1) The document provides information on verb conjugations in the present simple tense in English.
2) It explains the rules for forming the affirmative, negative, and interrogative forms of the present simple tense for the first, second, third person singular and plural.
3) Exceptions to the rules are also noted for verbs ending in 'ch', 's', 'sh', 'x', 'z', 'o' and '-y' preceded by a consonant.
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
Education system in Estonia: PISA and Digital TurnMart Laanpere
This document summarizes education in Estonia, including its success on PISA tests in mathematics, reading, and science. It provides statistics on Estonia's population, economy, and information society indicators showing widespread computer and internet access. Educational statistics are presented showing Estonia ranking highly in the world and Europe on PISA from 2009 to 2015. Possible factors for this success are discussed like school autonomy, qualified teachers, equal opportunities, and educational expenditures. The document concludes by discussing Estonia's digital turn in schools toward 1:1 computing and new learning paradigms.
Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital ...Mart Laanpere
This document summarizes research evaluating an online tool and rubric for assessing Estonian teachers' digital competencies. Through focus groups with teachers and other stakeholders, the researchers found:
1) Some statements in the rubric were difficult to understand or irrelevant for teachers.
2) The workload of self-assessment was too high, reducing motivation.
3) Changing to a simpler 3-point scale and providing examples instead of definitions could increase usability.
4) Scenario-based discussions helped validate changes needed to the rubric and tool to better reflect teachers' experiences and increase adoption. Suggestions were made to simplify the rubric and requirements for a new online assessment tool.
Evidence-Centered Approach to Online Assessment of Students’ Digital CompetenceMart Laanpere
This document discusses developing an online assessment of digital competence for Estonian students based on an Evidence-Centered Design (ECD) framework. It involves two university teams combining deductive and inductive approaches to build an assessment aligned with the DigComp framework and Estonian curriculum. The ECD framework layers assessment from domain analysis to implementation. A Bayesian network and practical tasks are proposed to assess knowledge, skills, and abilities. Piloting is planned in schools to test scenario-based tasks and Bayesian scoring.
1) The document provides information on verb conjugations in the present simple tense in English.
2) It explains the rules for forming the affirmative, negative, and interrogative forms of the present simple tense for the first, second, third person singular and plural.
3) Exceptions to the rules are also noted for verbs ending in 'ch', 's', 'sh', 'x', 'z', 'o' and '-y' preceded by a consonant.
Digital Innovation in Schools: Case Studies of 10 Schools for 21st Century discusses technology integration in education. It describes 10 schools that have successfully implemented digital technologies and transformed their pedagogical approaches. The schools employ strategies like project-based learning, personalized learning, BYOD programs, and digital curricula. They aim to equip students with 21st century skills by enhancing the learning process through technology, redesigning teaching methods, and empowering students as producers and managers of their own learning.
This document provides an introduction to a Digital Turn course taught by Mart Laanpere. It includes information about Mart, the practicalities of the course, background on Estonia, statistics on Estonia's digital society, its success on PISA tests, shifts in technology use in education, Estonia's strategy for lifelong learning and digital turn in schools, and experiences from a Samsung digital turn project. The document outlines the course content and provides context about Estonia's leadership in digital education.
Education system in Estonia: PISA and Digital TurnMart Laanpere
This document summarizes education in Estonia, including its success on PISA tests in mathematics, reading, and science. It provides statistics on Estonia's population, economy, and information society indicators showing widespread computer and internet access. Educational statistics are presented showing Estonia ranking highly in the world and Europe on PISA from 2009 to 2015. Possible factors for this success are discussed like school autonomy, qualified teachers, equal opportunities, and educational expenditures. The document concludes by discussing Estonia's digital turn in schools toward 1:1 computing and new learning paradigms.
Scenario-Based Validation of the Online Tool for Assessing Teachers’ Digital ...Mart Laanpere
This document summarizes research evaluating an online tool and rubric for assessing Estonian teachers' digital competencies. Through focus groups with teachers and other stakeholders, the researchers found:
1) Some statements in the rubric were difficult to understand or irrelevant for teachers.
2) The workload of self-assessment was too high, reducing motivation.
3) Changing to a simpler 3-point scale and providing examples instead of definitions could increase usability.
4) Scenario-based discussions helped validate changes needed to the rubric and tool to better reflect teachers' experiences and increase adoption. Suggestions were made to simplify the rubric and requirements for a new online assessment tool.
Evidence-Centered Approach to Online Assessment of Students’ Digital CompetenceMart Laanpere
This document discusses developing an online assessment of digital competence for Estonian students based on an Evidence-Centered Design (ECD) framework. It involves two university teams combining deductive and inductive approaches to build an assessment aligned with the DigComp framework and Estonian curriculum. The ECD framework layers assessment from domain analysis to implementation. A Bayesian network and practical tasks are proposed to assess knowledge, skills, and abilities. Piloting is planned in schools to test scenario-based tasks and Bayesian scoring.
Digital Mirror: Measuring the digital innovation maturity in Estonian schoolsMart Laanpere
1. The document discusses measuring the impact of whole-school digital innovation in Estonian schools. It describes Estonia's strategy of implementing a digital turn in education through 1:1 computing initiatives.
2. A tool called "Digital Mirror" is presented for assessing schools' digital maturity across dimensions of infrastructure, pedagogical innovation, and change management. The tool was used to evaluate schools in Estonia's Samsung DigitalTurn project.
3. Lessons from empirical studies with vocational schools show that Digital Mirror is useful for schools to self-assess and benchmark their digital progress, though it may take time to fully adopt and interpret key concepts. The tool could be integrated with the European Dig
Best Practice Benchmarking course by EuneosMart Laanpere
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
This document provides an introduction to a course on integrating technology into STEM education. It introduces the course instructor, Dr. Mart Laanpere, and discusses some logistical details about the course. It also provides background information on Estonia and its efforts to integrate digital technologies into education, including a national strategy to implement a "digital turn" in schools through initiatives like 1:1 computing and digital learning resources. The document summarizes some experiences from a previous project implementing digital technologies in schools and concludes with an invitation to participate in a quiz using the Kahoot platform.
Analysing the Use of Distributed Digital Learning ResourcesMart Laanpere
Mart Laanpere presented on analyzing the use of distributed digital learning resources in Estonia. Estonia has moved towards a digital learning strategy of BYOD and digital textbooks, which requires learning analytics that can aggregate data from multiple sources across the open web. The current situation in Estonia finds learning resources scattered across many platforms. To address this, eSchoolbag is being developed as a digital learning resource cloud that can harvest metadata from different repositories, power search and recommendations, track user activities, and provide a recommender system - helping to analyze learning in a distributed environment.
The Centre for Educational Technology at Tallinn University:
- Is the leading R&D centre in the Baltic countries for technology-enhanced learning, established in 1997.
- Employs 17 researchers and a software development team conducting projects funded by 1 MEUR annually.
- Conducts research on open education tools and platforms, as well as contributing to educational policy and innovation in Estonia and globally through projects in countries like Georgia, Moldova, and Senegal.
Digital Mirror: Measuring the digital innovation maturity in Estonian schoolsMart Laanpere
1. The document discusses measuring the impact of whole-school digital innovation in Estonian schools. It describes Estonia's strategy of implementing a digital turn in education through 1:1 computing initiatives.
2. A tool called "Digital Mirror" is presented for assessing schools' digital maturity across dimensions of infrastructure, pedagogical innovation, and change management. The tool was used to evaluate schools in Estonia's Samsung DigitalTurn project.
3. Lessons from empirical studies with vocational schools show that Digital Mirror is useful for schools to self-assess and benchmark their digital progress, though it may take time to fully adopt and interpret key concepts. The tool could be integrated with the European Dig
Best Practice Benchmarking course by EuneosMart Laanpere
This document summarizes education in Estonia, with a focus on the country's success on PISA exams and its transition towards greater digital learning. It notes that Estonia has consistently ranked high in math, reading, and science on PISA tests. It explores factors that may explain this success, such as school autonomy, qualified teachers, and equal opportunities regardless of socioeconomic status. The document also outlines Estonia's "Digital Turn," with initiatives to equip all students with individual computers and transition towards a new learning paradigm centered around ubiquitous technology. It shares experiences from a project to help schools fully adopt digital tools and innovative pedagogies through a whole-school approach.
This document provides an introduction to a course on integrating technology into STEM education. It introduces the course instructor, Dr. Mart Laanpere, and discusses some logistical details about the course. It also provides background information on Estonia and its efforts to integrate digital technologies into education, including a national strategy to implement a "digital turn" in schools through initiatives like 1:1 computing and digital learning resources. The document summarizes some experiences from a previous project implementing digital technologies in schools and concludes with an invitation to participate in a quiz using the Kahoot platform.
Analysing the Use of Distributed Digital Learning ResourcesMart Laanpere
Mart Laanpere presented on analyzing the use of distributed digital learning resources in Estonia. Estonia has moved towards a digital learning strategy of BYOD and digital textbooks, which requires learning analytics that can aggregate data from multiple sources across the open web. The current situation in Estonia finds learning resources scattered across many platforms. To address this, eSchoolbag is being developed as a digital learning resource cloud that can harvest metadata from different repositories, power search and recommendations, track user activities, and provide a recommender system - helping to analyze learning in a distributed environment.
The Centre for Educational Technology at Tallinn University:
- Is the leading R&D centre in the Baltic countries for technology-enhanced learning, established in 1997.
- Employs 17 researchers and a software development team conducting projects funded by 1 MEUR annually.
- Conducts research on open education tools and platforms, as well as contributing to educational policy and innovation in Estonia and globally through projects in countries like Georgia, Moldova, and Senegal.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 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.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.