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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. The End of the Middle Ages
The Christian Kingdoms
2. FROM THE CALIPHATE TO THE KINGDOM
OF GRANADA
In the 11th century conquered terrirories and
modified their borders (toward the south).
In 1031 Al-Andalus was divided into Taifas (small
Kingdoms) and the caliphate desappeared.
New group of Moors arrived from África to figth, the
Almoravids and the Almohads, they reunirte the
Taifa Kingdoms.
In 1212, the Battle of Navas de Tolosa took place,
Navarre, Castile and Aragon defeated the Moorish
troops.
King Ferdinand III and Alfonso X conquered all the
Al-Andalus except the Kingdom of Granada.
3. THE CONSOLIDATION OF THE CHRISTIAN
KINGDOMS
The Christian Kingdoms and counties won
territory and became united.
In 1137, Petronila (heiress of Aragon) and
Ramon Berenguer IV married and the Crown of
Aragon created. The flirts King was Alfonso I.
The Kingdom of Portugal (years later) became
independent from the Kingdom of Leon.
In 1230, Castile and Leon ( during the reign of
Ferdinand II) formed the Crown of Castile.
The Kingdom of Navarre lost Its territorios to
Castile and in the 13th century became ruled by
French Kings.
4. THE CROWNS OF CASTILE AND ARAGON
In the 13th, 14th and 15th, the Crown of Castile and
Aragon conquered territories and extended their
borders.
James I, the Conqueror added the Balearic Islands and
the taifa kingdom of Valencia to the Crown of Aragon. It
was goberned by one king and It was its own political
institutions.
Ferdinand III added Extremadura and almost the whole
of Andalusia.
The Crown of Castile conquered the Canary Islands
(for 100 years). It was ruled by a king and councillors.
In 1479, the Catholic Monarchs (Isabella of Castile and
Ferdinand II) married and united the two Crowns.
5. THE CONQUEST OF THE KINGDOM OF
GRANADA
In the 15th century, at the end of the Middle
Ages, the Christian Kingdoms conquered all
the Peninsula.
Only one Moorish territory remained: The
Nasrid Kingdom of Granada .
It was known for its buildings and culture.
The Granada rulers opposed having to pay
taxes and having to help them in case of
war.
Catholic Monarchs conquered the Nasrid
Kingdom of Granada in 1492.
6. Life in the Christian Kingdoms
SOCIETY
There are two groups of people: the privileged and
no-privileged.
PRIVILEGED were the noblemen and the clergy.
They did not pay taxes. Noblemen lived in castles,
owned great properties and were very rich. Clergy
(monks and nuns) lived in monasteries and the
priest and bishops who looked after the churches.
NO-PRIVILEGED had to pay taxes. They were
pleasants, craftsmen and merchant. The
pleasants formed the largest group. They lived in
villages near the castles and cultivated the
noblemen's land. Craftsmen and merchant lived in
the cities.
7. THE CITIES AT THE END OF MIDDLE
AGES
Medieval cities became important in the 12th century.
Characteristics: They were fortified, sorrounded by walls,
gates closed at night, organised into districts. Narrow
streets, houses made of wood, main square where
merchants sold the products and a cathedral.
The main inhabitants were merchants and craftsmen(
bakers, carpenters, dyers, weavers...). They formed
associations called guilds (gremios) which controled the
quality and the price of its products.
In some cities trade fairs were held once or twice a year,
people from all over the world traded their products.
Universities were founded in the main cities (Salamanca,
Palencia...)
8. ROMANESQUE AND GOTHIC ART
In the Middle Ages there are two Styles:
ROMANESQUE: At the begining the
buildings were not very tall, with thick walls
and few and small windows. They were dark
inside. The doors and Windows had round
arches.
GOTHIC: In the 13th century, architects
started to build cathedrals and palaces in
this Style. They were tall with thinner walls,
large doors and a lot of big Windows
decorated with stained glass. The main arch
was the pointed arch.