The document discusses the benefits of using blogs for enhancing teaching and learning both in and outside of the classroom. It outlines how blogs allow teachers to communicate with students, encourage research, and create interactive learning experiences. Some key benefits mentioned include blogs shifting the focus from teacher to student, engaging students in active learning and collaboration, and linking learning to real-world experiences. The document also provides examples of popular blogging platforms and tools teachers can use to add multimedia content and widgets to make their blogs more engaging.
This document discusses personal learning networks (PLNs) and how individuals can develop their own PLNs to facilitate lifelong learning. It defines a PLN as a self-managed collection of online resources that allow individuals to organize and share information. It provides examples of different tools that can be used to develop a PLN, including blogs, social networking sites, RSS feeds, and content aggregation platforms. It emphasizes that a PLN is learner-centered and supports learning that is lifelong, life-wide, and available on demand.
This document discusses the use of social media and technology in education. It begins by defining social media as a shift to more dialogic sharing of information. It then notes that students are becoming more visual learners due to multitasking. Examples of using social media tools like Facebook, Twitter, and wikis in the classroom are provided, along with expectations for setting up collaborative activities and ensuring clear instructions and guidelines. Potential classroom uses of iPads are explored, including consuming, creating and sharing content as well as participating and interacting. Suggestions are made for teacher-created materials and student projects that can be done on the iPads.
The document discusses various technologies that have potential for teaching and learning, including connectivism, Web 2.0, social networking, blogging, podcasting, videos, and wikis. It provides examples of how each technology has been used for educational purposes, benefits and potential pitfalls of using these technologies, and the author's own experiences using some of these technologies in the classroom.
This document provides an overview of blogging basics and how to get started with an educational blog. It discusses using microblogging platforms like Twitter for educational purposes as well as social networking platforms like Ning for students to share and collaborate. It also outlines tasks for setting up an educational blog on Edublogs, including creating a profile, choosing a theme, adding posts, pages, links, images and documents. The document provides example blog guidelines and resources for images, music and podcasting that are copyright free.
This document summarizes the trials and triumphs of three faculty members from the University of South Alabama who used blogging to reflect on and share their experiences from professional trips to China and Ireland. It describes how they overcame obstacles like internet access in China and large file sizes to share reflections, photos, and insights from their travels in near real-time with students and colleagues. The blogs allowed participants to engage learners internationally and foster cultural awareness through their interdisciplinary content.
This document discusses expanding a personal learning network (PLN) through the use of various Web 2.0 tools. It begins with an introduction to PLNs and their importance. The bulk of the document demonstrates different Web 2.0 resources like Twitter, RSS feeds, blogs and podcasts that can be used to connect with other educators and expand one's learning. It includes screenshots and instructions for signing up for and using select tools. The document concludes by having participants reflect on which tools they may use and providing a survey to collect feedback.
The document discusses the benefits of using blogs for enhancing teaching and learning both in and outside of the classroom. It outlines how blogs allow teachers to communicate with students, encourage research, and create interactive learning experiences. Some key benefits mentioned include blogs shifting the focus from teacher to student, engaging students in active learning and collaboration, and linking learning to real-world experiences. The document also provides examples of popular blogging platforms and tools teachers can use to add multimedia content and widgets to make their blogs more engaging.
This document discusses personal learning networks (PLNs) and how individuals can develop their own PLNs to facilitate lifelong learning. It defines a PLN as a self-managed collection of online resources that allow individuals to organize and share information. It provides examples of different tools that can be used to develop a PLN, including blogs, social networking sites, RSS feeds, and content aggregation platforms. It emphasizes that a PLN is learner-centered and supports learning that is lifelong, life-wide, and available on demand.
This document discusses the use of social media and technology in education. It begins by defining social media as a shift to more dialogic sharing of information. It then notes that students are becoming more visual learners due to multitasking. Examples of using social media tools like Facebook, Twitter, and wikis in the classroom are provided, along with expectations for setting up collaborative activities and ensuring clear instructions and guidelines. Potential classroom uses of iPads are explored, including consuming, creating and sharing content as well as participating and interacting. Suggestions are made for teacher-created materials and student projects that can be done on the iPads.
The document discusses various technologies that have potential for teaching and learning, including connectivism, Web 2.0, social networking, blogging, podcasting, videos, and wikis. It provides examples of how each technology has been used for educational purposes, benefits and potential pitfalls of using these technologies, and the author's own experiences using some of these technologies in the classroom.
This document provides an overview of blogging basics and how to get started with an educational blog. It discusses using microblogging platforms like Twitter for educational purposes as well as social networking platforms like Ning for students to share and collaborate. It also outlines tasks for setting up an educational blog on Edublogs, including creating a profile, choosing a theme, adding posts, pages, links, images and documents. The document provides example blog guidelines and resources for images, music and podcasting that are copyright free.
This document summarizes the trials and triumphs of three faculty members from the University of South Alabama who used blogging to reflect on and share their experiences from professional trips to China and Ireland. It describes how they overcame obstacles like internet access in China and large file sizes to share reflections, photos, and insights from their travels in near real-time with students and colleagues. The blogs allowed participants to engage learners internationally and foster cultural awareness through their interdisciplinary content.
This document discusses expanding a personal learning network (PLN) through the use of various Web 2.0 tools. It begins with an introduction to PLNs and their importance. The bulk of the document demonstrates different Web 2.0 resources like Twitter, RSS feeds, blogs and podcasts that can be used to connect with other educators and expand one's learning. It includes screenshots and instructions for signing up for and using select tools. The document concludes by having participants reflect on which tools they may use and providing a survey to collect feedback.
Connecting with other educators is important for our professional growth. Online connections help this to happen. This is a presentation I delivered in 2009.
Building multimedia files soc 4853 fannie escalante 2Fannie75
The document appears to be notes from a college course on youth and education, with a focus on bullying. It includes a table of contents listing key concepts related to bullying, as well as photos, infographics, videos, audio clips and websites relevant to the topic. It also outlines class notes on the online media production process and assignments involving creating a Wordle, photo mosaic and setting up online feeds and subscriptions related to the subfield of bullying and education.
A breakout presentation by Wesley Fryer at the 2013 ICE Conference outside Chicago, Illinois. Draw a picture or take a picture, and then record your voice with a website or app which shares your recording with your image. Narrated Art Projects provide excellent opportunities to practice meta-cognition, use nonlinguistic representation to boost student achievement, and improve oral communication skills. In this workshop we’ll view and discuss examples of student-created narrated art, and also create examples together in the session. Websites like AudioBoo and SoundCloud offer cloud-based audio recording and sharing using free smartphone applications as well as browser-based interfaces. Apps like ShowMe and Draw & Tell for iPad can streamline the creation and sharing of narrated art. Learn how narrated art projects can become important elements in students’ digital portfolios.
This document discusses how to empower students to effectively conduct internet research. It begins by noting how communication and information access is rapidly changing online. It then provides tips for students to evaluate the relevancy, accuracy, reliability, bias and overall quality of internet sources. Examples are given of student projects from a 6th grade language arts class that demonstrate these skills. The document stresses the importance of copyright and fair use when using online content. It also discusses tools and websites that can help students create multimodal digital projects that incorporate internet research.
The World Has Shifted Forever... Keep Up!!Cathy Oxley
The document discusses generational differences and how technology has changed between generations. It focuses on Generation Y, born between 1980-1995, who grew up with technology like iPods. The document then provides many examples of Web 2.0 tools and online resources that teachers can use to connect, share, and collaborate with students and create personal learning networks, including RSS feeds, social bookmarking sites, slide sharing, online books, avatars, and more.
Slides for the Mapping Media to the Common Core "Narrated Art" class with Montana teachers on December 5, 2013, taught by Dr. Wesley Fryer. Learn more on our class blog:
http://kidblog.org/mmccmt14/
Learn more about narrated art projects on:
http://maps.playingwithmedia.com/narrated-art/
This document discusses using iPads to improve student writing. It recommends installing free apps like KidBlog and AudioBoo to allow students to blog and record audio. It encourages teachers to have students openly share their work and expand how students demonstrate their knowledge through interactive writing projects, narrated art, and digital storytelling. The document advocates empowering students to discover their voice and the power of their words.
This document provides a list of online educational resources for students covering various subjects including virtual field trips to museums, interactive games to learn geography and history, sites to learn about science and animals, creative writing tools, coding tutorials, keyboarding practice, and more. Many resources are free while some require a subscription or trial period. The sites allow students to explore and learn virtually through interactive games, videos, images and simulations.
This presentation explores how we can use communicative, collaborative, interactive web environments to advance our students linguistic and intercultural skills.
From teacher networked learning to transformation in your classroomVance Stevens
The Reform Symposium Conference is but one of a myriad of events taking place almost constantly now where teachers have opportunities for meeting in online spaces and sharing information and expertise with one another. The MOOC concept, whether xMOOC or cMOOC, provides steady often overlapping opportunities for deeper, more prolonged engagement not only with niche topics, but more importantly with others interested in those niches. Google Hangouts on Air now make it possible for anyone to simulcast an event, and many do, extending invitations to colleagues in a mushroom field of communities. It seems there is something of this nature going on every minute, and social media is working virally to spread the word among educators.
Stepping back to a wider perspective on this phenomenon, what is going on every minute is networked, connectivist learning. Open education, driven by learners connecting with other learners, is taking place around the clock, around the globe, in countless free spaces, bound only by the amount of time participants can make to engage and absorb the knowledge inherent in their networks. The possibilities this unleashes are only starting to be realized by the brick and mortar establishment. Not that we should quit our daytime jobs any time soon, but we should certainly rethink them.
This presentation will draw on present circumstances to inform how we might rethink our role as educators, or perhaps more importantly, encourage others to follow our example. The presenter has been involved in coordinating two virtual communities that have been interacting and learning from one another daily for the past decade. This presentation will show through representative examples how participants in these networks acquire the tools for re-thinking how they engage their students. Networked learning is ineffable in that it must be experienced to be understood, and those without that experience have difficulty grasping a full range of its affordances. As the behavior of participants in online networked learning changes, so their teaching styles change, and the better they are able to model for their students characteristics of what they find most effectively leads to their learning what they want to know in an increasingly interconnected world.
Learning2gether classroots weekly online professional developmentVance Stevens
This slide show is updated from 2013, on
Learning2gether classroots weekly online professional development -
This session was one of several held this week at Al Ain Men's College (AAMC) as part of an in-house professional development week in April 2013. It was updated on Aug 25, 2013 for the annual MoodleMoot Virtual Conference MMVC13
Description of event:
Learning2gether is a wiki which, since September 2010, has served to organize teachers in meeting online at regular times weekly to conduct free “class-roots” professional development seminars and discuss topics of mutual interest to teachers of ESOL in particular and educators in general. Presenters and participants range from expert to those merely interested in the topics. Participants come from all over the world, but from its inception there has been an effort to involve teaching practitioners in Arab countries through coordination with the TESOL Arabia TAEDTECH-SIG. Sessions are recorded, and a growing archive of recorded resources is accumulating at the associated podcast site. This session will introduce teachers to the endeavor and invite them to become involved.
Mapping Media to the Common Core (May 2013)Wesley Fryer
Wesley Fryer's presentation slides for Bethany Public Schools on May 23, 2013. 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.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document provides information and resources for creating and using wikis in education, including examples of wikis, how to create wikis, and apps that can be used. It discusses topics like how wikis can help students learn, provides a list of top ten apps for education, and contact information for the author.
Utilizing Google and Custom Search Tools for Better Healthcare InformationKent State University
The document discusses John Sharp's presentation on leveraging Google tools and social media for healthcare organizations. It outlines Cleveland Clinic's use of sites like YouTube, Facebook, and Twitter. Sharp advises healthcare organizations to understand Google's dominance on the internet, exploit its social media tools, and monitor social media content using Google. He also discusses partnering with platforms like Google Health and Microsoft HealthVault.
This document discusses various Web 2.0 tools and strategies for healthcare organizations to utilize, including blogs, wikis, social networking, videos, and virtual worlds. It provides examples of how hospitals can use these tools for press communication, marketing, collaboration, and engaging with patients. The document also stresses the importance of developing an integrated Web 2.0 strategy and guidelines for healthcare organizations.
This document provides a 5-step recipe for success based on past rock stars. The steps are to come up with a cool business idea, find an awesome way to market the idea such as through a flash mob or posters, tell everyone about the business, work hard, and bask in the glory of success by maximizing one's potential. The document suggests following the rock stars' recipe to top their level of success.
A series of innovations attacking essential complexity could lead to significant improvements, perhaps a tenfold increase in productivity over a ten-year period. Fred Brooks, a pioneer in software engineering, argues that simplifying complex systems through innovations is key to boosting development efficiency and output. Significant advances require targeting the fundamental sources of complexity through innovative new approaches.
Connecting with other educators is important for our professional growth. Online connections help this to happen. This is a presentation I delivered in 2009.
Building multimedia files soc 4853 fannie escalante 2Fannie75
The document appears to be notes from a college course on youth and education, with a focus on bullying. It includes a table of contents listing key concepts related to bullying, as well as photos, infographics, videos, audio clips and websites relevant to the topic. It also outlines class notes on the online media production process and assignments involving creating a Wordle, photo mosaic and setting up online feeds and subscriptions related to the subfield of bullying and education.
A breakout presentation by Wesley Fryer at the 2013 ICE Conference outside Chicago, Illinois. Draw a picture or take a picture, and then record your voice with a website or app which shares your recording with your image. Narrated Art Projects provide excellent opportunities to practice meta-cognition, use nonlinguistic representation to boost student achievement, and improve oral communication skills. In this workshop we’ll view and discuss examples of student-created narrated art, and also create examples together in the session. Websites like AudioBoo and SoundCloud offer cloud-based audio recording and sharing using free smartphone applications as well as browser-based interfaces. Apps like ShowMe and Draw & Tell for iPad can streamline the creation and sharing of narrated art. Learn how narrated art projects can become important elements in students’ digital portfolios.
This document discusses how to empower students to effectively conduct internet research. It begins by noting how communication and information access is rapidly changing online. It then provides tips for students to evaluate the relevancy, accuracy, reliability, bias and overall quality of internet sources. Examples are given of student projects from a 6th grade language arts class that demonstrate these skills. The document stresses the importance of copyright and fair use when using online content. It also discusses tools and websites that can help students create multimodal digital projects that incorporate internet research.
The World Has Shifted Forever... Keep Up!!Cathy Oxley
The document discusses generational differences and how technology has changed between generations. It focuses on Generation Y, born between 1980-1995, who grew up with technology like iPods. The document then provides many examples of Web 2.0 tools and online resources that teachers can use to connect, share, and collaborate with students and create personal learning networks, including RSS feeds, social bookmarking sites, slide sharing, online books, avatars, and more.
Slides for the Mapping Media to the Common Core "Narrated Art" class with Montana teachers on December 5, 2013, taught by Dr. Wesley Fryer. Learn more on our class blog:
http://kidblog.org/mmccmt14/
Learn more about narrated art projects on:
http://maps.playingwithmedia.com/narrated-art/
This document discusses using iPads to improve student writing. It recommends installing free apps like KidBlog and AudioBoo to allow students to blog and record audio. It encourages teachers to have students openly share their work and expand how students demonstrate their knowledge through interactive writing projects, narrated art, and digital storytelling. The document advocates empowering students to discover their voice and the power of their words.
This document provides a list of online educational resources for students covering various subjects including virtual field trips to museums, interactive games to learn geography and history, sites to learn about science and animals, creative writing tools, coding tutorials, keyboarding practice, and more. Many resources are free while some require a subscription or trial period. The sites allow students to explore and learn virtually through interactive games, videos, images and simulations.
This presentation explores how we can use communicative, collaborative, interactive web environments to advance our students linguistic and intercultural skills.
From teacher networked learning to transformation in your classroomVance Stevens
The Reform Symposium Conference is but one of a myriad of events taking place almost constantly now where teachers have opportunities for meeting in online spaces and sharing information and expertise with one another. The MOOC concept, whether xMOOC or cMOOC, provides steady often overlapping opportunities for deeper, more prolonged engagement not only with niche topics, but more importantly with others interested in those niches. Google Hangouts on Air now make it possible for anyone to simulcast an event, and many do, extending invitations to colleagues in a mushroom field of communities. It seems there is something of this nature going on every minute, and social media is working virally to spread the word among educators.
Stepping back to a wider perspective on this phenomenon, what is going on every minute is networked, connectivist learning. Open education, driven by learners connecting with other learners, is taking place around the clock, around the globe, in countless free spaces, bound only by the amount of time participants can make to engage and absorb the knowledge inherent in their networks. The possibilities this unleashes are only starting to be realized by the brick and mortar establishment. Not that we should quit our daytime jobs any time soon, but we should certainly rethink them.
This presentation will draw on present circumstances to inform how we might rethink our role as educators, or perhaps more importantly, encourage others to follow our example. The presenter has been involved in coordinating two virtual communities that have been interacting and learning from one another daily for the past decade. This presentation will show through representative examples how participants in these networks acquire the tools for re-thinking how they engage their students. Networked learning is ineffable in that it must be experienced to be understood, and those without that experience have difficulty grasping a full range of its affordances. As the behavior of participants in online networked learning changes, so their teaching styles change, and the better they are able to model for their students characteristics of what they find most effectively leads to their learning what they want to know in an increasingly interconnected world.
Learning2gether classroots weekly online professional developmentVance Stevens
This slide show is updated from 2013, on
Learning2gether classroots weekly online professional development -
This session was one of several held this week at Al Ain Men's College (AAMC) as part of an in-house professional development week in April 2013. It was updated on Aug 25, 2013 for the annual MoodleMoot Virtual Conference MMVC13
Description of event:
Learning2gether is a wiki which, since September 2010, has served to organize teachers in meeting online at regular times weekly to conduct free “class-roots” professional development seminars and discuss topics of mutual interest to teachers of ESOL in particular and educators in general. Presenters and participants range from expert to those merely interested in the topics. Participants come from all over the world, but from its inception there has been an effort to involve teaching practitioners in Arab countries through coordination with the TESOL Arabia TAEDTECH-SIG. Sessions are recorded, and a growing archive of recorded resources is accumulating at the associated podcast site. This session will introduce teachers to the endeavor and invite them to become involved.
Mapping Media to the Common Core (May 2013)Wesley Fryer
Wesley Fryer's presentation slides for Bethany Public Schools on May 23, 2013. 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.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This document provides information and resources for creating and using wikis in education, including examples of wikis, how to create wikis, and apps that can be used. It discusses topics like how wikis can help students learn, provides a list of top ten apps for education, and contact information for the author.
Utilizing Google and Custom Search Tools for Better Healthcare InformationKent State University
The document discusses John Sharp's presentation on leveraging Google tools and social media for healthcare organizations. It outlines Cleveland Clinic's use of sites like YouTube, Facebook, and Twitter. Sharp advises healthcare organizations to understand Google's dominance on the internet, exploit its social media tools, and monitor social media content using Google. He also discusses partnering with platforms like Google Health and Microsoft HealthVault.
This document discusses various Web 2.0 tools and strategies for healthcare organizations to utilize, including blogs, wikis, social networking, videos, and virtual worlds. It provides examples of how hospitals can use these tools for press communication, marketing, collaboration, and engaging with patients. The document also stresses the importance of developing an integrated Web 2.0 strategy and guidelines for healthcare organizations.
This document provides a 5-step recipe for success based on past rock stars. The steps are to come up with a cool business idea, find an awesome way to market the idea such as through a flash mob or posters, tell everyone about the business, work hard, and bask in the glory of success by maximizing one's potential. The document suggests following the rock stars' recipe to top their level of success.
A series of innovations attacking essential complexity could lead to significant improvements, perhaps a tenfold increase in productivity over a ten-year period. Fred Brooks, a pioneer in software engineering, argues that simplifying complex systems through innovations is key to boosting development efficiency and output. Significant advances require targeting the fundamental sources of complexity through innovative new approaches.
Gilbert Perrone Professional Career HighlightGilbert Perrone
Gilbert Perrone has over 20 years of experience leading retail operations for various brands such as Anthropologie, Limited Brands, Guess, and Haggar. He has held positions including President, COO, SVP, and VP, and has expertise in revenue growth, strategic planning, store operations, merchandising, and budget/P&L management. Perrone is a passionate leader focused on developing effective teams and achieving top and bottom-line results.
Where large organizations make an effort to boost knowledge sharing, the solutions they fabricate can aggravate problems. Designing jobs for knowledge behaviors and recruiting people who are positive about sharing to start with will boost knowledge stocks and flows at low cost.
Appeal to All People: Help Stop Climate ChangeSlideShop.com
One of the serious environmental issues we are facing to day is climate change. What causes this? How do we help stop it? This presentation answers these questions.
More themed slides: https://slideshop.com/Themed-Slides/
The document discusses how blogs can support 21st century literacy skills in social studies classrooms. It provides tips for both students and teachers on starting blogs, including getting permission, hosting options, and ideas for integration into the classroom. Examples of blog uses include daily reflections, extending discussion, showcasing student work, and sharing between students. Connectivity through blogs allows learning networks to form globally.
Wikis allow for easy collaboration and editing of web pages. They are a natural tool for students who are already used to sharing information online through blogs, social media, and other websites. Wikis provide a more formal way for students to work together online and publish their work. Teachers can design various history, literature, and other academic projects where students research topics and publish collaborative wiki pages. One example is a Holocaust study where students create fictional family histories and map out how they were impacted by events. Wikis provide an easy way for student work to be shared and assessed.
This document discusses using technology tools to develop literacy skills. It provides examples of blogs, wikis, and podcasts that teachers have used in the classroom. The presentation explores setting up blogs and wikis, and provides sample student work. It also discusses many digital tools for developing literacy, such as Glogster, Khan Academy, StoryBird and more. Hands-on learning and tips for getting started with these tools to support writing instruction are shared.
1) The document describes the writer's learning journey from September 2006 to September 2007 where they explored creating educational blogs.
2) It discusses ideas the writer had around sharing information freely with readers beyond the classroom and allowing students more autonomy.
3) The writer lists many educational blogs they discovered and areas of learning around using blogs as a tool, their students as an audience, and opportunities for peer and global sharing of ideas.
The document discusses using wikis with K-12 students for educational projects. It describes what a wiki is and why they are useful for students. Wikis allow students to easily edit web pages online and collaborate on projects, which comes naturally to "digital natives" who already use online technologies. The document provides examples of different types of wiki projects teachers can implement, including publishing tools, collaborative projects, branching simulations, and discusses considerations for designing wiki projects.
A classroom blog AND a classroom wiki? Show me!_bealFiona Beal
Fiona Beal presented on using blogs and wikis in the classroom. She discussed how blogs allow a classroom to connect with the outside world and share experiences. Blogs can feature class news, resources, photos and videos. Wikis are collaborative websites that allow easy editing. She provided many examples of inspiring classroom blogs and wiki projects. The presentation covered how to set up blogs and wikis, add widgets, and use them for class projects and keeping resources organized. The goal was to inspire educators to integrate these tools into teaching and learning.
The document discusses using blogs and wikis in education, including:
- Setting up blogs and populating them with resources like videos and widgets to enhance learning
- Wikis allow collaboration by allowing all users to edit pages and include links and files
- Examples given of blogs used by geography teachers and students to collaborate, such as on field trip summaries and lesson content
This document lists 17 ways to use a wiki in the classroom, as presented by various educators. Some examples include creating subject-specific repositories for student-written revision materials, asking students to collaboratively respond to books or class discussions, showing off student work, allowing students to create personal pages, publishing training videos, posting podcasts, sharing teaching techniques among staff, creating a forum for students to discuss issues, and using a wiki as an interactive substitute teacher plan or classroom website. Wikis allow for collaboration between students and teachers.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, content providers like BrainPOP and United Streaming, and lesson planning tools like WebQuest generators. It provides links to examples of these different types of educational tools.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, streaming media sites, educational websites, and webquest templates. These tools allow students and teachers to publish content, collaborate online, integrate multimedia, and find educational resources on the internet. The document provides links to examples of these different digital tools.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing software, citation tools, video editing software, streaming media services, educational websites, and webquest templates. These tools allow students and teachers to publish content, collaborate online, integrate multimedia, and find educational resources on the web. The document provides descriptions and links to examples of these different digital tools.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, and educational websites. It provides descriptions and links for each tool. The tools allow students and teachers to publish work, collaborate online, integrate multimedia, and access educational resources on the web.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, content providers like BrainPOP and United Streaming, and lesson planning tools like WebQuest generators. It provides links to examples of these different types of educational tools.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, and educational websites. It provides descriptions and links for each tool. The tools allow students and teachers to publish work, collaborate online, integrate multimedia, and find educational resources on the internet.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, streaming media sites, educational websites, and webquest templates. It provides descriptions and links to these different digital resources.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, content providers like BrainPOP and United Streaming, and lesson planning tools like WebQuest generators. It provides links to examples of these different types of educational tools.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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
9
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
5. BLOGS VS. WIKIS
Family Educational Rights and Privacy Act of
1974
http://appl003.lsu.edu/slas/registrar.nsf/$Cont
ent/Tutorial+for+Faculty+and+Staff?OpenDocu
ment
6. BLOGS VS. WIKIS
The principle goal of education is to create
men and woman who are capable of doing
new things, not simply repeating what
other generations have done.
-Jean Piaget
17. BLOGS VS. WIKIS
Ads
Trade-off for being free
Here today, gone tomorrow
Make sure there is a export option
Free one moment, fee the next
Find educational accounts (sometimes free upgrade on
storage or full-service)
Search and crawl
Accessed through web search engines
Controversial topics, maybe not?
18. BLOGS VS. WIKIS
Interactive comment session
Instructor posts initial comment, article, narrative, etc.
Students posts comments
o Reaction comments, number of comments
Post hot-, trending, controversial topic, case study
Moderate, moderate, moderate
Each one, teach one
Reverse
Blog your experience with teaching, in general
Study tools
Question blog, quiz hints, mid-term/final exam
19. BLOGS VS. WIKIS
Join forces
Connect with a colleague at another university and
collaborate between classes
Design (web, interior, art)
o Post a piece of work and have students critique
State your case…the great debate!
Make a statement without supporting information
o Allow students to support or refute but they MUST include
references
20. BLOGS VS. WIKIS
Syllabus
Convert assigned readings into active links
Vocabulary Story
Great for foreign language
A-Z
Everything related to your discipline
Brainstorm
Great for group projects!
22. BLOGS VS. WIKIS
https://plans.pbworks.com/signup/edubasic20
http://wikisineducation.wetpaint.com/
http://www.wikispaces.com/
23. BLOGS VS. WIKIS
The need to know the capital of Florida
died when my phone learned the answer.
Rather, the students of tomorrow need to
be able to think creatively: they will need to
learn on their own, adapt to new challenges
and innovate on-the-fly.
-Anthony Chivetta
High school student in Missouri
24. BLOGS VS. WIKIS
Teach the process of writing and thinking
Writing is collaborative
Wikis provide proof of participation through tracking
Effective integration = YOU
25. BLOGS VS. WIKIS
All students know technology
I’m the first
Wiki = engagement
26. BLOGS VS. WIKIS
Blogs in Plain English
http://youtu.be/NN2I1pWXjXI
Wikis in Plain English
http://youtu.be/-dnL00TdmLY
Learning Styles Don’t Exist
http://edupln.ning.com/video/video/show?id=4241570%3
AVideo%3A22752
David Wiley: Open Teaching Multiplies the Benefit but
Not the Effort
http://chronicle.com/blogPost/David-Wiley-Open-
Teaching/7271
27. BLOGS VS. WIKIS
Group Chemistry
http://www.insidehighered.com/news/2009/10/02/chemist
ry
To blog, or not to blog (in the classroom)
http://edublognology.wordpress.com/2009/03/31/to-
blog-or-not-to-blog-in-the-classroom/
Blog Basics
http://www.teachersfirst.com/content/blog/blogbasics.cfm
Step by step: Opening doors to a class blog
http://www.teachersfirst.com/content/blog/openingdoorsbl
og.cfm