BC UDL Project Intro @ Bridges to Learning by Mallory Burtonpaulhami
The document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, expression, and engagement to accommodate diverse learners. UDL is based on recognizing networks in the brain related to cognition, psychomotor skills, and affect, and incorporating assistive technologies (AT) and Web 2.0 tools. Examples are given of how UDL and technology can support representation, expression, and engagement for learners with different abilities, backgrounds, and learning styles.
The document discusses Universal Design for Learning (UDL) and how assistive technology (AT) can support it. UDL aims to provide multiple means of representation, expression, and engagement through recognizing networks, strategic networks, and affective networks based on principles from cognitive psychology. It provides examples of how technology can digitally support these multiple means, such as through accessible books, text-to-speech software, and digital tools that allow for varied modes of input and output. The document argues for applying UDL and AT in schools to accommodate diverse learners.
Using Online Technologies in Post-Secondary Educationdrnbc
New and emerging online technologies are enabling post-secondary students to thrive, whether they have difficulty attending in-person classes or are shy in the classroom. Technologies like Skype allow students to participate in classes from home, empowering those with social anxiety or medical issues that make traveling difficult. The talk explores how technologies for communication and interaction can help students, educators, and stakeholders in post-secondary education to connect despite physical barriers.
This document summarizes Linda Delparte's presentation on applying principles of imaginative education and inclusive practices to adult skills education programs. The presentation discusses Kieran Egan's theory of imaginative education and cognitive tools for engaging students. It also examines themes like universal design for learning, inclusive education, and customized employment. Case studies and potential implications for curriculum, services, and teaching practices are explored. The goal is to consider how imaginative approaches and equitable access can enhance learning outcomes for diverse students in adult education.
This document discusses a hypothesis that postsecondary programs providing experiences to build social capital for students with cognitive disabilities can create sustainable employment success and community inclusion. It reviews theories of social capital and human capital, noting that relationships and skills gained can benefit students. The ESTR program aims to establish networks through classes, labs and practicums. Preliminary findings suggest graduates experience increased confidence, employment and inclusion through relationships with instructors, other students and community partners. Further research on measuring social capital outcomes and enhancing student networks is needed.
This document discusses Universal Design for Learning (UDL), which seeks to make the learning process adaptable for all people regardless of their abilities or needs. It originated from architectural designs that made buildings universally accessible. UDL principles give all individuals equal opportunities to learn through flexible methods, materials and assessments. Research shows the brain has three networks (recognition, strategic, and affective) that impact learning in different ways. UDL uses diverse tools and flexibility to support these different networks. Advancing technology is also helping to support UDL through tools like speech-to-text.
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
This document provides an overview of Universal Design for Learning (UDL), a framework for ensuring access and equity in education. It discusses UDL's foundations in universal design principles and brain research. The document explains the three networks in the brain and how UDL addresses each through multiple means of representation, engagement, and action/expression. It highlights how technology can support UDL and discusses benefits for all learners. Resources from CAST, the leading organization in UDL, are also referenced.
BC UDL Project Intro @ Bridges to Learning by Mallory Burtonpaulhami
The document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, expression, and engagement to accommodate diverse learners. UDL is based on recognizing networks in the brain related to cognition, psychomotor skills, and affect, and incorporating assistive technologies (AT) and Web 2.0 tools. Examples are given of how UDL and technology can support representation, expression, and engagement for learners with different abilities, backgrounds, and learning styles.
The document discusses Universal Design for Learning (UDL) and how assistive technology (AT) can support it. UDL aims to provide multiple means of representation, expression, and engagement through recognizing networks, strategic networks, and affective networks based on principles from cognitive psychology. It provides examples of how technology can digitally support these multiple means, such as through accessible books, text-to-speech software, and digital tools that allow for varied modes of input and output. The document argues for applying UDL and AT in schools to accommodate diverse learners.
Using Online Technologies in Post-Secondary Educationdrnbc
New and emerging online technologies are enabling post-secondary students to thrive, whether they have difficulty attending in-person classes or are shy in the classroom. Technologies like Skype allow students to participate in classes from home, empowering those with social anxiety or medical issues that make traveling difficult. The talk explores how technologies for communication and interaction can help students, educators, and stakeholders in post-secondary education to connect despite physical barriers.
This document summarizes Linda Delparte's presentation on applying principles of imaginative education and inclusive practices to adult skills education programs. The presentation discusses Kieran Egan's theory of imaginative education and cognitive tools for engaging students. It also examines themes like universal design for learning, inclusive education, and customized employment. Case studies and potential implications for curriculum, services, and teaching practices are explored. The goal is to consider how imaginative approaches and equitable access can enhance learning outcomes for diverse students in adult education.
This document discusses a hypothesis that postsecondary programs providing experiences to build social capital for students with cognitive disabilities can create sustainable employment success and community inclusion. It reviews theories of social capital and human capital, noting that relationships and skills gained can benefit students. The ESTR program aims to establish networks through classes, labs and practicums. Preliminary findings suggest graduates experience increased confidence, employment and inclusion through relationships with instructors, other students and community partners. Further research on measuring social capital outcomes and enhancing student networks is needed.
This document discusses Universal Design for Learning (UDL), which seeks to make the learning process adaptable for all people regardless of their abilities or needs. It originated from architectural designs that made buildings universally accessible. UDL principles give all individuals equal opportunities to learn through flexible methods, materials and assessments. Research shows the brain has three networks (recognition, strategic, and affective) that impact learning in different ways. UDL uses diverse tools and flexibility to support these different networks. Advancing technology is also helping to support UDL through tools like speech-to-text.
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
This document provides an overview of Universal Design for Learning (UDL), a framework for ensuring access and equity in education. It discusses UDL's foundations in universal design principles and brain research. The document explains the three networks in the brain and how UDL addresses each through multiple means of representation, engagement, and action/expression. It highlights how technology can support UDL and discusses benefits for all learners. Resources from CAST, the leading organization in UDL, are also referenced.
The document discusses how digital tools like blogs and virtual classrooms can support teachers' professional development and reflective practice. It argues that blogs allow teachers to collaborate, share information, get feedback, and reflect on their teaching practices. Virtual classrooms similarly provide opportunities for teachers to receive comments and feedback to help improve their performance and reflect on lessons. However, pedagogical principles still need to be followed and technology should enhance reflection rather than replace important teaching tasks.
This document discusses Universal Design for Learning (UDL), which aims to provide flexible learning opportunities for all students. UDL originated from universal design in architecture and is based on three principles: providing multiple means of representation, action and expression, and engagement. These principles support recognition, strategic, and affective networks in the brain. The document provides examples of how UDL is implemented at Sunset Ridge School, including differentiating instruction and using technology. It also introduces tools from CAST such as the UDL Curriculum Self-Check, UDL Book Builder, and UDL Exchange that could support UDL implementation.
This resource highlights an interactive video and lesson plan that teaches literacy skills to students in grades K-3 using the characters Shock and Guest. The video and lesson plan focus on short i words and words ending in "ick" to make learning phonics fun and exciting. They also provide extension activities for students to practice their literacy skills in groups. The resource supports the NETS standard of having students use digital media to communicate, collaborate, and publish with peers to both support individual learning and contribute to the learning of others.
Learning and the Brain in the 21st CenturyLaura Phelps
The document discusses skills needed for students to be successful in the 21st century. It outlines that the top skills according to experts are creativity, critical thinking, communication and collaboration. It also notes that brain research shows a difference between multi-tasking and task-shifting. The document recommends allowing creativity through multiple modalities, content creation, social interaction, formal and informal writing, feedback, and teaching media literacy to best prepare students for the future.
This document discusses digital citizenship and what it means to be a good digital citizen. It defines digital citizenship as norms of appropriate and responsible technological use. There are 9 elements of digital citizenship including digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. The document emphasizes that teachers should model good digital citizenship and provides examples of how teachers can do this, such as using social networks constructively and knowing copyright laws. It also lists resources for teaching digital citizenship.
Motivating Faculty to Embrace Accessibility3Play Media
This document summarizes a presentation about motivating faculty to embrace accessibility in their courses. The presentation discusses starting with an A3 advocacy, accommodations, and accessibility model. It addresses common barriers faculty express toward accessibility like lack of time, skills, and tools. The presentation provides examples of overcoming these barriers through workshops, trainings, and incentives. Later faculty perspectives express feeling more able and willing to make their courses accessible with support. The goal is shifting from accommodations to a proactive accessibility approach that benefits all students.
This document discusses accommodating different learning styles in virtual spaces. It outlines objectives to help participants learn how emerging technologies can be used to accommodate individual learning styles and blend face-to-face and online professional learning opportunities. Several activities and technologies are presented, including using wikis, mind maps, and voice threads to recreate face-to-face activities. Participants are asked to reflect on how the different technologies meet the needs of diverse learning styles.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
The document discusses skills needed for the modern workforce and strategies for incorporating internet resources into the classroom. It advocates supplementing textbooks with tools that develop skills like collaboration, communication, critical thinking and problem solving. Specific strategies are proposed, like using online tools for writing assignments, projects and discussions to prepare students for careers that require adaptability, teamwork and managing information. The document argues that technology should be integrated pedagogically, not as a special task, to cultivate multiliteracies through activities involving instruction, practice and reflection.
Educators Guide to Technology Integration in the Classroomdisaffery
This document discusses integrating technology into the classroom by following the NETS standards for students and teachers. It covers instructional theories of objectivism and constructivism, and instructional design models like ADDIE and Gagne's 9 events. Current technology trends in computer coding and mind mapping are presented. Cross-curricular ideas like Wordle and virtual field trips are suggested. The document stresses teaching digital citizenship and following copyright and plagiarism guidelines when using technology.
The document discusses how the definition of literacy has expanded beyond simply reading and writing to include understanding, analyzing, critically evaluating, and creating meaning from various media sources. It outlines how newer learning environments focus on student-centered learning using multisensory experiences and multimedia. While ICT can support learning when used effectively, the most important factors are having high expectations, creating relevant learning experiences, and providing quality feedback. The role of teachers is to engage students in both critically consuming and thoughtfully creating various media.
The document discusses how the definition of literacy has expanded beyond simply reading and writing to include understanding, analyzing, evaluating and creating various media texts. It outlines how newer learning environments focus on student-centered, collaborative, multisensory learning using multimedia and authentic contexts rather than traditional teacher-centered instruction. While ICT can support learning when used effectively, high quality teaching is still the most important factor. The role of literacy now involves both consuming and producing different media, and teachers must provide opportunities for students to thoughtfully create and critique various digital content.
This presentation was shown at Share 2014, a congress for English teachers in Buenos Aires. It shows how to take part in the project Adobe Youth Voices as a way of raising students' awareness of social issues which are relevant to all youth around the world.
Keynote: Innovation Paths in technology-mediated human networks", Petros Kava...HelleniceTwinning NSS
This presentation discusses two technology trends in education: dynamic network-embedded learning and computer-assisted project-based learning. Dynamic network-embedded learning involves open access to knowledge through open educational resources and massive open online courses. This disrupts traditional teaching and allows flexible, personalized learning. Computer-assisted project-based learning uses digital tools to support project work including data gathering, research, documentation, collaboration, and output sharing. The growth of technology-mediated networks is driving innovation in education, requiring the design of efficient learning systems through measuring community engagement and performance.
The document discusses using digital tools like a Book Rap to create collaborative online learning environments. It explains that today's students need skills to navigate the vast amount of online information critically and design their own digital learning spaces. A Book Rap allows students to curate resources, learn copyright and attribution, reference materials, engage in reflective learning, and use tools like embedding multimedia. This helps teach digital citizenship, inquiry skills, and engage students with topics like Australian history in a relevant online context.
This document provides an outline for a workshop on using visual tools for communication and learning. It introduces three main visual tools - Tagxedo, BigHugeLabs and Glogster - and provides information on how to access and use each one. It discusses how visual literacy is becoming increasingly important and concludes by challenging participants to create their own visual presentation using Glogster.
Keynote: Box Hill TAFE - New Mindsets in a Digital FutureMike KEPPELL
The document discusses how digital technologies are changing the way people live and learn. Key trends include mobility, personalization, and user-generated content. This will require new mindsets for seamless learning across different spaces. Digital literacies and personalization are becoming increasingly important. Universities will need to adapt to this changing environment by embracing features like open access to knowledge, global mobility, and integration with industry. New frameworks are needed to design distributed learning spaces that incorporate blended and virtual environments to support personalized, seamless learning.
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
This document provides a summary of a lecture on digital literacies for the digital age given by Professor Mike Keppell at the National University of Singapore. The lecture covered several topics including trends in digital technologies and learning, new types of students and their relationship with technology, different models of digital literacies, and the need for new mindsets to teach and learn in a digital world. It emphasized skills like creating and sharing content, connectivity between learners, and personalizing learning spaces and emphasized the changing nature of literacy and need for diverse literacies.
Romanian Travelers - The Online Perspectiveevensys
Daedalus Millward Brown a realizat pentru evenimentul eTravel Conference (15 octombrie 2014) in exclusivitate un studiu care prezinta tipurile de servicii turistice achizitionate de romani din mediul online, importanta avantajelor online-ului atunci cand vorbim despre achizitia de pachete turistice, precum si increderea romanilor in achizitiile turistice online. De asemenea, sunt identificate motivele pentru care turistii nu apeleaza intr-o mai mare masura la mediul online si elementele ce ar trebui imbunatatite de providerii de servicii turistice online astfel incat sa atraga mai multi consumatori.
Woodstock's Class of 69 Mussoorie Reunion - Day 2paulhami
1. The Woodstock Class of 1969 held a 45-year reunion at their former school in Mussoorie, India.
2. 18 class members toured the school grounds and visited locations they remembered from their time as students.
3. They viewed old dormitories and classrooms, signed the alumni register, and met with the host of the reunion.
PR Newswire Event Seattle February 2010 - Industries In Flux: Meida and Publi...Michael Pranikoff
Presentation by Michael Pranikoff, PR Newswire Director of Emerging Media - for the PR Newswire Seattle event on February 9, 2010 - Industries in Flux: Media and Public Relations & the Impact of Social Media. Panelists included: Cory Tolber Haik from SeattleTimes.com; Josh Belzman from MSNBC.com; Todd Bishop from TechFlash; and Tac Anderson from Waggener Edstrom
The document discusses how digital tools like blogs and virtual classrooms can support teachers' professional development and reflective practice. It argues that blogs allow teachers to collaborate, share information, get feedback, and reflect on their teaching practices. Virtual classrooms similarly provide opportunities for teachers to receive comments and feedback to help improve their performance and reflect on lessons. However, pedagogical principles still need to be followed and technology should enhance reflection rather than replace important teaching tasks.
This document discusses Universal Design for Learning (UDL), which aims to provide flexible learning opportunities for all students. UDL originated from universal design in architecture and is based on three principles: providing multiple means of representation, action and expression, and engagement. These principles support recognition, strategic, and affective networks in the brain. The document provides examples of how UDL is implemented at Sunset Ridge School, including differentiating instruction and using technology. It also introduces tools from CAST such as the UDL Curriculum Self-Check, UDL Book Builder, and UDL Exchange that could support UDL implementation.
This resource highlights an interactive video and lesson plan that teaches literacy skills to students in grades K-3 using the characters Shock and Guest. The video and lesson plan focus on short i words and words ending in "ick" to make learning phonics fun and exciting. They also provide extension activities for students to practice their literacy skills in groups. The resource supports the NETS standard of having students use digital media to communicate, collaborate, and publish with peers to both support individual learning and contribute to the learning of others.
Learning and the Brain in the 21st CenturyLaura Phelps
The document discusses skills needed for students to be successful in the 21st century. It outlines that the top skills according to experts are creativity, critical thinking, communication and collaboration. It also notes that brain research shows a difference between multi-tasking and task-shifting. The document recommends allowing creativity through multiple modalities, content creation, social interaction, formal and informal writing, feedback, and teaching media literacy to best prepare students for the future.
This document discusses digital citizenship and what it means to be a good digital citizen. It defines digital citizenship as norms of appropriate and responsible technological use. There are 9 elements of digital citizenship including digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. The document emphasizes that teachers should model good digital citizenship and provides examples of how teachers can do this, such as using social networks constructively and knowing copyright laws. It also lists resources for teaching digital citizenship.
Motivating Faculty to Embrace Accessibility3Play Media
This document summarizes a presentation about motivating faculty to embrace accessibility in their courses. The presentation discusses starting with an A3 advocacy, accommodations, and accessibility model. It addresses common barriers faculty express toward accessibility like lack of time, skills, and tools. The presentation provides examples of overcoming these barriers through workshops, trainings, and incentives. Later faculty perspectives express feeling more able and willing to make their courses accessible with support. The goal is shifting from accommodations to a proactive accessibility approach that benefits all students.
This document discusses accommodating different learning styles in virtual spaces. It outlines objectives to help participants learn how emerging technologies can be used to accommodate individual learning styles and blend face-to-face and online professional learning opportunities. Several activities and technologies are presented, including using wikis, mind maps, and voice threads to recreate face-to-face activities. Participants are asked to reflect on how the different technologies meet the needs of diverse learning styles.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
The document discusses skills needed for the modern workforce and strategies for incorporating internet resources into the classroom. It advocates supplementing textbooks with tools that develop skills like collaboration, communication, critical thinking and problem solving. Specific strategies are proposed, like using online tools for writing assignments, projects and discussions to prepare students for careers that require adaptability, teamwork and managing information. The document argues that technology should be integrated pedagogically, not as a special task, to cultivate multiliteracies through activities involving instruction, practice and reflection.
Educators Guide to Technology Integration in the Classroomdisaffery
This document discusses integrating technology into the classroom by following the NETS standards for students and teachers. It covers instructional theories of objectivism and constructivism, and instructional design models like ADDIE and Gagne's 9 events. Current technology trends in computer coding and mind mapping are presented. Cross-curricular ideas like Wordle and virtual field trips are suggested. The document stresses teaching digital citizenship and following copyright and plagiarism guidelines when using technology.
The document discusses how the definition of literacy has expanded beyond simply reading and writing to include understanding, analyzing, critically evaluating, and creating meaning from various media sources. It outlines how newer learning environments focus on student-centered learning using multisensory experiences and multimedia. While ICT can support learning when used effectively, the most important factors are having high expectations, creating relevant learning experiences, and providing quality feedback. The role of teachers is to engage students in both critically consuming and thoughtfully creating various media.
The document discusses how the definition of literacy has expanded beyond simply reading and writing to include understanding, analyzing, evaluating and creating various media texts. It outlines how newer learning environments focus on student-centered, collaborative, multisensory learning using multimedia and authentic contexts rather than traditional teacher-centered instruction. While ICT can support learning when used effectively, high quality teaching is still the most important factor. The role of literacy now involves both consuming and producing different media, and teachers must provide opportunities for students to thoughtfully create and critique various digital content.
This presentation was shown at Share 2014, a congress for English teachers in Buenos Aires. It shows how to take part in the project Adobe Youth Voices as a way of raising students' awareness of social issues which are relevant to all youth around the world.
Keynote: Innovation Paths in technology-mediated human networks", Petros Kava...HelleniceTwinning NSS
This presentation discusses two technology trends in education: dynamic network-embedded learning and computer-assisted project-based learning. Dynamic network-embedded learning involves open access to knowledge through open educational resources and massive open online courses. This disrupts traditional teaching and allows flexible, personalized learning. Computer-assisted project-based learning uses digital tools to support project work including data gathering, research, documentation, collaboration, and output sharing. The growth of technology-mediated networks is driving innovation in education, requiring the design of efficient learning systems through measuring community engagement and performance.
The document discusses using digital tools like a Book Rap to create collaborative online learning environments. It explains that today's students need skills to navigate the vast amount of online information critically and design their own digital learning spaces. A Book Rap allows students to curate resources, learn copyright and attribution, reference materials, engage in reflective learning, and use tools like embedding multimedia. This helps teach digital citizenship, inquiry skills, and engage students with topics like Australian history in a relevant online context.
This document provides an outline for a workshop on using visual tools for communication and learning. It introduces three main visual tools - Tagxedo, BigHugeLabs and Glogster - and provides information on how to access and use each one. It discusses how visual literacy is becoming increasingly important and concludes by challenging participants to create their own visual presentation using Glogster.
Keynote: Box Hill TAFE - New Mindsets in a Digital FutureMike KEPPELL
The document discusses how digital technologies are changing the way people live and learn. Key trends include mobility, personalization, and user-generated content. This will require new mindsets for seamless learning across different spaces. Digital literacies and personalization are becoming increasingly important. Universities will need to adapt to this changing environment by embracing features like open access to knowledge, global mobility, and integration with industry. New frameworks are needed to design distributed learning spaces that incorporate blended and virtual environments to support personalized, seamless learning.
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
This document provides a summary of a lecture on digital literacies for the digital age given by Professor Mike Keppell at the National University of Singapore. The lecture covered several topics including trends in digital technologies and learning, new types of students and their relationship with technology, different models of digital literacies, and the need for new mindsets to teach and learn in a digital world. It emphasized skills like creating and sharing content, connectivity between learners, and personalizing learning spaces and emphasized the changing nature of literacy and need for diverse literacies.
Romanian Travelers - The Online Perspectiveevensys
Daedalus Millward Brown a realizat pentru evenimentul eTravel Conference (15 octombrie 2014) in exclusivitate un studiu care prezinta tipurile de servicii turistice achizitionate de romani din mediul online, importanta avantajelor online-ului atunci cand vorbim despre achizitia de pachete turistice, precum si increderea romanilor in achizitiile turistice online. De asemenea, sunt identificate motivele pentru care turistii nu apeleaza intr-o mai mare masura la mediul online si elementele ce ar trebui imbunatatite de providerii de servicii turistice online astfel incat sa atraga mai multi consumatori.
Woodstock's Class of 69 Mussoorie Reunion - Day 2paulhami
1. The Woodstock Class of 1969 held a 45-year reunion at their former school in Mussoorie, India.
2. 18 class members toured the school grounds and visited locations they remembered from their time as students.
3. They viewed old dormitories and classrooms, signed the alumni register, and met with the host of the reunion.
PR Newswire Event Seattle February 2010 - Industries In Flux: Meida and Publi...Michael Pranikoff
Presentation by Michael Pranikoff, PR Newswire Director of Emerging Media - for the PR Newswire Seattle event on February 9, 2010 - Industries in Flux: Media and Public Relations & the Impact of Social Media. Panelists included: Cory Tolber Haik from SeattleTimes.com; Josh Belzman from MSNBC.com; Todd Bishop from TechFlash; and Tac Anderson from Waggener Edstrom
The document describes the four phases of building a conversational graph database that can handle large-scale web traffic. Phase 1 involved a prototype with two servers and PHP/MySQL that had issues with distribution and performance. Phase 2 added Amazon servers and Python with SimpleDB and SQS but had database slowness and workflow problems. Phase 3 introduced a RESTful API with Tokyo Cabinet and handled millions of calls per hour with no issues. Phase 4 added search capabilities by indexing millions of items per day but required large Amazon servers for speed. Each phase addressed problems from previous phases to improve scalability and performance.
Living on the streets of Kolkata is difficult, as many homeless individuals struggle daily to find food, shelter, and income. Without stable housing or jobs, those experiencing homelessness in Kolkata must find creative ways to earn money or find basic necessities, such as begging, collecting recyclables, or doing odd jobs. Conditions are challenging with a lack of access to sanitation, healthcare, or other social services, leaving many vulnerable on the streets of the city.
PR Newswire User Conference - Integrating Social Media, Measurement & Monitor...Michael Pranikoff
PR Newswire User Conference in Washington DC - Integrating Social Media, Measurement & Monitoring into Branding Strategy on April 14, 2010.
• Ways to overcome hurdles to implementation and gain organizational buy-in
• How establishing guidelines can ensure that social media touch points stay true to your brand
• Listening to your audience to identify emerging trends surrounding your industry, brand, and competition
• Identifying and engaging with influential and relevant sources in social media
Presentation by PR Newswire Global Director of Emerging Media - Michael Pranikoff
Bridges are structures that span physical obstacles such as bodies of water or valleys, connecting the areas on both sides. They have been constructed by humans and nature throughout history using various materials like stone and steel. The document outlines the evolution of bridge construction from simple log bridges made by nature to more advanced designs used by ancient civilizations in India and around the world. It also defines and provides examples of several common types of bridges such as beam, truss, arch, suspension, and cable-stayed bridges.
Using Technology to Create Professional Learning OpportunitiesAndrea Tejedor
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
Universal Design for Learning (UDL) is an educational framework that provides flexible approaches to curriculum design and delivery. The three main principles of UDL are to provide multiple means of representation, action and expression, and engagement. UDL aims to give all students equal opportunities to learn by addressing different learning styles, strengths, and needs. Technology plays an important role in UDL by providing quick and cost-effective solutions to individualize instruction, scaffold learning, and increase student engagement both inside and outside the classroom.
Universal Design for Learning (UDL) is an educational framework that provides flexible approaches to curriculum design and delivery. The three main principles of UDL are to provide multiple means of representation, action and expression, and engagement. UDL aims to give all students equal opportunities to learn by addressing different learning styles, strengths, and needs. Technologies can help apply UDL principles to make curriculum more accessible, personalized, and engaging for diverse groups of students.
The document outlines an agenda for a workshop on reinventing project-based learning using digital tools. It discusses exploring project-based learning models and designing frameworks. Participants will learn about tools that support collaboration and complete lightning demos of digital tools. The workshop will also cover instructional design, assessment strategies for projects, and tips for project management.
http://www.cast.org/udl/index.html
CAST provides information on UDL principles and guidelines as well as resources
and tools to help implement UDL in the classroom.
The document discusses the changing nature of literacy in the 21st century and how information and communication technologies (ICT) can support literacy learning. It outlines how newer learning environments are more student-centered and involve multisensory experiences, multimedia, collaboration and real-world contexts. ICT combined with effective teaching can enhance literacy by engaging students in creating and sharing meaning using tools like digital learning objects, software, blogs, wikis and collaborative online projects. Teachers are challenged to incorporate these technologies while developing students' critical thinking and media literacy skills.
This document summarizes an agenda for a workshop on integrating technology into the classroom. The workshop covers topics like 21st century skills, using technology to support higher-order thinking, project-based learning, using tools like Promethean boards and Google docs for collaboration. It discusses how digital natives learn differently and emphasizes engaging and authentic learning experiences using resources on the web.
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
This document summarizes trends in virtual and online education. It discusses the growth of K-12 online learning and the variety of online education models available. It also outlines emerging technologies being used in online learning like learning management systems, video conferencing, videos, blogs, wikis, virtual worlds and mobile learning. Research shows that online learning can be as effective as face-to-face learning when there is adequate learning time, engaging curriculum, collaborative opportunities and pedagogical support. The document advocates giving learners control over their interactions with media and opportunities for reflection to enhance online learning.
This document discusses digital literacies in adult literacy education. It defines digital literacy and outlines some common digital tools and technologies used in teaching like blogs, wikis and social media. It explores why integrating digital literacies is important for adult learners, noting benefits like access to powerful communication modes and reflection of digital culture. The workshop consisted of a group discussion on using digital tools, a webquest where participants explored different technologies, and notes were uploaded to a wiki. While technology access is important, engagement, affirmation and purpose are still core to learning. Participants were invited to continue contributing to the workshop wiki and community of practice.
The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
Date: Venue
The document discusses developing digital literacy. It provides biographies of speakers Helen Beetham, Rhona Sharpe, and Greg Benfield who will discuss lessons learned from previous JISC studies on digital literacy and capabilities needed for the 21st century. The event will explore how higher education can help students develop digital literacies through activities and discussion of new ways of knowing and graduate attributes.
This document discusses Universal Design for Learning (UDL), a framework for instruction based on scientific findings about how people learn. UDL aims to reduce barriers and provide flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged. It is based on research showing there are three networks in the brain related to learning. UDL principles call for presenting information in multiple ways, allowing for flexible methods of expression, and providing multiple ways to engage learners. Technology supports UDL by enabling flexible presentation, expression, and engagement. The document provides examples of UDL and resources from the Center for Applied Special Technology. It concludes by discussing how UDL could impact a school district by reducing achievement gaps and improving outcomes for all
The document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, expression, and engagement to reach more learners through flexible instructional methods and technologies. It explains the three principles of UDL and provides examples of how teachers can implement each principle using various instructional strategies and technologies. The goal of UDL is to increase student motivation and engagement by offering diverse learners more choices that capitalize on their strengths.
This document discusses Universal Design for Learning (UDL), which aims to make curriculum accessible to all students through flexible materials and assessments. It was inspired by universal design in architecture. UDL is guided by three principles - providing multiple means of representation, expression, and engagement based on neuroscience research about the recognition, strategic, and affective networks in the brain. Technology can help implement UDL principles by offering varied tools for learning. UDL benefits students by reducing barriers and allowing them to demonstrate knowledge in preferred ways.
Global Collaboration Tools & Connections #gcuglobalVicki Davis
How to connect globally with other classrooms. Advice on how to connect, share, and improve your classroom with global competency, technology, and connections. It is time for education to improve.
Universal Design for Learning Ideas and ResourcesSteven Santiago
Universal Design for Learning (UDL) is an educational framework that provides flexible approaches to teaching and learning to meet the needs of all students. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. Technology plays a central role in UDL by allowing for flexibility in how students receive and demonstrate knowledge. When implemented according to UDL principles and with support from technology tools, all students can experience success in learning.
The document discusses various topics related to multimodal fluency and learning in the digital age including:
- The need to ground online learning in learning theory and pedagogy to ensure effective design.
- Different models of cloud computing like Infrastructure as a Service, Platform as a Service, and Software as a Service.
- The importance of developing skills like information literacy, digital literacy, and interpersonal skills for learning and survival in the modern world.
- Various teaching strategies like inquiry-based learning, problem-based learning, and constructivism that can be used with digital tools.
- The use of tools like Google Sites, Flickr, Animoto, and WordPress to support constructivist and problem-based
The document discusses participatory approaches to learning with digital technologies. It describes different levels of participation in design from children and teachers providing input as "native informants" to equal stakeholder roles in co-design. Key aspects of changing educational paradigms are also summarized, including personalization, learner voice, use of new technologies, and links to informal learning. Examples of participatory projects involving co-design with users are provided.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the reconstruction of Landour's Clock Tower, noting that the original clock tower existed from 1939 until 2010 when it was removed. In 2016, excavation began for the foundation of a new clock tower to be built in Landour Bazaar.
We went on an outing to a spice farm in Goa. The trip took us to a rural area where we learned about how different spices like pepper, nutmeg, and cinnamon are grown and harvested. It was an educational experience getting to see firsthand the production of spices that are key ingredients in Goan and Indian cuisine.
We are planning a trip to Palolem Beach in Goa. Palolem Beach is located in South Goa and is known for its beautiful white sand and calm waters, making it a popular tourist destination. The outing will provide an opportunity to relax and enjoy scenic views of the coastline.
We went on an outing to Cola Beach in Goa. Cola Beach is a beautiful beach located in North Goa along the Arabian Sea coast. The trip was enjoyable as we spent the day relaxing on the white sandy beach and swimming in the clear blue waters.
The document describes a holiday spent at Agonda Beach in Goa, India. The author stayed in two cabins directly on Agonda Beach, with windows overlooking the ocean. They enjoyed dining at the nearby Monsoon Resort and were inspired by a recent trip to Agra. Agonda Beach is known for cattle that freely roam the sand but find their way home each evening.
The document describes a train ride from Hospet to Goa. After a long wait on the platform in Hospet, the train finally arrived and tired passengers boarded. The train passed through Dudhsagar Falls on its way to interior Goa, where the mountains were seen at sunset.
This document provides a summary of Hampi, India, describing its granite rock formations well-suited for rock climbing, bouldering problems to solve with friends, and ruins from when it was formerly the capital of an empire. It also mentions rice paddies along the Tungabhadra River, temple elephants that are bathed in the river, and that Hospet is the railhead town for reaching Hampi, though the writer spent longer than expected at Hospet Junction while traveling to Goa.
Hampi is an ancient village located in central Karnataka, India that was the capital of the Vijayanagara Empire in the 14th and 15th centuries. The ruins of Hampi are spread over an area of 26 square kilometers and include temples, royal and sacred complexes, shrines, pillared halls, mandapas, and gateways that showcase the Hindu Vijayanagara architecture. Today, Hampi is a UNESCO World Heritage Site and one of the most visited tourist attractions in Karnataka that provides insight into the power and wealth of the once mighty Vijayanagara Empire.
The document describes a journey from Delhi to Tirupati, India via a flight on Air India and a stopover in Tirupati. The traveler took an Air India Airbus 321 flight from Delhi to Tirupati and had a layover in Tirupati before continuing on to their destination.
The document describes a trip to Delhi, India, mentioning stops at the National Railway Museum, where the author saw a train engine like one he rode as a boy, the Red Fort which was seen in the rain, and comments on tight security throughout the city and changes at the New Delhi Airport.
The document describes a trip to Agra, India. It mentions traveling there by train from Delhi and only being able to get seats in different coaches. The favorite site seen was the "Baby Taj". Photos show the Taj Mahal in the fog across the Jamuna River. Other photos depict scrabble being played at a guest house, goods being moved through the streets, and the Fatehpur Sikri former capital. The guide's name is Shemim and locations mentioned include lunch at the Maya and arriving at the Taj on New Year's Eve.
This document shares memories from Mussoorie, India including night shopping in the local bazaar, buying warm clothes due to the cold weather, wearing hats and gloves while walking along the mall, shopping for chicken for Christmas dinner curry, enjoying grandma's Christmas dinner spread and dosa for dad at the Madras Cafe, stepping out from the Pine Point flat, attending Aaron's school through grade 3 and fitting in a small hole in the wall as a child. Additional memories include lining up to go to classrooms, exploring the climbing wall in Woodstock's new gym, hanging out at local cafes, having breakfast with friends, playing cricket, seeing rainbow falls and foot bridges, and enjoying lunch along scenic roads.
Riding an Elephant and Shooting Tigers in Corbett Parkpaulhami
A visitor to Jim Corbett National Park describes riding an elephant named Asha with its handler Sharif Khan, searching the jungle from an open-air jeep driven by guide Sajid, and spotting a beautiful female Bengal tiger in the forest before saying goodbye to a cheetal buck on the way out of the park.
A group including Aaron, Isaac, and Annika drove to Moriana Top to see magnificent views including mountains such as Bandarpunch, Swagorhini, Chaukhamba, and Nanda Devi, the highest peak entirely within India. While at Moriana Top, also known as Tingling Point, the group saw views down the Aglar Valley and of Tehri Lake on the Ganges River.
The document describes a person spending time at their home at Pine Point in Landour, taking a walk along the "Eyebrow" trail where they saw Aaron, and going to Oakville for beauty and fun along the way. They walked around the top of a hill, saw a pine martin below Sisters Bazaar, had lunch at Char Dukan, and returned home to watch langurs above Pine Point after a long walk, concluding it was a very good day in Mussoorie.
Aaron, Isaac and Annika arrived at the Kabli Hotel in Delhi, India. They explored the areas of Janpath and Connaught Place in Delhi's morning. Later they had Bhogal chai and returned to the Kabli Hotel before taking a train to Dehradun.
This document describes a trip to several beaches in Goa, India. It mentions arriving at Agonda Beach for Nathan's 32nd birthday. It describes walking to the secluded Cola Beach which is only accessible by foot or boat, and where the fresh water lagoon meets the sea. It also details an excursion to Palolem Beach, including visiting the chapel and market, and photographing crab designs in the sand.
This document describes a trip taken by Anjali and Nathan to various scenic locations in Mussoorie, India. They went on a bike ride, walked to Flag Hill to view the surroundings, and had birthday dinners at Emily's. They also traveled to Tingling Point and the Ganga river valley to admire the majestic landscapes and took photos along the way, including views of Nanda Devi mountain through the haze.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
8. Universal Design for Learning • Recognition Networks multiple means of representation • Strategic Networks multiple means of expression • Affective Networks multiple means of engagement
30. Resources SET-BC BC UDL Project BC UDL LOR ARC-BC BC UDL Wiki Free powerpoint template: www.brainybetty.com
Editor's Notes
This PPT is part of a presentation that Paul and I have developed for the Bridges to Learning conference in Mississauga Ontario in May of 2009. The complete presentation is available at our wiki: http://bcudlatbridges.pbwiki.com/