aterial para Aprender ingles 2021- gratis: un aporte de www.jbenterprises.org- y el prof. Javier Burgos- /Important learning material for free, get to learn some good info.
This document provides tips and resources for applying literacy skills in world languages classes, including using online tools like Google Docs for collaboration, websites for animation and translation, and activities like introducing classmates, designing quizzes, and reading aloud textbook passages to practice language skills. Students are encouraged to comment on each other's work, ask questions over email, and track weather reports in the target language.
This document outlines an educational technology course, including the student taking the course and their background. The course covers topics like the roles of technology in learning, Bloom's Taxonomy, Dale's Cone of Experience, and conceptual models of learning. It also discusses how educational technology can decrease costs and time spent learning while increasing quality and efficiency. The student summarizes that after taking the course, they have developed skills and knowledge using tools like Microsoft Office, social media, and instructional models that will help them as a teacher in a technology-focused world.
Op 9 juli 2020 heb ik vanuit de Open Universiteit een online workshop verzorgd voor een groep docenten van de premaster strategic management van Tilburg University, over do’s and don’ts bij volledig online leren.
This document discusses components of effective intervention for secondary students who struggle with reading. It identifies expert teachers, a print-rich environment, differentiated instruction, and engaging students through technology as key elements. It also stresses that striving readers often need sustained, long-term intervention beyond one year to see real improvement in literacy. The goal is to design targeted literacy programs to meet the unique needs of individual schools.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
This lesson plan focuses on teaching inferencing skills to elementary students using various apps and technologies. Students will code texts by highlighting unknown words, important details, and personal connections. They will then annotate their codes by adding short notes explaining them. Throughout the lesson, students will practice making inferences using the formula "background knowledge + text clues = inference." Activities include stopping a video to discuss inferences, coding and annotating as a class, independent and small group work, and creating inferences using apps like Corkulous and PicCollage.
This document provides an agenda and overview for the first week of an education course. It outlines the following key tasks: 1) read the syllabus and calendar, view an introductory PowerPoint, and post a biographical paper; 2) respond to classmates' biographies and watch assigned videos by midnight Sunday; and 3) begin thinking about a content area focus such as reading, math, or social studies. It also previews that in the second week students will continue reacting to videos and planning for their content area, and will have an online meeting to learn formatting skills.
This document provides tips and resources for applying literacy skills in world languages classes, including using online tools like Google Docs for collaboration, websites for animation and translation, and activities like introducing classmates, designing quizzes, and reading aloud textbook passages to practice language skills. Students are encouraged to comment on each other's work, ask questions over email, and track weather reports in the target language.
This document outlines an educational technology course, including the student taking the course and their background. The course covers topics like the roles of technology in learning, Bloom's Taxonomy, Dale's Cone of Experience, and conceptual models of learning. It also discusses how educational technology can decrease costs and time spent learning while increasing quality and efficiency. The student summarizes that after taking the course, they have developed skills and knowledge using tools like Microsoft Office, social media, and instructional models that will help them as a teacher in a technology-focused world.
Op 9 juli 2020 heb ik vanuit de Open Universiteit een online workshop verzorgd voor een groep docenten van de premaster strategic management van Tilburg University, over do’s and don’ts bij volledig online leren.
This document discusses components of effective intervention for secondary students who struggle with reading. It identifies expert teachers, a print-rich environment, differentiated instruction, and engaging students through technology as key elements. It also stresses that striving readers often need sustained, long-term intervention beyond one year to see real improvement in literacy. The goal is to design targeted literacy programs to meet the unique needs of individual schools.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
This lesson plan focuses on teaching inferencing skills to elementary students using various apps and technologies. Students will code texts by highlighting unknown words, important details, and personal connections. They will then annotate their codes by adding short notes explaining them. Throughout the lesson, students will practice making inferences using the formula "background knowledge + text clues = inference." Activities include stopping a video to discuss inferences, coding and annotating as a class, independent and small group work, and creating inferences using apps like Corkulous and PicCollage.
This document provides an agenda and overview for the first week of an education course. It outlines the following key tasks: 1) read the syllabus and calendar, view an introductory PowerPoint, and post a biographical paper; 2) respond to classmates' biographies and watch assigned videos by midnight Sunday; and 3) begin thinking about a content area focus such as reading, math, or social studies. It also previews that in the second week students will continue reacting to videos and planning for their content area, and will have an online meeting to learn formatting skills.
iPad app tips and tricks with Common Core StandardsMisty Savario
This document provides information about various educational apps that can be used in a classroom setting. It discusses apps for free and paid access that help with literacy, math, science, and other subjects. Tips are provided on using the apps for activities like labeling pictures, creating word clouds and writing prompts, and collaborative projects. Recommendations are made about how to project the iPad screen and share work created using the apps.
VoiceThread is a digital, asynchronous conversation tool that allows for collaborative learning environments where students can practice essential communication skills. It provides a space for students to collaborate with others on projects, mimicking classroom discussions where students are accountable for their contributions. Research shows collaboration leads to higher-level learning as students communicate with multiple peers in a group setting.
VoiceThread is a digital and asynchronous conversation tool that allows for collaborative learning. It creates an accountable environment similar to a classroom where students can practice essential communication skills. Higher level learning occurs when students collaborate with others on VoiceThread, as it provides a way for group communication and collaboration. Teachers can use VoiceThread for discussion, assessment, and other classroom activities.
The document summarizes a project where students created digital picture books that incorporated math concepts. Students worked collaboratively with teachers of different subjects over multiple weeks to write, illustrate, and publish their books. They shared their books with younger students and reflected on using technology to create an interactive medium compared to a traditional printed book.
Best practicesintheworldlanguageclassroomJennifer Ann
The document provides suggestions for using technology in the classroom, including setting up a Google Voice account to record lessons, having students create PowerPoint presentations on vocabulary words, and using flipped learning techniques like having students complete homework by watching videos or taking notes before class. It also discusses potential problems with technology in the classroom and ways to address them, such as using a learning management system to share materials and collecting notes from students. Teachers are then instructed to partner up and create a technology-integrated lesson to share.
VoiceThread is a digital, asynchronous conversation tool that allows for collaborative learning environments where students can practice essential communication skills. It provides a space for students to collaborate with others on projects and discussions, allowing for a higher level of learning through communication and accountability similar to a classroom setting. VoiceThread can also be used to provide feedback and assessments of students' work.
The document summarizes several issues with over reliance on and misuse of PowerPoint in classroom presentations. It notes that PowerPoint can distract from course content and discussion when it focuses too much on graphics and animations rather than substance. Research suggests people process information best in either written or verbal form, not both simultaneously as often done in PowerPoint presentations. Too much PowerPoint can waste time and money while oversimplifying concepts and reducing critical thinking as students become passive receivers of already processed information.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
The document discusses ways to improve the learning experience in lecture theatres through technological and cultural solutions. It analyzes problems with the current design of lecture theatres such as limited seating, poor acoustics and visibility issues. It then proposes technological solutions like adjustable seating, improved audio systems and centralized controls. Cultural solutions focus on engaging students through multimedia, relating concepts to real life examples and incentivizing attendance and participation. The document aims to enhance the overall learning environment.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone progresses from concrete to abstract experiences, with direct experiences at the bottom and verbal symbols at the top. It was influenced by theories emphasizing realism in instructional media and Bruner's theory of a learning progression from enactive to iconic to symbolic. While often misinterpreted as a strict progression, Dale intended the Cone to suggest that instruction should incorporate different experience levels to enhance learning and move students from concrete to abstract thinking.
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone progresses from concrete to abstract experiences, with direct experiences at the bottom and verbal symbols at the top. It was intended to help teachers select appropriate instructional methods and media to move students from concrete to abstract understanding. While often misinterpreted as a strict progression, Dale emphasized that the levels interact and media higher in the Cone can also be concrete, depending on usage. The Cone remains useful for matching instructional approaches to content and student characteristics.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
The document summarizes a presentation about using learning objects (LOs) effectively in language classrooms. It defines LOs as small, self-contained, and reusable digital learning materials. It outlines the strengths of LOs, such as easy access and flexibility for teachers. It also discusses weaknesses commonly found in LOs, such as being time-consuming to create and overly focusing on discrete skills. The presenters developed their own bank of LOs to address these weaknesses. They incorporated the LOs into their classes in various ways and received positive feedback from students, especially that the LOs included different activity types and real-life English examples.
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...jamathompson
There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.
This document discusses the history and applications of computer-assisted language learning (CALL). It defines CALL as using computer technologies to support language teaching and learning. CALL can promote in-depth learning, increase engagement, and build global connections. However, many teachers are reluctant to integrate technology due to lack of training and support. The document advocates for action research where teachers experiment with CALL applications in their own classrooms to overcome barriers and improve practice.
New technologies can both positively and negatively impact teaching and learning in various ways:
- Studies show students using computer-assisted instruction often perform better than those receiving traditional teaching, though results are mixed across subjects and age groups.
- Technology may help struggling readers acquire skills but has more mixed results helping reading-disabled students.
- How information is presented on screens can impact learning, with printed texts sometimes better for those with low prior knowledge.
- Technologies like interactive whiteboards may improve math learning but their effects vary based on implementation and other factors.
Interactive Technologies In Teaching And Learning 2Alison Lydon
Alison Lydon discusses her experience using interactive whiteboard technologies and student response systems in her primary school classroom. She finds that these technologies engage students, allow for personalized learning and different learning styles, and can reduce teachers' workload. Lydon highlights how the technologies make learning interactive and allow students to manipulate texts and objects. She describes using student response systems to check understanding, collect feedback, and facilitate self-paced learning and formative assessment. While the pace of lessons can sometimes be slow, Lydon finds that students are highly motivated and concentrated when using these interactive technologies.
Using projects to increase interactionJoAnn MIller
This document discusses using projects in university-level English language classes. It describes what projects are, their benefits for students, and how to structure them. Projects provide an authentic, collaborative way for students to explore topics, develop real-world problem solving skills, and improve their language abilities. The document outlines the key stages of a project, including preparation, task completion, planning, reporting, and language focus. It also discusses the history of project-based learning and compares it to traditional Presentation-Practice-Production cycles. Examples of project types and resources are also provided.
Edgar Dale developed the Cone of Experience in 1946 to show the progression of learning from concrete to abstract experiences. At the base is direct experience where learners have control over outcomes using their senses. Moving up are progressively more abstract experiences like demonstrations, exhibits, and symbolic representations using visual or verbal symbols. The Cone was intended to depict how instructional methods relate to learning outcomes and that different experiences on the Cone are not hierarchical but allow for more abstract thought. It is often misused by assuming experiences must follow the Cone from bottom to top or that some experiences are inherently better.
iPad app tips and tricks with Common Core StandardsMisty Savario
This document provides information about various educational apps that can be used in a classroom setting. It discusses apps for free and paid access that help with literacy, math, science, and other subjects. Tips are provided on using the apps for activities like labeling pictures, creating word clouds and writing prompts, and collaborative projects. Recommendations are made about how to project the iPad screen and share work created using the apps.
VoiceThread is a digital, asynchronous conversation tool that allows for collaborative learning environments where students can practice essential communication skills. It provides a space for students to collaborate with others on projects, mimicking classroom discussions where students are accountable for their contributions. Research shows collaboration leads to higher-level learning as students communicate with multiple peers in a group setting.
VoiceThread is a digital and asynchronous conversation tool that allows for collaborative learning. It creates an accountable environment similar to a classroom where students can practice essential communication skills. Higher level learning occurs when students collaborate with others on VoiceThread, as it provides a way for group communication and collaboration. Teachers can use VoiceThread for discussion, assessment, and other classroom activities.
The document summarizes a project where students created digital picture books that incorporated math concepts. Students worked collaboratively with teachers of different subjects over multiple weeks to write, illustrate, and publish their books. They shared their books with younger students and reflected on using technology to create an interactive medium compared to a traditional printed book.
Best practicesintheworldlanguageclassroomJennifer Ann
The document provides suggestions for using technology in the classroom, including setting up a Google Voice account to record lessons, having students create PowerPoint presentations on vocabulary words, and using flipped learning techniques like having students complete homework by watching videos or taking notes before class. It also discusses potential problems with technology in the classroom and ways to address them, such as using a learning management system to share materials and collecting notes from students. Teachers are then instructed to partner up and create a technology-integrated lesson to share.
VoiceThread is a digital, asynchronous conversation tool that allows for collaborative learning environments where students can practice essential communication skills. It provides a space for students to collaborate with others on projects and discussions, allowing for a higher level of learning through communication and accountability similar to a classroom setting. VoiceThread can also be used to provide feedback and assessments of students' work.
The document summarizes several issues with over reliance on and misuse of PowerPoint in classroom presentations. It notes that PowerPoint can distract from course content and discussion when it focuses too much on graphics and animations rather than substance. Research suggests people process information best in either written or verbal form, not both simultaneously as often done in PowerPoint presentations. Too much PowerPoint can waste time and money while oversimplifying concepts and reducing critical thinking as students become passive receivers of already processed information.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
The document discusses ways to improve the learning experience in lecture theatres through technological and cultural solutions. It analyzes problems with the current design of lecture theatres such as limited seating, poor acoustics and visibility issues. It then proposes technological solutions like adjustable seating, improved audio systems and centralized controls. Cultural solutions focus on engaging students through multimedia, relating concepts to real life examples and incentivizing attendance and participation. The document aims to enhance the overall learning environment.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone progresses from concrete to abstract experiences, with direct experiences at the bottom and verbal symbols at the top. It was influenced by theories emphasizing realism in instructional media and Bruner's theory of a learning progression from enactive to iconic to symbolic. While often misinterpreted as a strict progression, Dale intended the Cone to suggest that instruction should incorporate different experience levels to enhance learning and move students from concrete to abstract thinking.
Edgar Dale developed the Cone of Experience to show the relationship between how information is presented in instruction and learner outcomes. The Cone progresses from concrete to abstract experiences, with direct experiences at the bottom and verbal symbols at the top. It was intended to help teachers select appropriate instructional methods and media to move students from concrete to abstract understanding. While often misinterpreted as a strict progression, Dale emphasized that the levels interact and media higher in the Cone can also be concrete, depending on usage. The Cone remains useful for matching instructional approaches to content and student characteristics.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
The document summarizes a presentation about using learning objects (LOs) effectively in language classrooms. It defines LOs as small, self-contained, and reusable digital learning materials. It outlines the strengths of LOs, such as easy access and flexibility for teachers. It also discusses weaknesses commonly found in LOs, such as being time-consuming to create and overly focusing on discrete skills. The presenters developed their own bank of LOs to address these weaknesses. They incorporated the LOs into their classes in various ways and received positive feedback from students, especially that the LOs included different activity types and real-life English examples.
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...jamathompson
There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.
This document discusses the history and applications of computer-assisted language learning (CALL). It defines CALL as using computer technologies to support language teaching and learning. CALL can promote in-depth learning, increase engagement, and build global connections. However, many teachers are reluctant to integrate technology due to lack of training and support. The document advocates for action research where teachers experiment with CALL applications in their own classrooms to overcome barriers and improve practice.
New technologies can both positively and negatively impact teaching and learning in various ways:
- Studies show students using computer-assisted instruction often perform better than those receiving traditional teaching, though results are mixed across subjects and age groups.
- Technology may help struggling readers acquire skills but has more mixed results helping reading-disabled students.
- How information is presented on screens can impact learning, with printed texts sometimes better for those with low prior knowledge.
- Technologies like interactive whiteboards may improve math learning but their effects vary based on implementation and other factors.
Interactive Technologies In Teaching And Learning 2Alison Lydon
Alison Lydon discusses her experience using interactive whiteboard technologies and student response systems in her primary school classroom. She finds that these technologies engage students, allow for personalized learning and different learning styles, and can reduce teachers' workload. Lydon highlights how the technologies make learning interactive and allow students to manipulate texts and objects. She describes using student response systems to check understanding, collect feedback, and facilitate self-paced learning and formative assessment. While the pace of lessons can sometimes be slow, Lydon finds that students are highly motivated and concentrated when using these interactive technologies.
Using projects to increase interactionJoAnn MIller
This document discusses using projects in university-level English language classes. It describes what projects are, their benefits for students, and how to structure them. Projects provide an authentic, collaborative way for students to explore topics, develop real-world problem solving skills, and improve their language abilities. The document outlines the key stages of a project, including preparation, task completion, planning, reporting, and language focus. It also discusses the history of project-based learning and compares it to traditional Presentation-Practice-Production cycles. Examples of project types and resources are also provided.
Edgar Dale developed the Cone of Experience in 1946 to show the progression of learning from concrete to abstract experiences. At the base is direct experience where learners have control over outcomes using their senses. Moving up are progressively more abstract experiences like demonstrations, exhibits, and symbolic representations using visual or verbal symbols. The Cone was intended to depict how instructional methods relate to learning outcomes and that different experiences on the Cone are not hierarchical but allow for more abstract thought. It is often misused by assuming experiences must follow the Cone from bottom to top or that some experiences are inherently better.
1. The document discusses using audio and podcasting in educational contexts beyond just lecture recordings. It highlights emerging innovations that use audio to enhance learner experiences and promote student creativity.
2. A podcasting pilot project tested various models of using audio for teaching and learning. Participants mapped the models on continuums of teacher-centered to student-centered and formal to informal. There was diversity in how the models could be applied.
3. Findings showed audio supports shifting teaching from teacher-centered to student-centered and can be quickly implemented. However, audio is still seen as supplementary. Barriers include mixed competence/confidence and assessing process over product is better.
Teaching Mathematics to English Language Learners admills
This session will present strategies to help teachers teach mathematics to English language learners including hands-on differentiation activities for teachers to do in the session.
This document discusses using podcasts to provide assessment feedback to students. It provides definitions of podcasting and examines how podcasts can increase student engagement with feedback and enhance learning. The authors created podcasts with assessment feedback for two modules and studied student responses. Students found the podcasts provided more detailed, personalized feedback than traditional written comments. However, producing and editing podcasts requires more time from instructors. More research is needed to understand the long-term impacts of using audio feedback.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. EVS, also known as polling systems, allow lecturers to pose questions to students who respond using keypad devices. Results are immediately displayed, providing formative feedback. The document outlines the benefits of EVS in improving engagement and learning, as well as tips for effective usage and potential drawbacks such as logistical challenges.
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
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
2. Educational Technology
…in the winter of 1813 & '14 … I attended a
mathematical school kept in Boston…On
entering [the] room, we were struck at the
appearance of an ample Black Board
suspended on the wall, with lumps of chalk
on a ledge below, and cloths hanging at
either side. I had never heard of such a
thing before. [Samuel J. May, 1855]
5. Our projects
Classroom Presenter
Initial development at MSR
Classroom Feedback System
Structured Interaction Presentations
6. Classroom Presenter
Initial problem
Develop a distributed presentation space
for use in a distance learning class
Later
Many of the same issues / challenges in
large lecture classroom
7. Large lecture classes
Challenges
Maintaining attention
Communication
Feedback from students
Flexibility in presentation materials
Conducting activities in class
8. Background studies
Studied UW CSE PMP
Interviews, Surveys, Observations
Greatest pain in distance course
Presentation environment
“PowerPoint is a pain for the same reason it’s a
pain in a non-distance course, the slides impose a
rigid structure on the lecture and make it more
difficult to adjust to the interactions that occur
during it.”
“PowerPoint sucks the life out of a class.”
11. Results
Observation, instructor comments, logging
Positive reception from instructors
Sustained use of writing through full term
Wide range of use
Highlighting / Attention
Derivations / Diagrams
Recording comments
Student
response:
less
no
change
more
Attention to
lecture
4% 39% 57%
Understanding
of lecture
2% 52% 46%
12. Results
System easy to use
Flexible navigation important
Superior to shuffling transparencies
Auxiliary inking surfaces useful
Whiteboard, border, mylar
Pen based UI for navigation and controls is
critical
Generally works well (large buttons, workflow)
Remaining issues
13. Questions
What is the educational impact of Presenter?
Across different disciplines, teaching styles
Different components of the system
UI Issues for delivering presentations
Future development plans
Integration with viewer devices
Expand use of ink
Manipulatives to go beyond virtual whiteboard
14. Classroom
Feedback System
Student feedback does not scale
Encourage participation
Ease of expression
If the method does scale, how does the
instructor make sense of it
15. Design choices
Low attention requirements
Embed in context of the slide
Slides are the mediating artifact
Fixed feedback
Avoid having to compose questions
Instructor control of feedback
Example, More Information, Got It
Slow Down, Question, Explain, Cool Topic
16. Experiment
Roughly 12 students given laptops to
use in class
3 week deployment in CSE 142
4 weeks no intervention
2 weeks Tablet PC
3 weeks Tablet PC + feedback system
Extensive observations, logging,
surveys, interviews
17. Results
Mixed results
Classroom culture not what we had expected
Instructor goals different than expected
Interactions did increase
Pre CFS: 2.4 (spoken) episodes per class
With CFS:
2.6 (spoken) episodes per class
14.8 (feedback) episodes per class
Discovered new interaction patterns
22. Why Structure?
Attain broader participation and more input
Achieve specific goals
Spread cognitive effort over planning time
Mediate classroom activity
Share activities across instructors and
across terms
23. Example: America Before
Columbus [Cross and Angelo]
1. How many people lived in North America in 1491?
2. How many years had they been there by 1491?
3. What significant achievements had they made in
that time?
24. Your Impressions of
America Before Columbus
1. About how many people lived in North America in 1491?
2. About how many years had they been on this continent
by 1491?
3. What significant achievements had they made in that
time?
25. 1. About how many people lived in North
America in 1491?
2. About how many years had they been on
this continent by 1491?
3. What significant achievements had they
made in that time?
Your Impressions of
America Before Columbus
% completed
% completed
% completed
26. How many people?
From To
400 2,500,000
0 10 100 1000 10,000 100,000 1,000,000 10,000,000
27. “Solving” Natural Language
Problem: handling free text responses in
class is impractical
Solution: “distributed student computation”
allows rapid, in-class turnaround
can be pedagogically sound
28. Significant Achievements
Get together with your neighbor and:
rate the significance of each achievement
note if an achievement repeats an earlier one
29. Significant Achievements
Get together with your neighbor and:
rate the significance of each achievement
note if an achievement repeats an earlier one
1. Those big mounds
2. Hunting Repeat of:
3. Sustainable living Repeat of:
4. Bow & arrow Repeat of: 2
5. Automobile Repeat of:
31. Credits
University of Washington
Ruth Anderson, Steve Wolfman, Tammy
Vandegrift, Fred Videon, Ken Yasuhara
Microsoft Research, Learning Sciences
and Technology Group
Jay Beavers, Jack Davis, Randy Hinrichs,
Alvin Hui, Chris Moffat, Steve Wolfman
32. UW CSE Education &
Educational Technology Projects
Professional Masters’ Program
Tutored Video Instruction Program
CSE 142/143
Classroom Assessment Tools