Prof. Tony Watts presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
Enhancing Effectiveness through Enterprise EducationGary Wood
As higher educators, ‘we are trying to tackle the ‘wicked’ problem of preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems we don’t know are problems yet’ (Jackson 2008).
To face this challenge, we need our students and graduates to be enterprising: able to spot and respond to opportunities by having ideas, and the skills and confidence to do something about them. Enterprise education develops your students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful graduates, equipped to face the challenges of their future careers.
In this workshop, delivered at the University of St Andrew's by Dr Gary C Wood, Enterprise Education Developer and Head of Sheffield Engineering Leadership Academy, University of Sheffield, delegates explored the value of providing enterprising learning experiences for their students, and discussed and share some approaches to help do this successfully.
Note: A handout of the Enterprise Capabilities set out in this presentation is available at http://tinyurl.com/EAentcap
Higher Order Thinking Skills Through IT-Based Projects. Students nowadays manifest higher order thinking skills through the utilization of technologies. In this presentation, the 4 IT- based projects will be discussed. Enjoy!
Presentation of the workshop "RRI Tools" by Viola Pinzi, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
Prof. Tony Watts presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
Enhancing Effectiveness through Enterprise EducationGary Wood
As higher educators, ‘we are trying to tackle the ‘wicked’ problem of preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems we don’t know are problems yet’ (Jackson 2008).
To face this challenge, we need our students and graduates to be enterprising: able to spot and respond to opportunities by having ideas, and the skills and confidence to do something about them. Enterprise education develops your students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful graduates, equipped to face the challenges of their future careers.
In this workshop, delivered at the University of St Andrew's by Dr Gary C Wood, Enterprise Education Developer and Head of Sheffield Engineering Leadership Academy, University of Sheffield, delegates explored the value of providing enterprising learning experiences for their students, and discussed and share some approaches to help do this successfully.
Note: A handout of the Enterprise Capabilities set out in this presentation is available at http://tinyurl.com/EAentcap
Higher Order Thinking Skills Through IT-Based Projects. Students nowadays manifest higher order thinking skills through the utilization of technologies. In this presentation, the 4 IT- based projects will be discussed. Enjoy!
Presentation of the workshop "RRI Tools" by Viola Pinzi, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
The SAMR Model of technology integration is used by many teachers across the globe to ensure their use of technology leads to better learning outcomes for students. After reading lists of learning activities and apps sorted into this continuum using other platforms, we thought it might be nice to create a list of how Microsoft apps, services and software might fit into this popular model. Check out the ideas below and print out our handy infographic to inspire some ideas in your classroom this year.
“Stories not only teach us how to act – they inspire us to act. Stories communicate our values through the language of the heart, our emotions. And it is what we feel – our hopes, our cares, our obligations – not simply what we know that can inspire us with the courage to act.“ – Marshall Gantz
A presentation delivered for the DiG Festival in Newcastle, NSW on 16 October, 2014. http://www.digfestival.com.au/dig-innovation-the-power-of-your-public-narrative/
A set of slides to support a workshop focused on showing the power of using social media in education for professional learning and classroom activities. Most sections on pages are hyperlinked.
Tools for 21st Century Learning Design - Web Tool EditionPip Cleaves
This deck shares web tools matched to 21st Century Learning dimensions. The aim of this is to provide some tools for those who do not always work in the app world.
21st Century Learning Design - James Ruse Agricultural High School - 28 April...Pip Cleaves
A slide deck to support a workshop at James Ruse Agricultural High School, NSW Austrlaia on 28th April, 2014. All other resources can be found at: http://bit.ly/jrahs2804
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
10. Are able to work diligently together in pairs or groups
They understand and work together to achieve shared
responsibility for achieving a joint outcome or product
They regularly make substantive decisions together about
daily goals, worksflow and processes related to the
purpose, process or product of their work
They understand that knowledge and creation of products are
reliant on interdependency with other students.
13. Learners engage in meaningful knowledge construction:
learners see and articulate relevance, purpose, connect new
ideas to prior knowledge and access learning in diverse ways
Work with significant ideas, topics, questions and
thinking processes choosing to delve into higher order
tasks as provided.
Engage in the search for learning connections or
identifying patterns and relationships among inquiry
focus topics.
Are excited to demonstrate and apply their new knowledge to
a new context as expected.
16. Learning activities are provided that offer substantive time and
opportunity for students to develop self-regulation skills
Learners are able and/or willing to articulate learning
intentions and associated success criteria in advance of
the learning work
When presented with opportunity to plan their work,
learners understand the importance of engaging with
this aspect of learning.
Learners seek our and regularly refer to feedback to improve
learning before handing in final products.
17.
18. Real World issues, problems, challenges for
authentic purposes
Active Inquiry
Generate Possibilities, design and test
Evaluate, reflect and take action on their
ideas
19. Search out opportunities to work with real-worls issues,
opportunities, challenges and problems for authentic
audiences and real life benefits
Ask lots of questions, and inquire in order to solve these
questions. The are able to define problems and identify
the needs of possible solutions.
The generate multiple possibilities, design and test the
possibilities.
Actively take up the opportunity to take action on their ideas in
the real world, then evaluate their idea once they have taken
action.
20.
21. Opportunity for Student Use
Required for Knowledge Construction
ICT product creation for authentic
audience
Appropriate ethical and social use of ICT
22. Use ICT regularly to construct knowledge in ways that add
value to learning
Enjoy using ICT to design and create new ideas, products
and solutions for authentic audiences and users
Their ICT work demonstrates ethical use with strong
application of social-ethical protocols
AND ICT use demonstrates one or more additional 21C skill
dimensions
25. Can create coherent communication using a range of
communication modes
can design and create their communication for the
specific needs of an audience
Learners can produce substantive, multi-modal
communication without support
Learners naturally reflect on and use the process of their
learning to develop and improve their communication.