This document summarizes a research project on digital critical literacy in teacher education in Germany. The research had three goals: (1) define digital critical literacy, (2) examine how it is implemented in teacher education based on student and expert perspectives, and (3) analyze how it is addressed in curricula and other documents. The study used a mixed methods approach, including analyzing existing studies, a student questionnaire, and an exploratory case study of two universities through content analysis of documents and expert interviews. Preliminary findings suggest students have some exposure to digital teaching and learning methods but critical digital literacy is not well integrated into teacher education programs based on student assessments.
This document discusses an approach to teacher education that focuses on developing 21st century skills through social media, authentic learning experiences, and communities of practice. It describes incorporating inquiry-based learning, authentic learning principles, and social media like Second Life into a teacher training program. The goals are to help teachers acquire skills like critical thinking, collaboration, and adaptability, and to foster a professional identity aligned with the demands of a knowledge society. Key aspects of the approach include providing authentic contexts for learning, collaborative knowledge construction through team projects, and ongoing dialogic assessment rather than exams.
This project involved taking photographs of everyday human behaviors and interactions with products/services and providing personal interpretations. The goal was to get viewers to think divergently about how to design better products and services by observing patterns in usage. The author created a draft photo book compiling photos and interpretations as the final product. This allowed the author to practice observational, writing, and photography skills for a potential career in design thinking or product design.
Microsoft offers many free creative tools to engage students in learning. These include tools for making movies, photosynths, maps, translating text, collaborating online, and more. The tools are free, support personal discovery for students, and are easy for both teachers and students to use. Microsoft's goal is to provide high-quality, interactive resources to motivate students and help teachers energize their lesson plans.
This document provides instructions and tips for using the Windows Live Movie Maker software to create short movies to engage students in classroom lessons. Some key points:
- Windows Live Movie Maker is a free and easy-to-use movie making software that allows teachers to turn photos, videos and music into polished movies and slideshows.
- The automatic "AutoMovie" feature can turn a folder of photos into a finished movie with transitions, soundtrack and title in about a minute.
- Tips are provided on how to use short movies to bring subjects to life, demonstrate concepts that can't be brought to class, share the classics in a fresher way, and more.
- Additional guidance is offered on importing
Ectel2012 motivational social visualizations for personalized elearning.pptxPeter Brusilovsky
This document presents research on a tool called Progressor+ that combines personalized guidance and social visualization for elearning. Progressor+ aims to integrate the benefits of personalized and social learning approaches. It provides navigation support through topic-based and progress-based adaptation within an open social student modeling visualization. An evaluation found that Progressor+ engaged students longer, led them to attempt more assessments and examples, and achieved higher knowledge gain and success rates than other tools. Stronger students also tended to explore content earlier, leaving traces to guide weaker students.
The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved giving either the new drug or a placebo to 100 volunteers aged 65-80 over a 6 month period. Testing showed those receiving the drug experienced statistically significant improvements in short-term memory retention and processing speed compared to the placebo group.
This document discusses an approach to teacher education that focuses on developing 21st century skills through social media, authentic learning experiences, and communities of practice. It describes incorporating inquiry-based learning, authentic learning principles, and social media like Second Life into a teacher training program. The goals are to help teachers acquire skills like critical thinking, collaboration, and adaptability, and to foster a professional identity aligned with the demands of a knowledge society. Key aspects of the approach include providing authentic contexts for learning, collaborative knowledge construction through team projects, and ongoing dialogic assessment rather than exams.
This project involved taking photographs of everyday human behaviors and interactions with products/services and providing personal interpretations. The goal was to get viewers to think divergently about how to design better products and services by observing patterns in usage. The author created a draft photo book compiling photos and interpretations as the final product. This allowed the author to practice observational, writing, and photography skills for a potential career in design thinking or product design.
Microsoft offers many free creative tools to engage students in learning. These include tools for making movies, photosynths, maps, translating text, collaborating online, and more. The tools are free, support personal discovery for students, and are easy for both teachers and students to use. Microsoft's goal is to provide high-quality, interactive resources to motivate students and help teachers energize their lesson plans.
This document provides instructions and tips for using the Windows Live Movie Maker software to create short movies to engage students in classroom lessons. Some key points:
- Windows Live Movie Maker is a free and easy-to-use movie making software that allows teachers to turn photos, videos and music into polished movies and slideshows.
- The automatic "AutoMovie" feature can turn a folder of photos into a finished movie with transitions, soundtrack and title in about a minute.
- Tips are provided on how to use short movies to bring subjects to life, demonstrate concepts that can't be brought to class, share the classics in a fresher way, and more.
- Additional guidance is offered on importing
Ectel2012 motivational social visualizations for personalized elearning.pptxPeter Brusilovsky
This document presents research on a tool called Progressor+ that combines personalized guidance and social visualization for elearning. Progressor+ aims to integrate the benefits of personalized and social learning approaches. It provides navigation support through topic-based and progress-based adaptation within an open social student modeling visualization. An evaluation found that Progressor+ engaged students longer, led them to attempt more assessments and examples, and achieved higher knowledge gain and success rates than other tools. Stronger students also tended to explore content earlier, leaving traces to guide weaker students.
The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved giving either the new drug or a placebo to 100 volunteers aged 65-80 over a 6 month period. Testing showed those receiving the drug experienced statistically significant improvements in short-term memory retention and processing speed compared to the placebo group.
University Learning Spaces - Disciplinary Perspectives - Introductiondisciplinarythinking
Recent trends in higher education learning space design include designing spaces to support active and social models of learning, taking advantage of new technologies, and opening spaces up to connect formal learning with the world outside the university. Learning spaces are now designed around human-centered principles in collaboration with users. Technological developments like mobile devices and wireless connectivity allow learning to extend beyond physical spaces and bring remote and professional environments into the academic setting. These trends have impacted the design of specialized disciplinary spaces as well.
The document summarizes a study on students' views of using virtual classrooms to support interaction, communication, and relationship development in their courses. The study examined students' perspectives on two virtual classrooms, Adobe Connect Pro and Wimba-Live Classroom, over two semesters. Key findings included that the virtual classrooms helped consolidate relationships but did not establish new ones, and factors like multimedia usability, communication tools, tasks, and technical/logistical issues influenced students' ability to interact and communicate effectively.
The document discusses the implications of digital media and new technologies for learning. It addresses perspectives from students, parents, and teachers. It emphasizes that educational institutions must shift from control to trusting students to embrace new media's power for learning. All stakeholders, including students, parents, teachers, and administrators, should develop skills as "educational connoisseurs" to thoughtfully evaluate new media's role and potential for learning.
This document provides an overview of topics discussed at the My Diverse 2012 conference, including a taxonomy for learning objectives, the evolution of video technologies, theories of learning like Bloom's taxonomy and Dale's cone of learning, synchronous and asynchronous learning modes, open educational practices and resources, and issues in video production and archiving. It also announces the location of the Diverse 2013 conference in Osnabrück, Germany and provides several relevant links.
The document discusses mobile learning and provides background on the presenter, Jari Laru. It then outlines Laru's presentation, which includes:
1) An overview of the hype cycle for mobile technologies according to Gartner.
2) Examples of early visions and research on mobile learning from the 2000s.
3) A discussion on how the classroom is changing with technology and examples of 21st century classrooms.
4) A request for participants in the seminar to discuss the typical learning environment in their schools.
5) An overview of the theoretical framework for mobile learning, including distributed cognition and changes to the teacher's role.
The impact of static versus interactive presentations on student achievement:...redheadgirlusc
This document provides a research proposal that examines the impact of static (PowerPoint) versus interactive (VoiceThread) presentations on student achievement in an online US history course. The researchers will teach two sections of the course using either PowerPoint lectures or VoiceThread enhanced lectures. Students will complete pre- and post-questionnaires on satisfaction and motivation, and take a final exam to assess achievement. The study aims to determine if interactive courseware leads to increases in student satisfaction, motivation, and achievement compared to static presentations.
The document discusses the journey of MICDS, an independent school, towards a 1:1 technology environment. Key factors driving change included external pressures, evolving technology needs outpacing equipment, and advances in pedagogical theories. MICDS focused on professional development for faculty and curriculum driven by student-centered, project-based learning. This resulted in shifts like paperless classrooms, electronic collaboration, and more student choice. The transition required a collective capacity for change and an understanding that technology should be ubiquitous yet invisible like oxygen.
This document discusses designing dynamic online instructional environments using multimedia. It proposes using multimedia like graphics, audio and video to make online learning more engaging by addressing multiple senses, as traditional online learning using only text can be passive. Various technologies are presented that can help replicate the instructor presence and interactions of face-to-face learning online, like blogs, Facebook, Google Docs and wikis. The concept of the zone of proximal development and cognitive apprenticeship models of learning are discussed as frameworks for the online environment. Open resources for different types of multimedia content are also listed.
Facilitating Adoption of Web Tools for Problem and Project Based Learning Act...Khalid Md Saifuddin
This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part of future scope of work.
The document discusses ePortfolios, which are digital collections of student work that allow students to organize artifacts, reflect on their learning, and share their work. It defines ePortfolios as containers to hold student work in various media types and as an ongoing process of collecting, selecting, reflecting and presenting work. The document outlines the benefits of ePortfolios for student learning and engagement, and notes some considerations for implementing ePortfolios, such as determining criteria for selecting a platform and integrating ePortfolios into teaching practices.
Use of Emerging Technologies and transformation of teaching/learning practicesDick Ng'ambi
Dick Ng'ambi presented on the use of emerging technologies and the transformation of teaching and learning practices. He outlined challenges of teaching 21st century students, implications of an international dashboard on emerging technologies, and definitions of emerging technologies. He discussed technologies provided by institutions versus those owned by students and the theory of connectivism. Ng'ambi presented results of a South African survey on emerging technologies and provided recommendations, concluding many educators are self-motivated but institutions lack supportive policies to fully utilize emerging technologies' potential to transform teaching and learning.
This document discusses using Second Life to support inquiry based learning. It defines inquiry based learning as an approach where student inquiry drives the learning experience. It presents a framework for inquiry based learning that involves students investigating open-ended questions, applying research skills, and building new knowledge. The document describes how activities in Second Life can support different aspects of the inquiry process, such as exploring existing information, pursuing original lines of inquiry, and producing knowledge. However, it notes that Second Life has limitations for locating disciplinary information and may be challenging for novices.
This document provides an outline for a workshop on using visual tools for communication and learning. It introduces three main visual tools - Tagxedo, BigHugeLabs and Glogster - and provides information on how to access and use each one. It discusses how visual literacy is becoming increasingly important and concludes by challenging participants to create their own visual presentation using Glogster.
Mobile Learning. Potential and controversy embodied in a young scientific fie...Judith S.
Presentation by
Judith Seipold
London Mobile Learning Group (LMLG)
at
Educational Media Ecologies – International Perspectives
March 27- 28, 2012
University of Paderborn (Germany)
The document discusses ePortfolios and an upcoming workshop on ePortfolios. It includes an agenda for the workshop which covers introducing ePortfolios, exploring student ePortfolios in practice, criteria for ePortfolios, tools for ePortfolios, and questions from participants. It also includes background information on ePortfolios including their purpose to support student learning and assessment. Different types of ePortfolios like process, showcase and accountability ePortfolios are defined. The benefits of ePortfolios for student reflection, engagement and facilitating feedback are outlined.
Implementing digital storytelling in the classroom pptljames3
Teachers trained in a digital storytelling workshop implemented digital storytelling in their classrooms. Half of the teachers had their students create digital stories, while others used pre-existing stories or created their own. Teachers found that digital stories increased students' technical skills and engagement. However, some teachers did not use digital stories due to limited access to hardware and software. Overall, digital storytelling was found to be a motivating tool that improved students' 21st century skills when teachers had adequate technological resources and support.
Teaching sociology 2014- andrist-chepp-dean-millerut san antonio
This document discusses the growing use of online video in sociology classrooms due to technological advances. It proposes a typology to help instructors select and employ videos more effectively. The typology categorizes videos into six types (conjuncture, testimony, infographic, pop fiction, propaganda, and détournement) based on their properties and how well they meet learning goals. The typology aims to bring order to the abundant online video resources now available and help instructors integrate video in a meaningful way.
Understanding new ways of sharing content for learning and researching.@cristobalcobo
This lecture explores how the expansion of the Internet and a variety of digital devices has influenced the way that information and knowledge is generated, consumed and distributed particularly in the scholar environment.
Mobiililaitteet ja koulu: hypeä ja arkirealismiaJari Laru
The document summarizes research on mobile learning and distributed cognition. It discusses four studies conducted by the author:
1. A study analyzing collaboration patterns in a professional online community using mobile tools. The study found sparse collaboration among community members due to separate offline practices.
2. An experiment on argumentative mobile learning that found mobile tools promoted interaction but led to superficial argument quality.
3. A case study of a course integrating multiple Web 2.0 tools, including mobile phones. Bayesian analysis found wiki activities best predicted learning outcomes.
4. Comparisons of experiments integrating mobile and online tools with distributed, collaborative tasks. The studies explored designing integrated learning scripts to support progressive, collaborative mobile learning.
University Learning Spaces - Disciplinary Perspectives - Introductiondisciplinarythinking
Recent trends in higher education learning space design include designing spaces to support active and social models of learning, taking advantage of new technologies, and opening spaces up to connect formal learning with the world outside the university. Learning spaces are now designed around human-centered principles in collaboration with users. Technological developments like mobile devices and wireless connectivity allow learning to extend beyond physical spaces and bring remote and professional environments into the academic setting. These trends have impacted the design of specialized disciplinary spaces as well.
The document summarizes a study on students' views of using virtual classrooms to support interaction, communication, and relationship development in their courses. The study examined students' perspectives on two virtual classrooms, Adobe Connect Pro and Wimba-Live Classroom, over two semesters. Key findings included that the virtual classrooms helped consolidate relationships but did not establish new ones, and factors like multimedia usability, communication tools, tasks, and technical/logistical issues influenced students' ability to interact and communicate effectively.
The document discusses the implications of digital media and new technologies for learning. It addresses perspectives from students, parents, and teachers. It emphasizes that educational institutions must shift from control to trusting students to embrace new media's power for learning. All stakeholders, including students, parents, teachers, and administrators, should develop skills as "educational connoisseurs" to thoughtfully evaluate new media's role and potential for learning.
This document provides an overview of topics discussed at the My Diverse 2012 conference, including a taxonomy for learning objectives, the evolution of video technologies, theories of learning like Bloom's taxonomy and Dale's cone of learning, synchronous and asynchronous learning modes, open educational practices and resources, and issues in video production and archiving. It also announces the location of the Diverse 2013 conference in Osnabrück, Germany and provides several relevant links.
The document discusses mobile learning and provides background on the presenter, Jari Laru. It then outlines Laru's presentation, which includes:
1) An overview of the hype cycle for mobile technologies according to Gartner.
2) Examples of early visions and research on mobile learning from the 2000s.
3) A discussion on how the classroom is changing with technology and examples of 21st century classrooms.
4) A request for participants in the seminar to discuss the typical learning environment in their schools.
5) An overview of the theoretical framework for mobile learning, including distributed cognition and changes to the teacher's role.
The impact of static versus interactive presentations on student achievement:...redheadgirlusc
This document provides a research proposal that examines the impact of static (PowerPoint) versus interactive (VoiceThread) presentations on student achievement in an online US history course. The researchers will teach two sections of the course using either PowerPoint lectures or VoiceThread enhanced lectures. Students will complete pre- and post-questionnaires on satisfaction and motivation, and take a final exam to assess achievement. The study aims to determine if interactive courseware leads to increases in student satisfaction, motivation, and achievement compared to static presentations.
The document discusses the journey of MICDS, an independent school, towards a 1:1 technology environment. Key factors driving change included external pressures, evolving technology needs outpacing equipment, and advances in pedagogical theories. MICDS focused on professional development for faculty and curriculum driven by student-centered, project-based learning. This resulted in shifts like paperless classrooms, electronic collaboration, and more student choice. The transition required a collective capacity for change and an understanding that technology should be ubiquitous yet invisible like oxygen.
This document discusses designing dynamic online instructional environments using multimedia. It proposes using multimedia like graphics, audio and video to make online learning more engaging by addressing multiple senses, as traditional online learning using only text can be passive. Various technologies are presented that can help replicate the instructor presence and interactions of face-to-face learning online, like blogs, Facebook, Google Docs and wikis. The concept of the zone of proximal development and cognitive apprenticeship models of learning are discussed as frameworks for the online environment. Open resources for different types of multimedia content are also listed.
Facilitating Adoption of Web Tools for Problem and Project Based Learning Act...Khalid Md Saifuddin
This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part of future scope of work.
The document discusses ePortfolios, which are digital collections of student work that allow students to organize artifacts, reflect on their learning, and share their work. It defines ePortfolios as containers to hold student work in various media types and as an ongoing process of collecting, selecting, reflecting and presenting work. The document outlines the benefits of ePortfolios for student learning and engagement, and notes some considerations for implementing ePortfolios, such as determining criteria for selecting a platform and integrating ePortfolios into teaching practices.
Use of Emerging Technologies and transformation of teaching/learning practicesDick Ng'ambi
Dick Ng'ambi presented on the use of emerging technologies and the transformation of teaching and learning practices. He outlined challenges of teaching 21st century students, implications of an international dashboard on emerging technologies, and definitions of emerging technologies. He discussed technologies provided by institutions versus those owned by students and the theory of connectivism. Ng'ambi presented results of a South African survey on emerging technologies and provided recommendations, concluding many educators are self-motivated but institutions lack supportive policies to fully utilize emerging technologies' potential to transform teaching and learning.
This document discusses using Second Life to support inquiry based learning. It defines inquiry based learning as an approach where student inquiry drives the learning experience. It presents a framework for inquiry based learning that involves students investigating open-ended questions, applying research skills, and building new knowledge. The document describes how activities in Second Life can support different aspects of the inquiry process, such as exploring existing information, pursuing original lines of inquiry, and producing knowledge. However, it notes that Second Life has limitations for locating disciplinary information and may be challenging for novices.
This document provides an outline for a workshop on using visual tools for communication and learning. It introduces three main visual tools - Tagxedo, BigHugeLabs and Glogster - and provides information on how to access and use each one. It discusses how visual literacy is becoming increasingly important and concludes by challenging participants to create their own visual presentation using Glogster.
Mobile Learning. Potential and controversy embodied in a young scientific fie...Judith S.
Presentation by
Judith Seipold
London Mobile Learning Group (LMLG)
at
Educational Media Ecologies – International Perspectives
March 27- 28, 2012
University of Paderborn (Germany)
The document discusses ePortfolios and an upcoming workshop on ePortfolios. It includes an agenda for the workshop which covers introducing ePortfolios, exploring student ePortfolios in practice, criteria for ePortfolios, tools for ePortfolios, and questions from participants. It also includes background information on ePortfolios including their purpose to support student learning and assessment. Different types of ePortfolios like process, showcase and accountability ePortfolios are defined. The benefits of ePortfolios for student reflection, engagement and facilitating feedback are outlined.
Implementing digital storytelling in the classroom pptljames3
Teachers trained in a digital storytelling workshop implemented digital storytelling in their classrooms. Half of the teachers had their students create digital stories, while others used pre-existing stories or created their own. Teachers found that digital stories increased students' technical skills and engagement. However, some teachers did not use digital stories due to limited access to hardware and software. Overall, digital storytelling was found to be a motivating tool that improved students' 21st century skills when teachers had adequate technological resources and support.
Teaching sociology 2014- andrist-chepp-dean-millerut san antonio
This document discusses the growing use of online video in sociology classrooms due to technological advances. It proposes a typology to help instructors select and employ videos more effectively. The typology categorizes videos into six types (conjuncture, testimony, infographic, pop fiction, propaganda, and détournement) based on their properties and how well they meet learning goals. The typology aims to bring order to the abundant online video resources now available and help instructors integrate video in a meaningful way.
Understanding new ways of sharing content for learning and researching.@cristobalcobo
This lecture explores how the expansion of the Internet and a variety of digital devices has influenced the way that information and knowledge is generated, consumed and distributed particularly in the scholar environment.
Mobiililaitteet ja koulu: hypeä ja arkirealismiaJari Laru
The document summarizes research on mobile learning and distributed cognition. It discusses four studies conducted by the author:
1. A study analyzing collaboration patterns in a professional online community using mobile tools. The study found sparse collaboration among community members due to separate offline practices.
2. An experiment on argumentative mobile learning that found mobile tools promoted interaction but led to superficial argument quality.
3. A case study of a course integrating multiple Web 2.0 tools, including mobile phones. Bayesian analysis found wiki activities best predicted learning outcomes.
4. Comparisons of experiments integrating mobile and online tools with distributed, collaborative tasks. The studies explored designing integrated learning scripts to support progressive, collaborative mobile learning.
Inquiry-based learning and research-based teaching with (social) mediaMandy Rohs
Präsentation in Zusammenarbeit mit Sandra Hofhues, Ulrike Lucke und Gabi Reinmann zum Forschenden Lernen mit Medien im Rahmen der diesjährigen SMART Conference
This document discusses the use of media in higher education. It begins by outlining the agenda and introducing the topic. It then examines how students currently use media like social networks, wikis and blogs for different purposes related to their studies. The document notes that boundaries between different types of media are blurring and that a broader understanding of media literacy is needed. It argues that dealing with media in higher education faces challenges due to vagueness in how media are addressed. The document concludes by advocating for designing educational environments incorporating media in teacher-driven and student-driven ways.
Digital Literacy in Teacher Education in Germany - Current Issues and ConceptsMandy Rohs
This document discusses teacher education and digital literacy in Germany. It outlines two main approaches to digital literacy in Germany - the normative media-educational approach and the instrumental-technological approach. Research on digital literacy in teacher education is limited, but initial empirical results suggest examining teachers' media pedagogical competence and the inclusion of digital literacy in teacher education standards and curricula. While education policies are set regionally in Germany, documents generally call for ICT-related skills and pedagogical training to be part of initial teacher education across subjects.
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
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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 ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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Critical digital literacy
1. Digital
Critical
Literacy
in
Teacher
Education
Findings
From
a
German
Research
Project
Mandy
Rohs,
University
of
Duisburg-‐Essen
Germany
http://www.flickr.com/photos/almondbutterscotch/4213101816/sizes/z/in/photostream/
Samstag, 12. November 2011
3. “Anyone
can
create
anything
and
sharing
it
with
anyone
–
world
wide”
(Tim
Berners-‐Lee)
http://www.flickr.com/photos/timmben/5000406409/sizes/l/in/photostream/
participation
communication
validating
of
information
Samstag, 12. November 2011
4. http://www.flickr.com/photos/auntiep/3573696419/sizes/l/in/photostream/
Learning
to
learn
and
to
validate
information
from
different
sources
will
increasingly
become
a
great
challenge
for
learners
and
educators
in
future.
(critical)
digital
literacy
as
main
competence
for
learners
and
teachers
of
the
21st
century
Bawden
(2001),
David
(2009),
Selwyn
(2010),
Schiefner-‐Rohs
(2011)
Samstag, 12. November 2011
5. Implementation
in
teacher
education?
http://www.flickr.com/photos/adesigna/5544094922/sizes/l/in/photostream/
Samstag, 12. November 2011
6. Research
Questions
(1) What
is
digital
critical
literacy?
(2) How
is
this
literacy
implemented
in
teacher
education?
What
do
students
and
experts
in
teacher
educations
say?
(3) What
is
written
in
curricula
and
other
documents
of
teacher
education?
Samstag, 12. November 2011
7. theoretical
framework
media
literacy
digital
literacy
http://www.flickr.com/photos/virtualpixel/5027724994/sizes/l/in/photostream/
(critical)
use
of
media
e.g.
Buffington
(2004),
Kübler
(2006),
Niesyto
(2008)
critical
thinking
e.g.
Facione
&
Facione
(2000),
Paul
(2005)
information
literacy
from
different
perspectives
e.g.
Bawden
(2001),
Bättig
(2005)
Samstag, 12. November 2011
8. Methodology:
explorative
study
with
mixed
methods
http://www.flickr.com/photos/streetart-‐berlin/5909483678/sizes/l/in/photostream/
1
Re-‐Analysis
of
existing
students
studies
in
the
field
media
literacy
in
Germany
for
teacher
students
own
questionnaire
universities
2
Samstag, 12. November 2011
explorative
case
study
9. students
questionnaire
http://www.flickr.com/photos/shahdi/5568051608/sizes/l/in/photostream/
some
figures
from
Germany
1
Samstag, 12. November 2011
Schiefner-‐Rohs,
2011
10. digital
teaching
and
learning
sessions
!
in
teacher
education
(Kleimann
et
al.,
2008,
Schiefner-‐Rohs,
2011)
virtual
labs
online
live
lectures
virtual
seminars
and
tutorates
with
virtual
coopera.on
interac.ve
teaching
online
learning
materials
yes no I
don‘t
know
!
!""#$%&$'()(*+,-$'(-./*-$(0$1*23(-.+,,*+)$4-56+0*//*23(-6-.3-6$ N
=
527
ual
labs 12. November 2011 online
learning
materials
Samstag,!
11. use
of
digital
media
in
teacher
education
(Kleimann
et
al.,
2008,
Schiefner-‐Rohs,
2011)
!
o9en some&mes seldom never I
don‘t
know
N
=
527
!
Samstag, 12. November 2011
12. =8#0,$ !#*$ >*")"/78#.$ ?.(@*0,)"@./A$ 2.!$ B#!"#.>@0<#)#.9$ -,6#.$ CD$ E#(#*#.!,*#$ ,.F$ !,92$
34#."-5$6"/$3."78)/5$"0$;)2!"20$#*'#6)$92$8,6#.F$GD$;)2!"#*#.!#$&2H#*.$/"78$<@/")"I:$B#8*$,'/$
estimation
of
integration
by
students
!"#$ %&'()#$ !#*$ +#(*,-)#.$ JDKL$ -,6$ ,.F$ !,//$ /"#$ %@78/782''#8*#.!#$ #*'#6)$ 8,)F$ !"#$ I#*/278)$
8,6#.F$#".#$>*")"/78#$%,')2.-$"0$;)2!"20$92$I#*0"))#'.$JI-':$166:$MNL:$$
The
cri&cal
use
of
digital
media
for
teaching
and
learning
was
topic
in
my
study
programe
There
are
university
teachers
which
are
interested
in
teaching
cri&cal
digital
literacy
and
the
evalua&on
of
media
Teaching
digital
literacy
and
media
competence
was
topic
in
my
study
courses
Cri&cal
informa&on-‐
and
media
literacy
was
topic
in
my
study
course
strongly
agree agree less
agree disagree no
answer
$ N
=
101
Samstag, 12. November 2011
13. Case
Study
2
institutions
of
teacher
education
Triangulation
of
methods
(Flick,
2004a,
2008;
Treumann,
2005)
Content
analysis
of
documents
in
teacher
education
of
2
universities
http://www.flickr.com/photos/en321/19360914/sizes/o/in/photostream/
expert
interviews
of
professors
in
teacher
education(Meuser
&
Nagel,
1991)
Samstag, 12. November 2011
2
14. some
results
(Critical)
digital
literacy
mainly
is
found
in
descriptions
of
some
courses,
seldom
in
study
http://www.flickr.com/photos/pixeltree/5621338552/sizes/l/in/photostream/
regulations
or
examination
regulations
strong
influence
of
teachers
and
the
learning
culture
in
teacher
education
Samstag, 12. November 2011
15. Limitation
of
the
study
/
future
research
http://www.flickr.com/photos/auntiep/3574503134/sizes/z/in/photostream/
no
analysis
of
teaching
and
learning
situations
self-‐evaluation
of
students
only
2
cases
of
teacher
education
Samstag, 12. November 2011
18. http://www.flickr.com/photos/twicepix/1071474089/sizes/l/in/photo
Thank
you
Questions?
Mandy
Rohs
University
of
Duisburg-‐Essen
Educational
Media
and
Knowledge
Management
mandy.rohs@uni-‐due.de
http://www.2headz.ch
http://www.twitter.com/mschiefner
Samstag, 12. November 2011