.
www.knowmadsociety.com
24. Source: Looking To The Future www.caledonianacademy.net/spaces/LLiDA/index.php?n=Main.LookingToTheFuture
25. THE END OF TEACHING by @agalorda by Alvaro González-Alorda www.slideshare.net/agalorda/the-end-of-teaching-as-we-know-it
26. THE END OF TEACHING by @agalorda by Alvaro González-Alorda www.slideshare.net/agalorda/the-end-of-teaching-as-we-know-it
27. THE END OF TEACHING by @agalorda by Alvaro González-Alorda www.slideshare.net/agalorda/the-end-of-teaching-as-we-know-it
28. THE END OF TEACHING by @agalorda by Alvaro González-Alorda www.slideshare.net/agalorda/the-end-of-teaching-as-we-know-it
29. THE END OF TEACHING by @agalorda by Alvaro González-Alorda www.slideshare.net/agalorda/the-end-of-teaching-as-we-know-it
30. THE END OF TEACHING by @agalorda by Alvaro González-Alorda www.slideshare.net/agalorda/the-end-of-teaching-as-we-know-it
31. THE END OF TEACHING by @agalorda by Alvaro González-Alorda www.slideshare.net/agalorda/the-end-of-teaching-as-we-know-it
32. Changing Content, Changing Culture by Sara Wachter-Boettcher www.slideshare.net/Saraboettcher/changing-content-changing-culture
33. Changing Content, Changing Culture by Sara Wachter-Boettcher www.slideshare.net/Saraboettcher/changing-content-changing-culture
34. Changing Content, Changing Culture by Sara Wachter-Boettcher www.slideshare.net/Saraboettcher/changing-content-changing-culture
35. Changing Content, Changing Culture by Sara Wachter-Boettcher www.slideshare.net/Saraboettcher/changing-content-changing-culture
36. Google Search App: Martin Van Buren
http://www.youtube.com/watch?v=FyJZqHyKKIw
37. Skype in the Classroom connects classes in California,
South Korea and Canada
@SkypeClassroom
https://www.youtube.com/watch?v=vTnHAP19oAE
42. The original and
most popular
handwriting app
for iPad.
(experience of
writing on
paper),
Penultimate By Evernote
https://itunes.apple.com/gb/app/penultimate/id354098826?mt=8
43. A super-robust PDF
(.txt) reader for iPad .
“A Swiss Army knife of
awesome!”. It can read
virtually anything:
books, movies, maps,
pictures. It offers
typewriter text boxes,
sticky notes, lines,
arrows, and freehand
drawings on top of a
PDF file.
GoodReader for iPad By Good.iWare Ltd.
https://itunes.apple.com/gb/app/goodreader-for-ipad/id363448914?mt=8
44. Feeddler is a fast and
highly customizable
Google Reader client that
stays perfect sync with
Google and presents RSS
stories in an easy-toready interface.
http://youtu.be/v2vpvEDS00o
Feeddler RSS Reader for iPad and iPhone By C.B. Liu
https://itunes.apple.com/gb/app/feeddler-rss-reader-foripad/id364873582?mt=8
45. Evernote a free app that
helps you remember
everything across all of the
devices you use. Stay
organized, save your ideas
and improve productivity.
Evernote lets you take notes,
capture photos, create to-do
lists, record voice reminders-and makes these notes
completely searchable. Notes
are synced with the users
web-based account.
Evernote
https://itunes.apple.com/gb/app/evernote/id281796108?mt=8
46. (Web, iOS, Android)
A ‘read it later’
bookmarks that can be
accessed from any
device. Great for putting
together reading lists for
timely topics (curating
potential online
resources for a research
project or paper).
It allows offline reading.
Instapaper
https://itunes.apple.com/en/app/instapaper/id288545208?mt=8
47. Amazing interactive visual
dictionary makes
exploring words exciting.
2 million language nodes
to explore.English
(dictionary + thesaurus)
in assoc. with Oxford
University Press. It helps
you to use the language
creatively.
Wordflex Touch Dictionary
https://itunes.apple.com/app/id488540344?mt=8&src=af&affId=2064962&ignmpt=uo%253D6
48. Skype (Web, iOS,
Android)
One of the most used
tools in education and
business. Better still, it’s
free and relatively easy
to use.
Skype
https://itunes.apple.com/us/app/skype/id304878510?mt=8
49. MyHomeworkApp (Web,
iOS, Android)
Keeps track of your
homework, projects, tests,
and other assignments. You
can set reminders (i.e.
deadline), set level of
priority, and keep track of
your schedule of classes.
Great for students and
teachers (especially
teachers).
myHomework
https://itunes.apple.com/us/app/myhomework/id303490844
50. Image editor, includes
everything necessary for
basic editing: line drawing,
text boxes, arrows and
cropping of images. Once
complete, images can be
exported via Twitter, email,
or sent to the camera roll or
directly to an Evernote
account.
Skitch
https://itunes.apple.com/us/app/skitch-for-ipad/id490505997?mt=8
51. It allows teachers to turn any
eBook, document, or ePub file
into a collaborative reading
experience on iPads. Web
content can be converted too.
The app allows students to
simultaneously read, insert
notes, add annotations, and
include web links. Teachers
can create groups for specific
classes. Sharing (email,
Dropbox, and Google Drive).
Subtext
https://itunes.apple.com/us/app/subtext/id457556753?mt=8
52. Dropbox (Web, iOS,
Android). A well known
tool to share and sync
documents across devices.
It saves us from carrying
drives or send e-mails.
Useful for personal and
shared (students, classes,
and colleagues)
documents. Useful for
collaboration and allows to
share presentations
publicly.
Dropbox
https://itunes.apple.com/us/app/dropbox/id327630330?mt=8
53. The free app that allows
to record and upload
audio directly to a webbased. No editing
features included in this
simple, one-button-torecord interface. Audios
can be shared with a
link. The free app allows
for 120 minutes of
recording to be posted
online.
SoundCloud
https://itunes.apple.com/us/app/soundcloud/id336353151?mt=8
54. Make video creation even
easier and faster!
Instantly combine videos,
photos, music and stories
into a movies. A quick
and easy tool to turn
images on an iPad into a
narrated video that can
be shared to Twitter,
Facebook, YouTube &
email.
Videolicious
https://itunes.apple.com/us/app/videolicious/id400853498?mt=8
55. Wikiweb is a Wikipedia
reader that visualizes and
discover the connections
between articles.
* Explore Wikipedia in the
most readable and
beautiful interface.
* Share interesting articles
and how you found them
with our unique sharing
feature
Wikiweb
https://itunes.apple.com/gb/app/id499345601?mt=8&src=af&affId=2064962
56. Inspired by centuries of
scientific innovation. It shows
how early tools have evolved
into the modern
technological platforms.
Navigate an illustrated
timeline.
Discover some of the world’s
most important maps.
Travel across a virtual globe
to discover some of the most
inspiring examples of
systemic progress
IBM THINK
https://itunes.apple.com/gb/app/id546222093?mt=8&src=af&affId=2064962
57. Ultra-fast translation
dictionary that works
without an internet
connection.
(It stores all words on
the phone itself).
Start typing a few letters
and boom, you already
have the translation you
need. Common phrases
included for most
languages.
Languages
https://itunes.apple.com/gb/app/id565108517?mt=8&affId=2064962
58. The leading film-editing
technology enabling you to
quickly edit video, audio,
and photos at the speed of
your creativity.
Quick sharing on YouTube,
Facebook or box (to export
in to your PC)
It works with video, audio,
and photos. Organize media
by Albums, Events, Faces,
and more.
Pinnacle Studio
https://itunes.apple.com/us/app/pinnacle-studio/id552100086?mt=8
59. It combines handwriting, PDF
annotation, typing, recording,
and organizing. You can share
PDF annotations (email or a
cloud service). Advanced
Word-Processing (ie. styling,
outlining, text boxes). Linked
Audio Recording. Auto-sync
your notes in the cloud
(Dropbox, Google Drive, Box).
Media Insertion (pictures).
Library Organization (it is
simple to organize and share
information). PDFs, .doc, .ppt,
and .xls files.
Notability - Take Notes & Annotate PDFs with Dropbox & Google Drive Sync
https://itunes.apple.com/gb/app/id360593530?mt=8&affId=1720307
60. The iTunes U app gives you
access to complete courses
from leading universities. The
largest digital catalogue of
free education content. Free
courses (and assignments) on
a wide array of subjects . Take
notes and highlight text in
iBooks and see them
consolidated for easy
reviewing. Take course notes
while playing audio or video.
iTunes U
https://itunes.apple.com/gb/app/id490217893?mt=8&affId=1720307
http://www.youtube.com/watch?v
11hSqE4X2E0
61. Khan Academy allows you
to learn almost anything
for free. Khan Academy’s
complete library is over
3,500 videos. Topics,
including K-12 math,
science topics such as
biology, chemistry, and
physics, and even the
humanities with playlists
on finance and history.
Khan Academy
https://itunes.apple.com/gb/app/id469863705?mt=8&affId=1720307
http://www.youtube.com/watch?v
=p6l8-1kHUsA
62. It easy for teachers and
students to stay connected
and share information
(submit assignments, post
replies, and check messages).
Teachers can post messages,
and grade assignments.
Students can view and turn in
assignments and check their
latest grades. Class
discussions can continue
outside of school hours.
Edmodo
https://itunes.apple.com/gb/app/id378352300?mt=8&affId=1720307
63. Find more than 1,400
TED Talk videos.
Watch TEDTalks with
subtitles in over 90
languages. Curate your
own playlist. Download
full videos to your
device and watch them
when you’re offline.
TED Conferences
https://itunes.apple.com/us/app/ted/id376183339?mt=8&ign-mpt=uo%3D2
64. With Duolingo, you learn a
language for free, without
ads or hidden charges. You
have fun while you learn,
(competing with friends).
You can translate realworld texts in the language
you are learning, and in
doing so, you help translate
the Web into other
languages.
Duolingo - Learn Spanish, French, German, and Portuguese for free
https://itunes.apple.com/app/duolingo-learn-spanish-french/id570060128?mt=8
65. Hop.in an individual
browser with web
clipping technology.
You can select the
Notebook of your
choice, and add tags to
better organize your
content. Double-tap on
top of any image, text
or video, to quickly
select your content.
Hop.in- https://itunes.apple.com/us/app/webnote-by-hopin/id610240103
66. Pages is beautiful word
processor (only for iPad,
iPhone,…). Create, edit,
and view documents. It
works with iCloud
automatically. Pages edits
Microsoft Word, and plain
text files; easily import files
from Mail, the web or your
Mac or PC using iTunes File
Sharing.
Pages- https://itunes.apple.com/us/app/pages/id361309726?mt=8
68. teams of 4-5
• Share and discuss some of the most useful
Apps (make a 'shareable' directory).
• Make a "map" of post-it with the best Apps,
explaining their interaction. Choose the 3 most
useful educational tools.
• Design (in group) a learning activity (i.e. class,
workshop) using at least 3 App.
69. Equipos de 4-5
• Discutir en grupo las Apps que se utilizan
(hacer un directorio con las mejores).
• De las Apps expuestas (taller) compartir las 3
herramientas más útiles para educación. Hacer
un mapa de post-it con las mejores Apps
organizadas por según utilidad.
• En equipo diseñar una actividad de aprendizaje
usando 3 o más App.
72. The Top Educational iPad Apps Every Teacher and Student should Know about. Med kharbach.
http://www.educatorstechnology.com/2012/08/the-top-educational-ipad-apps-every.html
73. The Top Educational iPad Apps Every Teacher and Student should Know about. Med kharbach.
http://www.educatorstechnology.com/2012/08/the-top-educational-ipad-apps-every.html
74. The Top Educational iPad Apps Every Teacher and Student should Know about. Med kharbach.
http://www.educatorstechnology.com/2012/08/the-top-educational-ipad-apps-every.html
75. The Top Educational iPad Apps Every Teacher and Student should Know about. Med kharbach.
http://www.educatorstechnology.com/2012/08/the-top-educational-ipad-apps-every.html
76. http://tiny.cc/APP2013
iPad Learning Objectives
I want my students to…
Record and edit video/audio on their iPad.
…read class content on their iPad.
…annotate course readings on their iPad
…read audio books on their iPad.
…demonstrate their understanding through screencastsscr.
… create presentations/digital stories/written content on their iPads.
…create ePubs / iBooks to read on their iPad.
…create and edit images on the iPad.
…conduct virtual conferences in the classroom
…control my computer or Interactive White Board from my iPad.
78. Background Paper for the OECD conference "Educating for Innovative Societies". April 2012
Progression in Creativity: Developing new forms of assessment.
78
79.
80. Publications (I)
1. Ally, M. (2009). Mobile Learning: Transforming the Delivery of Education and
Training. Athabasca University Press.
http://www.aupress.ca/index.php/books/120155
2. UNESCO (2012) Turning on mobile learning in Asia: Illustrative Initiatives and Policy
Implications. Working Paper Series on Mobile Learning.
http://unesdoc.unesco.org/images/0021/002162/216283E.pdf
3. Kitchenham, A. (2011). Models for Interdisciplinary Mobile Learning: Delivering
Information to Students. Idea Group Inc (IGI).
4. Kwan, R., McNaught, C., Tsang, P., Wang, F. L., & Li, K. C. (2011). Enhancing Learning
Through Technology: International Conference, ICT 2011, Hong Kong, July 11-13,
2011. Proceedings. Springer.
5. Sampson, D. G., Isaias, P., Ifenthaler, D., & Spector, J. M. (2013). Ubiquitous and
Mobile Learning in the Digital Age. Springer.
6. Quinn, C. N. (2011). The Mobile Academy: mLearning for Higher Education. John
Wiley & Sons.
7. Anderson, T. (2008). The Theory and Practice of Online Learning: Second Edition.
Athabasca University Press.
8. Alexander, B.(2004). Going Nomadic: Mobile Learning in Higher
Education. Educause Review, 39 (5), 28-35 http://www.educause.edu/ero/article/goingnomadic-mobile-learning-higher-education
81. Publications (II)
1. Kukulska-Hulme, A., & Traxler, J. (2005). Mobile Learning: A Handbook for
Educators and Trainers. Routledge.
2. BSc, P. D. M. S., (Hons), P. D. J. T. B., & Dr. Giasemi Vavoula BSc, Ms. (2010). A
Theory of Learning for the Mobile Age. In P. D. B. Bachmair (Ed.), Medienbildung
in neuen Kulturräumen (pp. 87–99). VS Verlag für Sozialwissenschaften.
Retrieved from http://link.springer.com/chapter/10.1007/978-3-531-92133-4_6
3. Cochrane, T., & Bateman, R. (2010). Smartphones give you wings: Pedagogical
affordances of mobile Web 2.0. Australasian Journal of Educational Technology,
26(1), 1–14. http://www.ascilite.org.au/ajet/ajet26/cochrane.html
4. Hwang, G.-J., & Chang, H.-F. (2011). A formative assessment-based mobile
learning approach to improving the learning attitudes and achievements of
students. Computers & Education, 56(4), 1023–1031.
doi:10.1016/j.compedu.2010.12.002
5. Johnson, L. F., Adams, S., & Cummins, M. (2012). Horizon report: 2012 higher
education edition. Retrieved from http://www.voced.edu.au/content/ngv53771
6. Rudy De Waele. (2010, January 6). Mobile Trends 2020. Business & Mgmt.
Retrieved from http://www.slideshare.net/rudydw/mobile-trends-2020