The learner voice: students' use and experience of technologiesgrainne
This document discusses learners' use and experience of technologies based on research from various projects. It finds that technologies are becoming integrated into the student-institutional relationship, with most services now provided online. Students report using tools like email, word processing, and the internet as core tools for learning and communication. Research also shows students engaging with a variety of online resources and using technologies to support activities like creating documents, searching for information, and communicating with others. However, tensions can arise between student control over personal tools and institutional control over integrated systems, with implications for teaching strategies, staff skills, and university policies.
This document outlines key topics in using information and communication technologies (ICT) for language learning and teaching. It discusses (1) frameworks for categorizing technology tools as tutors or tools, (2) aligning technology with teaching approaches and learning goals, (3) identifying affordances of technologies for language instruction, and (4) effective principles for teaching with technology. The document provides references for further reading on integrating technology while maintaining a focus on language accuracy, fluency and meaning.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
This document provides information about scholarship awards, educator awards, grant awards, and the keynote introduction for an event on March 4, 2010. It recognizes several individuals for their work and achievements and outlines projects that grant funds would support, such as purchasing laptops and music education technology.
This document summarizes a research study on informal second language learning through social networking sites. The researcher aims to map out best cases of informal L2 learning on social networks, examine how opportunities for L2 use and learning are constructed, investigate the sustainability and effectiveness of social networks for long-term learning, analyze the affordances and constraints of current social networks for L2 learning, and design guidelines to improve social networks for L2 learning. A mixed methods approach including virtual ethnography, social network analysis, and interviews will be used. The researcher expects the study to provide insights into personal learning environments and how to better support learner autonomy and interaction quality on platforms.
The document discusses Universal Design for Learning (UDL), which is an educational framework based on providing multiple means of representation, expression, and engagement to accommodate diverse learners. UDL aims to give all students equal opportunities for success by using flexible approaches and technology. The document provides examples of how teachers can implement UDL principles in the classroom through presentation methods, assessments, and student motivation.
This document outlines various technologies and media that can be used for distance communication and collaboration, including social media platforms like Facebook and Twitter, online discussion boards, collaborative editing tools like Google Docs, wikis, emails, text/IM, blogs, audio/video conferencing, and virtual classroom software. It separates the technologies into categories of static content like tutorials and dynamic content like gaming and simulations.
The learner voice: students' use and experience of technologiesgrainne
This document discusses learners' use and experience of technologies based on research from various projects. It finds that technologies are becoming integrated into the student-institutional relationship, with most services now provided online. Students report using tools like email, word processing, and the internet as core tools for learning and communication. Research also shows students engaging with a variety of online resources and using technologies to support activities like creating documents, searching for information, and communicating with others. However, tensions can arise between student control over personal tools and institutional control over integrated systems, with implications for teaching strategies, staff skills, and university policies.
This document outlines key topics in using information and communication technologies (ICT) for language learning and teaching. It discusses (1) frameworks for categorizing technology tools as tutors or tools, (2) aligning technology with teaching approaches and learning goals, (3) identifying affordances of technologies for language instruction, and (4) effective principles for teaching with technology. The document provides references for further reading on integrating technology while maintaining a focus on language accuracy, fluency and meaning.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
This document provides information about scholarship awards, educator awards, grant awards, and the keynote introduction for an event on March 4, 2010. It recognizes several individuals for their work and achievements and outlines projects that grant funds would support, such as purchasing laptops and music education technology.
This document summarizes a research study on informal second language learning through social networking sites. The researcher aims to map out best cases of informal L2 learning on social networks, examine how opportunities for L2 use and learning are constructed, investigate the sustainability and effectiveness of social networks for long-term learning, analyze the affordances and constraints of current social networks for L2 learning, and design guidelines to improve social networks for L2 learning. A mixed methods approach including virtual ethnography, social network analysis, and interviews will be used. The researcher expects the study to provide insights into personal learning environments and how to better support learner autonomy and interaction quality on platforms.
The document discusses Universal Design for Learning (UDL), which is an educational framework based on providing multiple means of representation, expression, and engagement to accommodate diverse learners. UDL aims to give all students equal opportunities for success by using flexible approaches and technology. The document provides examples of how teachers can implement UDL principles in the classroom through presentation methods, assessments, and student motivation.
This document outlines various technologies and media that can be used for distance communication and collaboration, including social media platforms like Facebook and Twitter, online discussion boards, collaborative editing tools like Google Docs, wikis, emails, text/IM, blogs, audio/video conferencing, and virtual classroom software. It separates the technologies into categories of static content like tutorials and dynamic content like gaming and simulations.
This document discusses factors that affect how students learn from educational materials including the content and format of the materials, the learning environment, the student's background and proficiency level, and principles for adapting materials for different learners. It lists attributes like relevance, length, noise level, and cultural background that influence comprehension and retention of educational content.
Competences Mapping for Personal Learning Environment ManagementMalinka Ivanova
The document discusses competencies needed for personal learning environment (PLE) management and proposes a competencies model. It defines various competencies like technical, social, functional, and meta-competencies. It examines how PLE functionality can help develop these competencies, such as using tools to stimulate analytical thinking, manage activities, recognize the need for continuous learning, and develop programming skills. The document concludes that mapping competencies for PLE organization can support self-directed learning and identifies challenges in relating competencies to PLE functionalities.
The document provides a SWOT analysis of the first year of a Comenius project. The strengths included students developing language, social, and collaboration skills, as well as gaining exposure to new cultures and educational approaches. Weaknesses centered around communication issues between schools and a lack of student engagement. Opportunities existed to promote cultural understanding and school promotion. Threats involved insufficient communication, not completing tasks on time, and lack of ongoing Moodle administration.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
This unit plan focuses on Philippine literature during ancient times for first year high school students. Over the course of three months, students will examine various literary forms through literature, speaking, writing, and research activities. The unit aims to help students better understand Philippine culture and values through literature, as well as man's relationship with his environment and the need to resolve conflicts non-violently. Assessment methods include essays, role plays, presentations, and tests to evaluate students' understanding of literary elements, forms, and how literature impacts their beliefs.
This document discusses the development of flexible personal learning environments using netbook computers to enhance learning in fieldwork spaces. It provides examples of how personal learning environments can extend learning beyond the classroom by allowing students to access resources, tools, and other learners anywhere and anytime through their mobile devices. The document advocates for a student-centered pedagogical approach where students have control over their own learning and can actively participate in educational activities both inside and outside of the classroom.
Challenges in Defining, Designing, and Measuring “Digital Literacy” Developm...Rebecca Reynolds
This presentation discusses scholarly definitions for the research construct “digital literacy,” identifies limitations in conceptualizations to-date, fand presents a proposed framework of Six Contemporary Learning Abilities (or 6-CLAs: Create, Manage, Publish, Socialize, Research, Surf). This explicated framework offers a more structured definition based on student-centered social constructivist learning theory. The article then presents an empirical investigation of digital literacy development, drawing on the framework, and its proposed approach for operationalizing technology activities (whether as research constructs or instructional activities). The empirical analysis is situated in the context of an innovative educational program implementation of game design based learning for middle and high school students offered in a U.S. state, in the 2011/2012 school year. The study explores how student engagement in activities representing the 6-CLA dimensions factor, inter-correlate, change from pre- to post-program, and bring about student transfer of that engagement, from school to home environments. Findings reveal that the dimensions proposed hang together well, students change in their engagement as a result of the intervention across multiple dimensions in both school and home contexts, and at-school engagement in the dimensions contributes to at-home engagement in them (in various ways as reported). The study offers support for the proposed framework, provides some evidence of digital divide effects for the intervention, presents questions for further inquiry, and offers a conceptual and research design stake in the ground for other researchers interested in the digital literacy construct.
The document discusses using technology to enhance critical literacy skills in writing. It argues that technology can be used as a bridge to focus on investigating content, operating interfaces, and combining skills. The teacher takes on roles as a monitor, mediator and facilitator to guide peer-to-peer learning. Explicit discussion is needed to integrate networked computer discussions into the classroom in a low-stakes manner. The goal is for students to consider how to blend academic purposes through both digital and analog technologies.
The document discusses emerging technologies and their potential impact on learning. It describes how technologies are rapidly evolving and becoming more networked, mobile, and ubiquitous. This will require new approaches to designing learning. Several technologies are highlighted as having learning applications, such as virtual worlds, mobile devices, and social networks. However, a gap often exists between the promise of new technologies and their actual use in education. The document proposes several approaches to address this gap, such as using learning designs, open educational resources, and pedagogical patterns.
This document summarizes a pilot study on the construction of knowledge in personal learning environments from a constructivist perspective. The study examined a platform for communication and learning called Personal Working and Learning Environments (PWLE) that provides 25 tools for students. Data was collected through student interviews and teacher views to analyze social cognitive processes and different privacy levels in using the tools. Initial results and conclusions from the study suggest areas that could be improved in future research.
The document summarizes key language skills in listening, speaking, writing, and reading for students at a basic level of foreign language acquisition. It includes comprehending instructions through listening, reproducing texts through speaking, combining spelling and pronunciation in writing, and using strategies like repetition and technology to develop reading skills. The focus is on using basic vocabulary and structures through interactions, songs, and other oral representations to begin communicating and developing an interest in the foreign language.
Dimitris Tolias - mLearning: Designing for the mobile interface, aiming for i...VocTEL Conference
This document discusses the "Greek-on-the-Go" mobile learning app. It describes how the app supports new dimensions of the educational process by focusing on factors like the urgency of learning needs, mobility of learning settings, and interactivity of the learning process. The app provides Greek language learning through 16 thematic units containing 64 communicative contexts and over 50 videos. It has been downloaded over 1,500 times in 47 countries. The concept of the app emphasizes communication through carefully selected topics, authentic dialogues, and a variety of interactive listening, reading, writing and speaking activities.
This document discusses Universal Design for Learning (UDL), which aims to provide flexible learning opportunities for all students through representation, expression, and engagement. It outlines the three principles of UDL and provides instructional methods for each. It emphasizes the role technology can play in allowing flexible presentation of content and expression of knowledge. Finally, it proposes ways a school could implement UDL and the benefits it provides for meeting diverse student needs.
Mobile learning, or mLearning, refers to learning that takes place on mobile devices and allows learning to occur across different spaces and times. Mobile devices that support mLearning include phones, cameras, devices with internet access, e-book readers, GPS systems, personal organizers, and music/podcast players. The rationale for mLearning is that it enables learning to occur anywhere and anytime using mobile technologies.
The document discusses emerging technologies and their potential impact on learning. It examines how technologies are changing learners and contexts for education. A typology of technologies is presented along with case studies of different pedagogical approaches (e.g. inquiry-based, situated, and connectivist learning). Challenges in realizing technology's potential for transforming learning are explored, with solutions focusing on learning design, open educational resources and pedagogical planning frameworks. While predicting the future is difficult, an ongoing co-evolution of tools and practices will shape new digital literacies and learning landscapes.
Learning takes place differently in online and blended classrooms compared to traditional classrooms. In traditional classrooms, learning occurs in a physical space like a classroom with desks and other students of similar ages. However, in online settings students can learn from anywhere with an internet connection. They may have virtual classmates from different countries and ages. Traditional classrooms use physical books and tools while online settings use digital tools like videos and apps. Connectivism theory suggests that learning is networked and students are at the center, with technology altering how people learn. Both online and traditional settings can be effective depending on the individual student.
New digital ecologies of learning are emerging as technologies evolve and new digital literacies develop. Learning is becoming more personalized, task-oriented, and social. A range of technologies like mobile devices, social media, and open educational resources are changing the nature of education. Effective design of learning requires conceptualizing pedagogical approaches and mapping them to appropriate technologies. This creates new digital ecologies where tools and practices co-evolve to support learning.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
The inclusive classroom prioritizes students as individuals rather than defining them by disabilities or test scores. It creates an environment where all students are valued and learn to value diversity. Inclusive teaching prepares all students for an increasingly diverse workforce by providing social tools to navigate differences. It is not lowering standards but rather problem-solving and creating opportunities for all students to demonstrate learning through accessible instruction. Inclusive teaching benefits all students, not just those with disabilities, by making the classroom experience accessible to people of all backgrounds.
5. understanding the developmental dimensions of learning jojo l. dela cruzAhL'Dn Daliva
The document discusses the five developmental dimensions of learning: 1) Confidence and independence, 2) Strategies and skills, 3) Knowledge and understanding, 4) Use of prior and emerging experience, and 5) Reflection. It provides a brief description of each dimension, noting that confidence and independence involve congruence with abilities, skills, and content knowledge. Strategies and skills represent the know-how aspect of learning and performance mastery. Knowledge and understanding focus on content gained in subject areas. Prior and emerging experience involves connecting experience to work. Reflection is developing awareness of one's own learning process and analytical approaches to subjects. The document closes with a biblical quote.
This document discusses key figures and principles of constructivism. It outlines Jean Piaget and Jerome Bruner's contributions to cognitive learning theory and constructionism. It also mentions Giambattista Vico's view that human life is ruled by chance and learning occurs through trial and error. The document then covers key points of constructivist learning theory, including that learning is active/ever-changing and involves linking new information to prior knowledge. It analyzes classroom implications from teaching and learning perspectives, emphasizing student involvement, hands-on methods, and interactive environments. It concludes that constructivist concepts promote discovery learning and benefit students and teachers when integrated into classrooms.
This document discusses factors that affect how students learn from educational materials including the content and format of the materials, the learning environment, the student's background and proficiency level, and principles for adapting materials for different learners. It lists attributes like relevance, length, noise level, and cultural background that influence comprehension and retention of educational content.
Competences Mapping for Personal Learning Environment ManagementMalinka Ivanova
The document discusses competencies needed for personal learning environment (PLE) management and proposes a competencies model. It defines various competencies like technical, social, functional, and meta-competencies. It examines how PLE functionality can help develop these competencies, such as using tools to stimulate analytical thinking, manage activities, recognize the need for continuous learning, and develop programming skills. The document concludes that mapping competencies for PLE organization can support self-directed learning and identifies challenges in relating competencies to PLE functionalities.
The document provides a SWOT analysis of the first year of a Comenius project. The strengths included students developing language, social, and collaboration skills, as well as gaining exposure to new cultures and educational approaches. Weaknesses centered around communication issues between schools and a lack of student engagement. Opportunities existed to promote cultural understanding and school promotion. Threats involved insufficient communication, not completing tasks on time, and lack of ongoing Moodle administration.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
This unit plan focuses on Philippine literature during ancient times for first year high school students. Over the course of three months, students will examine various literary forms through literature, speaking, writing, and research activities. The unit aims to help students better understand Philippine culture and values through literature, as well as man's relationship with his environment and the need to resolve conflicts non-violently. Assessment methods include essays, role plays, presentations, and tests to evaluate students' understanding of literary elements, forms, and how literature impacts their beliefs.
This document discusses the development of flexible personal learning environments using netbook computers to enhance learning in fieldwork spaces. It provides examples of how personal learning environments can extend learning beyond the classroom by allowing students to access resources, tools, and other learners anywhere and anytime through their mobile devices. The document advocates for a student-centered pedagogical approach where students have control over their own learning and can actively participate in educational activities both inside and outside of the classroom.
Challenges in Defining, Designing, and Measuring “Digital Literacy” Developm...Rebecca Reynolds
This presentation discusses scholarly definitions for the research construct “digital literacy,” identifies limitations in conceptualizations to-date, fand presents a proposed framework of Six Contemporary Learning Abilities (or 6-CLAs: Create, Manage, Publish, Socialize, Research, Surf). This explicated framework offers a more structured definition based on student-centered social constructivist learning theory. The article then presents an empirical investigation of digital literacy development, drawing on the framework, and its proposed approach for operationalizing technology activities (whether as research constructs or instructional activities). The empirical analysis is situated in the context of an innovative educational program implementation of game design based learning for middle and high school students offered in a U.S. state, in the 2011/2012 school year. The study explores how student engagement in activities representing the 6-CLA dimensions factor, inter-correlate, change from pre- to post-program, and bring about student transfer of that engagement, from school to home environments. Findings reveal that the dimensions proposed hang together well, students change in their engagement as a result of the intervention across multiple dimensions in both school and home contexts, and at-school engagement in the dimensions contributes to at-home engagement in them (in various ways as reported). The study offers support for the proposed framework, provides some evidence of digital divide effects for the intervention, presents questions for further inquiry, and offers a conceptual and research design stake in the ground for other researchers interested in the digital literacy construct.
The document discusses using technology to enhance critical literacy skills in writing. It argues that technology can be used as a bridge to focus on investigating content, operating interfaces, and combining skills. The teacher takes on roles as a monitor, mediator and facilitator to guide peer-to-peer learning. Explicit discussion is needed to integrate networked computer discussions into the classroom in a low-stakes manner. The goal is for students to consider how to blend academic purposes through both digital and analog technologies.
The document discusses emerging technologies and their potential impact on learning. It describes how technologies are rapidly evolving and becoming more networked, mobile, and ubiquitous. This will require new approaches to designing learning. Several technologies are highlighted as having learning applications, such as virtual worlds, mobile devices, and social networks. However, a gap often exists between the promise of new technologies and their actual use in education. The document proposes several approaches to address this gap, such as using learning designs, open educational resources, and pedagogical patterns.
This document summarizes a pilot study on the construction of knowledge in personal learning environments from a constructivist perspective. The study examined a platform for communication and learning called Personal Working and Learning Environments (PWLE) that provides 25 tools for students. Data was collected through student interviews and teacher views to analyze social cognitive processes and different privacy levels in using the tools. Initial results and conclusions from the study suggest areas that could be improved in future research.
The document summarizes key language skills in listening, speaking, writing, and reading for students at a basic level of foreign language acquisition. It includes comprehending instructions through listening, reproducing texts through speaking, combining spelling and pronunciation in writing, and using strategies like repetition and technology to develop reading skills. The focus is on using basic vocabulary and structures through interactions, songs, and other oral representations to begin communicating and developing an interest in the foreign language.
Dimitris Tolias - mLearning: Designing for the mobile interface, aiming for i...VocTEL Conference
This document discusses the "Greek-on-the-Go" mobile learning app. It describes how the app supports new dimensions of the educational process by focusing on factors like the urgency of learning needs, mobility of learning settings, and interactivity of the learning process. The app provides Greek language learning through 16 thematic units containing 64 communicative contexts and over 50 videos. It has been downloaded over 1,500 times in 47 countries. The concept of the app emphasizes communication through carefully selected topics, authentic dialogues, and a variety of interactive listening, reading, writing and speaking activities.
This document discusses Universal Design for Learning (UDL), which aims to provide flexible learning opportunities for all students through representation, expression, and engagement. It outlines the three principles of UDL and provides instructional methods for each. It emphasizes the role technology can play in allowing flexible presentation of content and expression of knowledge. Finally, it proposes ways a school could implement UDL and the benefits it provides for meeting diverse student needs.
Mobile learning, or mLearning, refers to learning that takes place on mobile devices and allows learning to occur across different spaces and times. Mobile devices that support mLearning include phones, cameras, devices with internet access, e-book readers, GPS systems, personal organizers, and music/podcast players. The rationale for mLearning is that it enables learning to occur anywhere and anytime using mobile technologies.
The document discusses emerging technologies and their potential impact on learning. It examines how technologies are changing learners and contexts for education. A typology of technologies is presented along with case studies of different pedagogical approaches (e.g. inquiry-based, situated, and connectivist learning). Challenges in realizing technology's potential for transforming learning are explored, with solutions focusing on learning design, open educational resources and pedagogical planning frameworks. While predicting the future is difficult, an ongoing co-evolution of tools and practices will shape new digital literacies and learning landscapes.
Learning takes place differently in online and blended classrooms compared to traditional classrooms. In traditional classrooms, learning occurs in a physical space like a classroom with desks and other students of similar ages. However, in online settings students can learn from anywhere with an internet connection. They may have virtual classmates from different countries and ages. Traditional classrooms use physical books and tools while online settings use digital tools like videos and apps. Connectivism theory suggests that learning is networked and students are at the center, with technology altering how people learn. Both online and traditional settings can be effective depending on the individual student.
New digital ecologies of learning are emerging as technologies evolve and new digital literacies develop. Learning is becoming more personalized, task-oriented, and social. A range of technologies like mobile devices, social media, and open educational resources are changing the nature of education. Effective design of learning requires conceptualizing pedagogical approaches and mapping them to appropriate technologies. This creates new digital ecologies where tools and practices co-evolve to support learning.
Ace Intercultural Dimensions Of Task Based Learning For Authentic CommunicationDavid Brooks
Rationale Part I: A paper presented at ACE 2009, the inaugural conference of the Asian Conference on Education in Osaka (Ramada Hotel), Oct 24-25, 2009 by David L. Brooks, Associate Professor, English (Foreign Language Dept), Kitasato University, Sagamihara, Japan
The inclusive classroom prioritizes students as individuals rather than defining them by disabilities or test scores. It creates an environment where all students are valued and learn to value diversity. Inclusive teaching prepares all students for an increasingly diverse workforce by providing social tools to navigate differences. It is not lowering standards but rather problem-solving and creating opportunities for all students to demonstrate learning through accessible instruction. Inclusive teaching benefits all students, not just those with disabilities, by making the classroom experience accessible to people of all backgrounds.
5. understanding the developmental dimensions of learning jojo l. dela cruzAhL'Dn Daliva
The document discusses the five developmental dimensions of learning: 1) Confidence and independence, 2) Strategies and skills, 3) Knowledge and understanding, 4) Use of prior and emerging experience, and 5) Reflection. It provides a brief description of each dimension, noting that confidence and independence involve congruence with abilities, skills, and content knowledge. Strategies and skills represent the know-how aspect of learning and performance mastery. Knowledge and understanding focus on content gained in subject areas. Prior and emerging experience involves connecting experience to work. Reflection is developing awareness of one's own learning process and analytical approaches to subjects. The document closes with a biblical quote.
This document discusses key figures and principles of constructivism. It outlines Jean Piaget and Jerome Bruner's contributions to cognitive learning theory and constructionism. It also mentions Giambattista Vico's view that human life is ruled by chance and learning occurs through trial and error. The document then covers key points of constructivist learning theory, including that learning is active/ever-changing and involves linking new information to prior knowledge. It analyzes classroom implications from teaching and learning perspectives, emphasizing student involvement, hands-on methods, and interactive environments. It concludes that constructivist concepts promote discovery learning and benefit students and teachers when integrated into classrooms.
A learner-centered approach engages students in actively learning through practice and reflection on their learning process, while giving students some control over their learning and encouraging collaboration between teachers and students. It motivates students and makes them aware of themselves as learners by examining what they know and still need to learn through stating and defending their positions. A problem-based approach involves multi-disciplinary teams working on multi-departmental tasks or projects.
This document discusses various types of assessment for English for Specific Purposes courses. It describes five main types of assessment: continuous assessment, formative assessment, self-assessment, summative assessment, and traditional summative assessment. Continuous assessment involves evaluating student work and performances throughout a course. Formative assessment provides feedback to improve learning. Self-assessment requires students to evaluate their own work. Summative assessment evaluates learning at the end of a course with a grade. Traditional summative assessment uses exams and tests. The document emphasizes that different types of assessment should be used to fully evaluate students and motivate learning.
Constructivist Learning Theory is based on the idea that learners must actively construct their own understanding through experiences. It focuses on how learners make meaning and how teachers can organize learning to support meaning making. The brain is a complex adaptive system that searches for patterns and meaning innately. Emotions also influence how meaning is constructed and organized.
This document discusses the socio-cultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. Learning can be enhanced when learners interact and collaborate with others on instructional tasks. Positive relationships provide stability and trust, creating a supportive environment for learning. Family support and teaching self-motivation can overcome barriers to learning. Culture refers to the shared values, beliefs and behaviors learned within a society or group. Social constructivism emphasizes that learning occurs within a socio-cultural context through collaboration with more knowledgeable others and the use of cultural tools.
The document discusses the integrated approach to education, which creates a learner-centered curriculum based on students' interests that allows flexible and engaging learning. It values enhancing learning through learner-centered activities in real-life contexts that encourage critical thinking and problem-solving. An effective integrated approach requires reassessing the learning process with open-ended questions and information skills to promote active, collaborative, and creative learning that breaks down barriers between subjects. Educators take the role of facilitating student-driven constructive and resource-based learning. The document outlines steps to integrate information and communication technology into the curriculum through research, staff training, piloting, and ongoing evaluation for continuous improvement.
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
The integrated approach to teaching aims to provide learner-centered education where students learn by doing in contexts they find interesting. It allows students to make connections between different subject areas and build on their own experiences. Some benefits include engaging students in relevant learning, encouraging understanding of interrelationships, and providing opportunities for students to demonstrate competence beyond tests. Effective integration of information and communication technologies (ICTs) can enhance student learning, support curriculum integration across subjects, enable ubiquitous learning, and increase collaboration between teachers, students, and administrators. Key approaches include project-based, task-based, active, collaborative, inquiry-based, cooperative, and problem-based learning. The teacher takes on a facilitator role by setting open-ended, contextualized
This document discusses integrative fertility enhancement treatments including acupuncture and herbal medicine. It covers topics like the human reproductive system, hormones involved in the menstrual cycle, fertility enhancement programs with two phases of treatment, objectives and protocols for each phase, hormonal imbalances, causations of infertility, individualized treatment plans, food and herbal recommendations, prenatal vitamins, and male factors of infertility.
The document discusses the constructivist theory of learning. It defines constructivism as a philosophy that individuals construct their own understanding through experiences and reflection. Key aspects of constructivism include: (1) knowledge is actively constructed rather than passed on, (2) learning requires meaningful engagement and interaction, (3) prior knowledge influences new learning. The document contrasts traditional and constructivist classrooms, noting constructivism emphasizes interactive, student-centered learning over repetition. It provides examples of applying constructivism such as encouraging student questions and critical thinking.
This document discusses student-centered learning in education. Student-centered learning focuses on the needs and abilities of students by making the learning relevant to their lives. It aims to increase student motivation by allowing them to discover information through practical experiences and group learning activities. Some advantages of student-centered learning mentioned include strengthening student motivation, promoting peer communication, and building student-teacher relationships. While India currently uses a mixture of teacher-centered and student-centered approaches, the document suggests greater policy support is needed for school-based teacher professional development to further encourage student-centered learning.
The document discusses sociocultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. When learners can interact and collaborate with others on tasks, their learning can be enhanced. Social learning settings that respect diversity can encourage flexible thinking and social skills. Interactive and collaborative contexts allow individuals to gain new perspectives and reflective thinking, which can boost cognitive, social, and moral development as well as self-esteem. Positive relationships that provide stability and trust can increase learner self-respect and sense of belonging, creating a supportive climate for learning.
The document outlines the Indigenous Peoples Education Curriculum Framework adopted by the Department of Education in the Philippines. The framework aims to (1) recognize indigenous peoples' right to culturally-rooted basic education by localizing and indigenizing the K-12 curriculum, (2) establish partnerships between indigenous communities and schools to include indigenous knowledge and practices, and (3) enable indigenous peoples to develop basic literacy and livelihood skills while preserving their culture. The framework focuses on using indigenous communities, languages, knowledge, stories, and practices in the curriculum to strengthen cultural identity and foster lifelong learning.
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
Constructivist learning theory proposes that learning is an active process where students construct knowledge based on their experiences. Key theorists discussed in the document include Piaget, Vygotsky, Dewey, and Bruner. According to constructivism, the role of the teacher is to facilitate independent learning through projects, demonstrations, and activities while addressing the whole child. Students play an active role in acquiring knowledge through problem solving, group work, and independent research.
Indigenous peoples education curriculum of the PhilippinesBobby Mascarenas
The document outlines an alternative learning system (ALS) curriculum for indigenous peoples in the Philippines with the goal of achieving functional literacy. The curriculum aims to develop five key competencies in students: 1) effective communication, 2) scientific and critical thinking, 3) developing self and community, 4) sustainable use of resources, and 5) expanding one's world view. It emphasizes teaching subjects like family life, health, civic participation, economics, and environmental protection from an indigenous perspective using culturally-appropriate methods. The curriculum is designed using a rights-based approach to uphold indigenous peoples' social and cultural integrity as well as self-determination.
The document discusses the student-centered classroom approach. It defines this approach as focusing on student learning rather than teacher teaching, and includes varied teaching methods. The approach has value in increasing student engagement, learning, and self-development skills. It is based on theories around the functions of content, the teacher's role in fostering learning, student responsibility for learning, formative assessment, and balancing power between teachers and students. The document provides examples of implementing techniques like involving students and reducing teacher talk.
This document discusses using collaborative enquiry to develop learning literacies. It describes using wikis to facilitate collaborative group work among students. The teaching team acted as advisors while students worked together on group wikis to develop skills like information literacy, academic writing, and digital literacy. Students were able to practice skills through enquiry-based activities and receive support from academic, library, and e-learning staff through teaching sessions. The best student wikis demonstrated creative use of content and multimedia in practicing these learning literacies.
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
The document summarizes Gráinne Conole's presentation on digital identity and presence in social media landscapes. It discusses the evolution of digital technologies over time including learning objects, LMS, mobile devices, and MOOCs. It presents a pedagogical meta-model involving experience, information, individual vs social and reflective vs non-reflective learning. It also addresses identity, presence and interaction in digital contexts and challenges of fully leveraging social media for learning. Finally, it outlines the 7Cs learning design framework involving conceptualizing, capturing, communicating, collaborating, considering, combining and consolidating resources and activities.
This document discusses using personal technologies to develop professional skills in computing students. It proposes using tools like Skype, RSS feeds, wikis and blogs to give students experience coordinating online. This allows them to learn enculturation and professional practices virtually, at scale. It argues this approach privileges learning tool usage over content delivery. Students must learn to maintain personal organization and commitments online. Their online persona and identity may differ from physical interactions, with implications for how they develop social commitments through mediated communication.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
The document discusses the debate between virtual learning environments (VLEs) and personal learning environments (PLEs). It outlines some key differences between VLEs and PLEs, noting that VLEs provide more formal, accredited courses while PLEs support more informal learning. However, the boundaries between the two are blurring. The document advocates using VLEs as a "Trojan horse" to shift pedagogical practices towards more collaborative and reflective learning. It also compares the tools, learner perceptions and design challenges of formal courses in a VLE versus informal MOOCs.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
Randy Bass gave a presentation on the problem of learning in the post-course era. He discussed how the rise of digital technologies and social media have changed learning from static to dynamic. Learning now occurs across multiple modalities like blogs, wikis, and social networking rather than just in the classroom. Bass argued we are entering a post-course era where high-impact learning happens outside of traditional courses. He suggested academics will need to better connect courses to experiential learning, make courses more dynamic, and shift resources from courses to high-impact experiences.
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document discusses the grounded design of a hybrid e-learning environment for doctoral students based on cognitive apprenticeship, communities of practice, and personal learning environments pedagogical models. It outlines learning outcomes around understanding research complexity, developing research skills, connecting with other researchers, and developing research autonomy and passion. Cognitive apprenticeship focuses on learning research skills from experts through coaching and modeling. Communities of practice supports knowledge sharing between researchers. And personal learning environments allows for self-regulated learning. The hybrid environment brings these models together to help learners master research skills within a supportive community, leading to professional research autonomy.
The document outlines a course map for the module "MM1F11 People and Organization" which includes guidance and support provided to students, the various content and experiences students will engage in such as lectures, tutorials, assignments and activities, and how communication and collaboration will occur between students and lecturers such as through Blackboard, emails and feedback. The course map provides details on the different topics that will be covered each week, assigned readings, activities and assessments.
Similar to Culturally sensitive learning practices (20)
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
Presentation by Esther Tyson
principal of a secondary school in Jamaica for the panel presentation/discussion on the conference subtheme of collaboration and support
presentation by Dianne Oberg
Faculty of Education
University of Alberta, Canada
for the panel presentation/discussion on the conference subtheme: Collaboration and Support
This document summarizes initial research examining the relationship between home broadband adoption, student achievement, and rural households in Florida. Key findings include:
1) The top reasons for non-adoption of home broadband in rural Florida counties centered around perceptions of expense and lack of need, especially among Hispanic households.
2) Rural school districts with stronger broadband connections tended to have stronger student achievement in reading, even when accounting for factors like district spending and poverty levels.
3) Further research is needed to more definitively determine the relationships between location, home broadband access, and student performance as digital learning initiatives expand. School libraries and leaders have opportunities to advocate for greater connectivity and educate families on its benefits.
presentation on an analysis of datasets for California developed standards for the library program factors that provide conditions for students to meet library standard outcomes.
The document discusses the potential role of the teacher librarian in a bookless school library. It suggests that the library space could become a learning commons with flexible furniture and interactive digital displays. The teacher librarian's role would focus more on information literacy, providing training to teachers and online support to students. They would also take on the new role of resource creator, using their expertise to collaboratively develop digital learning resources with teachers that incorporate advanced technologies.
focuses on the portrayal of Caribbean culture in social studies books for young people that are widely used in North America and Britain in response to the demand for multicultureal materials to support the curriculum.
The document summarizes a study on the perceptions of graduating school librarians regarding professional standards and priorities. It found that the top issues were technology, funding, and information literacy. Other highly ranked issues included collaboration, advocacy, and the role of the school librarian. Perceptions varied between summer and fall graduates. The study provided insights into challenges faced by school librarians in applying standards.
This document discusses mobile learning and the future of education. It argues that learning is becoming more personalized, portable, and participatory due to new technologies. Formal education needs to shift from an industrial, one-size-fits-all model to one centered around the learner and incorporating new tools. Students should have access to one-to-one mobile devices that allow learning anywhere and through user-generated content. The future of learning lies outside traditional classrooms and involves continual, social learning over a lifetime. Teachers must help facilitate this new paradigm by utilizing online resources and becoming experts in information management and technology integration.
How an intensive collaboration between the National Portuguese Reading Plan and the School Libraries Network Programme plays an important role in the promotion of reading literacy, as a baseline to develop all kinds of other literacy abilities, empowering the role of school libraries and the collaborative work between the school community and the school library, by reporting one of the most significant projects, which shows the relevance of this partnership.
This presentation discusses the reality of school libraries in Brazil and the perspectives brought by a new federal law requiring libraries in all public schools. It describes Brazil's efforts to improve education for all children through better school libraries. Specifically, it highlights a successful library network in Belo Horizonte that employs qualified librarians and has specific funding. The new federal law is hoped to strengthen school librarianship across Brazil by mandating librarians in every school.
The full results from a 2008/2009 research study examining the application of a learning environment paradigm to the school library setting. Report the process of completing a comparative examination of the relationships among student perceptions of science programs and library programs with Third (ages 8 and 9), Fourth (ages 9 and 10) and Fifth (ages 10 and 11) Grades.
This document discusses teacher-librarian collaboration (CPT) in developing the curriculum for an International Baccalaureate (IB) world school in India. It provides background on the benefits of CPT based on research, including increased test scores. CPT involves librarians collaborating with teachers on curriculum development, instruction, and resource provision. The school library curriculum was created in 2007 based on research skills and instruction, gradually incorporating teacher inputs. CPT is outlined as the key to curriculum development at the school.
Queensland Academy of Health Sciences is a senior secondary high school offering IB Diploma Programme. As part of the Diploma students are required to complete a references research essay. Kuhlthau's ISP was adapted to provide students with a research structure.
This document discusses how online tools can be used to build collaborative communities for student group work. It describes how students were placed in groups to develop a PowerPoint presentation using online tools for communication and collaboration, including email, NeatChat, Skype and Google Docs. These tools helped the geographically isolated students communicate, collaborate in real-time, and feel more comfortable working together. Social bookmarking sites like Delicious were also introduced to help students organize information and share resources within a community of practice. The document evaluates the benefits and successes of using these online tools to enhance collaboration between students.
In the last 10 years there has been much speculation about the role of e-books and e-book readers. This presentation looks at the impact of e-book readers on publishing and reading, the types of e-book readers, their advantages and disadvantages.
This document discusses the concept of resilience and provides examples of how school libraries can promote resilience. It contains a quiz about resilience with questions and answers that test the reader's understanding. Examples are given of initiatives at school libraries in the US and New Zealand to promote resilience through programs, events, services and spaces. The importance of positive thinking, gratitude, strengths and optimism are discussed as ways to build resilience. The document encourages libraries to continue adapting and changing to meet students' needs as the world changes.
Monitoring and constantly upgrading the standards of Malaysia school resource centers (SRCs) is a long and tedious process. The Ministry of Education has come up with an innovative way to monitor the progress of the SRCs using an online management information system called iQ-PPS.
More from International Association of School Librarianship (20)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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 ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
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!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Culturally sensitive learning practices
1. Culturally-Sensitive
Learning Practices
Dr. Lesley Farmer
California State University Long Beach
lfarmer@csulb.edu
Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library
Association of Queensland, the 39th International Association of School Librarianship Annual
Conference, incorporating the 14th International Forum on Research in School Librarianship,
Brisbane, QLD Australia, 27 September – 1 October 2010.
3. Cultural Factors
Definition: group beliefs, social forms
and traits
Cultural assumptions subconscious,
norms and values are behaviors
Teaching tends to be surface so
problems can arise
4. written
oral
narrative
videos
simulations
electronic lecture isolated drill
tools based and practice
assessment contextualized
opportunities technology skills practice
enhanced based
communication
knowledge of modeling
environments how people learn
individual inquiry
self-study vs. group based case
studies
cooperative
learning by problems
learning
jigsaw design projects
learning
From: How People Learn (expanded edition), p. 22
5. Elearning Characteristics
Physical access to resources
Experiencing information formats
Intellectual access to resource: note
tech skills
Social learning
Digital natives vs. immigrants
6. Learner Cultural Characteristics
Language (primary/secondary,
usage, vocabulary)
Educational philosophy and
experience
Gender issues
Age-linked cultural norms
(generation, family, social realities
Knowledge of career
7. Hofstede’s Cultural Dimensions
Model
Power distance
Individualism vs. collectivism
Masculinity
Uncertainty avoidance
Note learning styles (field-
dependent, non-linear learning)
8. Biggs’ 3P Model
of Teaching and Learning
Presage: experiences before
learning
Process during learning
Products: outcomes of learning
Differentiation between surface
learning, deep approaches,
achievement orientation
9. Kalyanpur and Harry Cultural
Benchmarks
Cultural knowledge
Cultural awareness
Cultural sensitivity
Cultural competence: congruent
behaviors
Cultural proficiency: interaction
10. Language Issues
Language idioms/formality
Online benefits: translation, pacing,
anonymity
Communicating: plain language,
define terms, slow/clear,
rephrase/summarize, graphic
organizers
Check for understanding
Provide local language resources
visual cues (may mislead)
Note sports terms
12. Technology Teaching Issues
Equipment and connectivity
Tech experience and self-efficacy
Generational issues
Time differences
Evaluation of resources
Web: software, accessibility
Tech support
13. ID Cultural Adaptation Process
Model (Edmundson)
1. Evaluate complexity of content
2. Identify instructional methods and activities
3. Identify cross-cultural dimensions relative to
learning: motivation, collaboration, learner
control, teacher role, value of errors
4. Identify culturally-contextualized learner
preferences
14. Degrees of
Accommodation/Localization
Translate (simple words, neutral
content)
Find local resources and examples
Modularize with culture-specific learning
objects
Do locally
15. Future Trends
More cultural mash-ups (fluid
lines, identities, die-hards)
Information overload
Web 2.0 (peers, self-disclosure,
hierarchy, privacy)
16. 10 Tips
1. Clear info and expectations
2. Know students better (peers too)
3. Safe, comfortable class climate
4. Structure learning for meaning (culture)
5. Provide access to resources
6. Support/staffold learning
7. Give process/evaluation time
8. Study groups; help students express
knowledge
9. Timely, specific feedback
10. Help students self-monitor/demo competence