The document summarizes an online workshop for faculty development on integrating technology into classroom pedagogy. A pre-workshop survey found that while faculty were comfortable with basic technology uses, they lacked training on student-centered applications. The 4-week workshop used hands-on exercises in the institution's online platform. Participants who completed both surveys showed increased technology integration and more positive attitudes. The workshop model was deemed effective and recommendations included expanding immersive workshop topics and assessing student learning outcomes.
This document discusses how Twitter was used to increase student engagement at Kendall College. Faced with a challenge of low retention rates, the college implemented a "Twitter experiment" across 13 hashtags and 10 professors. Students were prompted to do research, connect with industry leaders, and share ideas to engage with each other and faculty. Results showed that Twitter helped affirm student knowledge through interactions like followers, retweets and replies. While technical issues arose, overall Twitter was found to be a useful engagement tool when implemented properly with training for students and faculty. The document provides recommendations and resources for others wanting to integrate Twitter into their classes.
The document summarizes an online workshop for faculty development on integrating technology into classroom pedagogy. A pre-workshop survey found that while faculty were comfortable with basic technology uses, they lacked training on student-centered applications. The 4-week workshop used hands-on exercises in the institution's online platform. Participants who completed both surveys showed increased technology integration and more positive attitudes. The workshop model was deemed effective and recommendations included expanding immersive workshop topics and assessing student learning outcomes.
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
The document provides guidance on creating effective design prompts for workshops or real projects. It recommends that prompts involve a user group different than the students, have varied solution possibilities and potential for impact, and connect to curricular content. An example prompt is given related to redesigning the sports experience for amateur athletes. The document also describes a "charette" process for brainstorming potential student paths through a design challenge, including empathy experiences, problem reframing, and solution ideas. The goal is to quickly predict and discuss student progress to improve the design of the prompt and challenge.
This document discusses effective teaching approaches and strategies. It begins by asking if content knowledge is enough for effective teaching. It then outlines several instructional approaches like expository (lecture, mastery learning, direct instruction), hands-on (discovery learning, experiential learning, authentic activities), and interactive/collaborative (cooperative learning, reciprocal teaching). It emphasizes the importance of effective questioning techniques like wait time and discusses grouping students heterogeneously when possible to avoid tracking. Finally, it introduces the QAIT model which focuses on elements teachers can directly control to improve instruction.
This document provides guidance for making PD/SMSC sessions more student-led and independent. It recommends that the tutor take a less active role by providing questions in advance, briefly introducing topics, and allowing individual and group discussion time. The tutor should field questions and select the best student response to summarize. Making the sessions more personalized, flexible, and hands-on through activities like show-and-tell interviews can better engage difficult students and promote independent thinking and reflection. The goal is to shift the focus from the tutor talking to giving students ownership over the discussion.
The document provides an overview of a training session on teaching languages at key stage 3. It discusses several key points:
1. The session will reflect on what and how students are learning languages in key stage 3 and provide practical ideas to take away.
2. A working model of the key stage 3 curriculum will be discussed and sample activities modeled to demonstrate underlying principles.
3. Participants will have the opportunity to reflect on their own learning.
The document summarizes an online workshop for faculty development on integrating technology into classroom pedagogy. A pre-workshop survey found that while faculty were comfortable with basic technology uses, they lacked training on student-centered applications. The 4-week workshop used hands-on exercises in the institution's online platform. Participants who completed both surveys showed increased technology integration and more positive attitudes. The workshop model was deemed effective and recommendations included expanding immersive workshop topics and assessing student learning outcomes.
This document discusses how Twitter was used to increase student engagement at Kendall College. Faced with a challenge of low retention rates, the college implemented a "Twitter experiment" across 13 hashtags and 10 professors. Students were prompted to do research, connect with industry leaders, and share ideas to engage with each other and faculty. Results showed that Twitter helped affirm student knowledge through interactions like followers, retweets and replies. While technical issues arose, overall Twitter was found to be a useful engagement tool when implemented properly with training for students and faculty. The document provides recommendations and resources for others wanting to integrate Twitter into their classes.
The document summarizes an online workshop for faculty development on integrating technology into classroom pedagogy. A pre-workshop survey found that while faculty were comfortable with basic technology uses, they lacked training on student-centered applications. The 4-week workshop used hands-on exercises in the institution's online platform. Participants who completed both surveys showed increased technology integration and more positive attitudes. The workshop model was deemed effective and recommendations included expanding immersive workshop topics and assessing student learning outcomes.
Engage students with experiential learning in your classroomSean Glaze
A how-to interactive training for teachers to help them learn how to use experiential learning in their classroom. Easy and fun activities that they can immediately apply after the training event to engage students
The document provides guidance on creating effective design prompts for workshops or real projects. It recommends that prompts involve a user group different than the students, have varied solution possibilities and potential for impact, and connect to curricular content. An example prompt is given related to redesigning the sports experience for amateur athletes. The document also describes a "charette" process for brainstorming potential student paths through a design challenge, including empathy experiences, problem reframing, and solution ideas. The goal is to quickly predict and discuss student progress to improve the design of the prompt and challenge.
This document discusses effective teaching approaches and strategies. It begins by asking if content knowledge is enough for effective teaching. It then outlines several instructional approaches like expository (lecture, mastery learning, direct instruction), hands-on (discovery learning, experiential learning, authentic activities), and interactive/collaborative (cooperative learning, reciprocal teaching). It emphasizes the importance of effective questioning techniques like wait time and discusses grouping students heterogeneously when possible to avoid tracking. Finally, it introduces the QAIT model which focuses on elements teachers can directly control to improve instruction.
This document provides guidance for making PD/SMSC sessions more student-led and independent. It recommends that the tutor take a less active role by providing questions in advance, briefly introducing topics, and allowing individual and group discussion time. The tutor should field questions and select the best student response to summarize. Making the sessions more personalized, flexible, and hands-on through activities like show-and-tell interviews can better engage difficult students and promote independent thinking and reflection. The goal is to shift the focus from the tutor talking to giving students ownership over the discussion.
The document provides an overview of a training session on teaching languages at key stage 3. It discusses several key points:
1. The session will reflect on what and how students are learning languages in key stage 3 and provide practical ideas to take away.
2. A working model of the key stage 3 curriculum will be discussed and sample activities modeled to demonstrate underlying principles.
3. Participants will have the opportunity to reflect on their own learning.
This document outlines a workshop on developing reading skills for students. The workshop aims to discuss different types of reading tasks and creative works that can be used to motivate students and develop various skills. Participants will analyze sample reading tasks and creative works to identify what skills can be developed, potential benefits and limitations, and how these activities could be incorporated into eTwinning projects on active citizenship. Groups will present their analyses and the whole workshop will conclude with a discussion on skills developed and an exit ticket for participants.
This document outlines an instructional skills workshop that provides teachers a safe environment to receive meaningful feedback on their teaching. The workshop spans 4 days and includes introducing participants, developing lesson plans, teaching sample mini-lessons while receiving written and verbal feedback, and discussing feedback techniques. Participants are taught to give descriptive, specific, behavior-focused, and improvement-oriented feedback with a caring intent to ultimately improve teaching and student learning.
Strategies for effective lesson planning flipped classroomJames Folkestad
The document provides guidance on lesson planning for a flipped classroom. It defines a flipped classroom as one where typical lecture and homework elements are reversed - students watch video lectures at home and class time is used for exercises, projects, or discussion. The key steps in planning are: 1) Identifying learning objectives for videos and in-class activities using Bloom's Taxonomy; 2) Outlining the lesson plan using the STEPP method; 3) Developing video lectures that engage students; 4) Planning in-class activities to check understanding; and 5) Creating a timeline and being flexible. Reflection after teaching is also recommended.
Design Thinking for Educators: Brainstorming EngagementKim Ducharme
This was an interactive session for CAST's 2016 UDL Symposium. Participants learned to apply design thinking methods, user experience design tools, and the principles of Universal Design for Learning to instructional design.
Robogals SINE 2017 - STEM Workshop Communication EssentialsKelvin Lam
A short talk by myself on communications skills used in STEM workshops. Prepared for Robogals EMEA, an European arm of the international student-ran Female in STEM organisation, Robogals.
The document discusses pedagogical patterns, which are teaching strategies and best practices that are shared among educators. It describes the Pedagogical Pattern Project started in 1996 to observe, classify, and document effective teaching strategies for computer science courses. Patterns are described using a template including their name, description, context, solution, and related patterns. Examples provided are the "Early Bird" pattern of teaching important concepts early and often, and the "Toolbox" pattern. The repository of pedagogical patterns continues to be available online for educators to browse, assess in different subjects, and use the idea of collecting best practices in their teaching and research.
This document provides an overview of a workshop on adopting the Viewpoints approach for curriculum design at one's own institution. It discusses the Viewpoints framework and resources, phases of the Viewpoints workshop process, tips for facilitation, and potential outputs. The workshop would guide participants through exploring design principles, mapping them to a learner timeline, selecting implementation ideas, and agreeing an action plan. Using Viewpoints is intended to help course teams put the learner perspective at the forefront and holistically consider curriculum through an informal process.
The document outlines the structure and content of a workshop on writing effective texts. It discusses why it is important to write engaging texts, and provides tips and examples. Some key points covered include:
- The goals of the workshop and improving writing skills.
- Traditional formatting of training offerings.
- Components of a good text, including structure.
- Tips for writing training offerings effectively, such as using a question-answer-action format.
- Examples of catchy titles and introductions that intrigue readers.
This resource provides 10 drama-based activities for teachers to use active learning methodologies in their CSPE classroom, including exercises such as creating word poems, developing characters, freeze frames, thought tracking, debates, and role playing to explore citizenship topics in an engaging way. The document outlines the purpose and instructions for implementing each activity.
This document summarizes the implementation of a competence-based blended learning program at the Dutch Tax and Customs Organization. The goals were to train employees efficiently and keep their skills up to date. A blended model was designed using e-learning, self-study, group meetings, tasks and assessments. Teachers and students found the active learning approach engaging but time-consuming to implement. Initial results showed customized learning paths and modular curricula were effective. Refinements were needed around author support, teacher training and communication.
This document provides guidelines for authors to contribute chapters to an ebook exploring fun in education through engaging research methods. Authors will first create initial blog posts describing their research and methods through video interviews. Interactive workshops will then be held to generate discussions. Authors will use the interactions to edit their posts into peer-reviewed chapters for the book. The ebook aims to examine fun in education from a responsible research and innovation perspective, identify learner needs, and describe novel methods and their findings with recommendations through open and enjoyable approaches.
The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
Here are some tips for creating your MOOC materials:
- Keep videos short (5-10 mins max) and engaging with clear audio
- Use a script and practice to ensure good delivery
- Include visual aids, examples, diagrams to support your explanation
- Check video and audio quality before recording
- Consider using presentation tools like PowerPoint or Keynote
- Get feedback from others and make improvements
Have fun creating your MOOC materials! Remember the principles of good instructional design.
Self-awareness of how we learn as individuals and in teams becomes the springboard for change and innovative growth within academic institutions.
Together, we’ll explore:
- Nine learning strategies that work both pedagogically and practically
- How to use data to learn how learners learn
- Current methods for integrating and implementing learning strategies
- The learning principles of engagement, connection, interaction, attention, memory and reflection
This document calls for chapter submissions for a book exploring fun in education through engaging research methods. Authors are invited to submit a 400-word abstract and chapter outline describing a research method they used to study engagement, enjoyment or fun in education. Selected authors will then interact with readers through blog posts, workshops and other events to discuss their methods and generate questions. After incorporating reader feedback, authors will edit their posts into peer-reviewed book chapters. The book aims to examine fun in education from a Responsible Research and Innovation perspective in order to identify learner needs and priorities and describe novel, engaging methods and their findings.
The role of nudges in computer-mediated reflection guidance and specifically conversational reflection guidance - specifically, what types of nudges appear, and what are some of the challenges I'm thinking towards? This presentation also ties together earlier papers of mine, namely Fessl et al (2017), Wolfbauer et al. (2020, 2022) and Pammer & Prilla (2021).
This document provides an overview and schedule for a project work (PW) course. It discusses the rationale and curriculum framework for PW and techniques for facilitating group learning. The course runs over 7 sessions, with sessions 1 and 6-7 being pre-practicum and post-practicum respectively. Sessions 2-5 involve combined classes and practicum. Students will be assessed through portfolio entries, a written assignment, and oral and written reports on their PW project. The document then covers the objectives and key strategies of PW, including learning outcomes and a 30-week timeline. It discusses assessment criteria and deliverables. The second part focuses on facilitation techniques like information sharing, active listening, perceptive questioning, summarizing,
This document summarizes a presentation on staff development workshops aimed at stimulating academics' teaching practices. It discusses common staff development formats, more innovative formats explored in 6 HEA workshops, and themes that emerged from participant feedback. Workshops incorporating creative and interactive activities facilitated new ways of thinking and discussion that prompted some changes to participants' continuing professional development and consideration of implementing new approaches. However, the workshops' short duration and lack of follow up posed challenges to transferring learning and changing practice. The document recommends providing explicit theory, lengthening workshops, and follow up to better support impacts on teaching.
The document provides examples of how to structure class discussions to promote perspective taking and diversity. It describes a university psychology course that incorporates small group discussions of weekly articles. Students complete homework before class and presentations are followed by teacher-led discussion and 30 minutes of small group discussion. The document outlines formats for discussions, including generating thought-provoking questions and using discussion skills. It provides examples of discussion prompts and reflection questions to help students consider different perspectives and synthesize discussions. Sample class session plans describe generating questions from articles, conducting small group discussions, and having students journal about their discussions.
This document outlines a workshop on developing reading skills for students. The workshop aims to discuss different types of reading tasks and creative works that can be used to motivate students and develop various skills. Participants will analyze sample reading tasks and creative works to identify what skills can be developed, potential benefits and limitations, and how these activities could be incorporated into eTwinning projects on active citizenship. Groups will present their analyses and the whole workshop will conclude with a discussion on skills developed and an exit ticket for participants.
This document outlines an instructional skills workshop that provides teachers a safe environment to receive meaningful feedback on their teaching. The workshop spans 4 days and includes introducing participants, developing lesson plans, teaching sample mini-lessons while receiving written and verbal feedback, and discussing feedback techniques. Participants are taught to give descriptive, specific, behavior-focused, and improvement-oriented feedback with a caring intent to ultimately improve teaching and student learning.
Strategies for effective lesson planning flipped classroomJames Folkestad
The document provides guidance on lesson planning for a flipped classroom. It defines a flipped classroom as one where typical lecture and homework elements are reversed - students watch video lectures at home and class time is used for exercises, projects, or discussion. The key steps in planning are: 1) Identifying learning objectives for videos and in-class activities using Bloom's Taxonomy; 2) Outlining the lesson plan using the STEPP method; 3) Developing video lectures that engage students; 4) Planning in-class activities to check understanding; and 5) Creating a timeline and being flexible. Reflection after teaching is also recommended.
Design Thinking for Educators: Brainstorming EngagementKim Ducharme
This was an interactive session for CAST's 2016 UDL Symposium. Participants learned to apply design thinking methods, user experience design tools, and the principles of Universal Design for Learning to instructional design.
Robogals SINE 2017 - STEM Workshop Communication EssentialsKelvin Lam
A short talk by myself on communications skills used in STEM workshops. Prepared for Robogals EMEA, an European arm of the international student-ran Female in STEM organisation, Robogals.
The document discusses pedagogical patterns, which are teaching strategies and best practices that are shared among educators. It describes the Pedagogical Pattern Project started in 1996 to observe, classify, and document effective teaching strategies for computer science courses. Patterns are described using a template including their name, description, context, solution, and related patterns. Examples provided are the "Early Bird" pattern of teaching important concepts early and often, and the "Toolbox" pattern. The repository of pedagogical patterns continues to be available online for educators to browse, assess in different subjects, and use the idea of collecting best practices in their teaching and research.
This document provides an overview of a workshop on adopting the Viewpoints approach for curriculum design at one's own institution. It discusses the Viewpoints framework and resources, phases of the Viewpoints workshop process, tips for facilitation, and potential outputs. The workshop would guide participants through exploring design principles, mapping them to a learner timeline, selecting implementation ideas, and agreeing an action plan. Using Viewpoints is intended to help course teams put the learner perspective at the forefront and holistically consider curriculum through an informal process.
The document outlines the structure and content of a workshop on writing effective texts. It discusses why it is important to write engaging texts, and provides tips and examples. Some key points covered include:
- The goals of the workshop and improving writing skills.
- Traditional formatting of training offerings.
- Components of a good text, including structure.
- Tips for writing training offerings effectively, such as using a question-answer-action format.
- Examples of catchy titles and introductions that intrigue readers.
This resource provides 10 drama-based activities for teachers to use active learning methodologies in their CSPE classroom, including exercises such as creating word poems, developing characters, freeze frames, thought tracking, debates, and role playing to explore citizenship topics in an engaging way. The document outlines the purpose and instructions for implementing each activity.
This document summarizes the implementation of a competence-based blended learning program at the Dutch Tax and Customs Organization. The goals were to train employees efficiently and keep their skills up to date. A blended model was designed using e-learning, self-study, group meetings, tasks and assessments. Teachers and students found the active learning approach engaging but time-consuming to implement. Initial results showed customized learning paths and modular curricula were effective. Refinements were needed around author support, teacher training and communication.
This document provides guidelines for authors to contribute chapters to an ebook exploring fun in education through engaging research methods. Authors will first create initial blog posts describing their research and methods through video interviews. Interactive workshops will then be held to generate discussions. Authors will use the interactions to edit their posts into peer-reviewed chapters for the book. The ebook aims to examine fun in education from a responsible research and innovation perspective, identify learner needs, and describe novel methods and their findings with recommendations through open and enjoyable approaches.
The document summarizes reflections from participants in a workshop on enhancing teaching skills in small and large group settings. Key points include:
- Participants found reflecting on their teaching philosophies and styles through hands-on activities to be insightful and transformative.
- Discussions with others from different disciplines highlighted differences in approaches to teaching and provided new perspectives.
- While some group exercises were engaging, others lacked clear goals and focus, causing discussions to go off topic.
- Planning interactive lectures and considering strategies for small group teaching can help make lessons more engaging and support different learning styles.
Here are some tips for creating your MOOC materials:
- Keep videos short (5-10 mins max) and engaging with clear audio
- Use a script and practice to ensure good delivery
- Include visual aids, examples, diagrams to support your explanation
- Check video and audio quality before recording
- Consider using presentation tools like PowerPoint or Keynote
- Get feedback from others and make improvements
Have fun creating your MOOC materials! Remember the principles of good instructional design.
Self-awareness of how we learn as individuals and in teams becomes the springboard for change and innovative growth within academic institutions.
Together, we’ll explore:
- Nine learning strategies that work both pedagogically and practically
- How to use data to learn how learners learn
- Current methods for integrating and implementing learning strategies
- The learning principles of engagement, connection, interaction, attention, memory and reflection
This document calls for chapter submissions for a book exploring fun in education through engaging research methods. Authors are invited to submit a 400-word abstract and chapter outline describing a research method they used to study engagement, enjoyment or fun in education. Selected authors will then interact with readers through blog posts, workshops and other events to discuss their methods and generate questions. After incorporating reader feedback, authors will edit their posts into peer-reviewed book chapters. The book aims to examine fun in education from a Responsible Research and Innovation perspective in order to identify learner needs and priorities and describe novel, engaging methods and their findings.
The role of nudges in computer-mediated reflection guidance and specifically conversational reflection guidance - specifically, what types of nudges appear, and what are some of the challenges I'm thinking towards? This presentation also ties together earlier papers of mine, namely Fessl et al (2017), Wolfbauer et al. (2020, 2022) and Pammer & Prilla (2021).
This document provides an overview and schedule for a project work (PW) course. It discusses the rationale and curriculum framework for PW and techniques for facilitating group learning. The course runs over 7 sessions, with sessions 1 and 6-7 being pre-practicum and post-practicum respectively. Sessions 2-5 involve combined classes and practicum. Students will be assessed through portfolio entries, a written assignment, and oral and written reports on their PW project. The document then covers the objectives and key strategies of PW, including learning outcomes and a 30-week timeline. It discusses assessment criteria and deliverables. The second part focuses on facilitation techniques like information sharing, active listening, perceptive questioning, summarizing,
This document summarizes a presentation on staff development workshops aimed at stimulating academics' teaching practices. It discusses common staff development formats, more innovative formats explored in 6 HEA workshops, and themes that emerged from participant feedback. Workshops incorporating creative and interactive activities facilitated new ways of thinking and discussion that prompted some changes to participants' continuing professional development and consideration of implementing new approaches. However, the workshops' short duration and lack of follow up posed challenges to transferring learning and changing practice. The document recommends providing explicit theory, lengthening workshops, and follow up to better support impacts on teaching.
The document provides examples of how to structure class discussions to promote perspective taking and diversity. It describes a university psychology course that incorporates small group discussions of weekly articles. Students complete homework before class and presentations are followed by teacher-led discussion and 30 minutes of small group discussion. The document outlines formats for discussions, including generating thought-provoking questions and using discussion skills. It provides examples of discussion prompts and reflection questions to help students consider different perspectives and synthesize discussions. Sample class session plans describe generating questions from articles, conducting small group discussions, and having students journal about their discussions.
Similar to Didactical Concept of the MONSTER ACADEMY (20)
Six universities collaborated to develop a new module on digital competencies for teacher training programs. They created a MOOC lecture called "Teaching and Learning with New Media" that was implemented in the 2019 and 2020 summer semesters. In 2019, it was a blended format with the MOOC lecture and in-person exercises, while in 2020 it was fully online due to COVID-19. The MOOC aimed to provide open educational resources and increase digital competencies of pre-service teachers across the universities.
Open educational resources for language learning - a keynote at ISOLEC 2020Sandra Schön (aka Schoen)
This document discusses open educational resources (OER) for language learning. It begins by defining OER as any educational materials that are in the public domain or available with an open license, allowing free reuse or modification with attribution. The document provides examples of OER, including websites for learning Arabic, language learning resources on OER maps and portals, and open online courses for language tenses. It outlines the potentials of OER, such as easy collaboration, updating and translating materials. In particular, OER can help spread knowledge and even save lives by making critical information widely available.
This document outlines different research approaches and methods for studying technology-enhanced learning. It discusses three main research typologies: 1) hypothesis testing, exploratory, and design-based research approaches; 2) quantitative and qualitative research methods; and 3) research purposes like data collection, development, and analysis. For each typology, it provides examples and explanations of specific methods. A common challenge in this research field is that technologies are always new, which can lead to biases like an association of technologies with positive changes or novelty effects.
Was macht die Hochschule mit Videos? Was machen Videos mit der Hochschule? Sandra Schön (aka Schoen)
Unterlagen zur Keynote "WAS MACHT DIE HOCHSCHULE MIT VIDEOS? - WAS MACHEN VIDEOS MIT DER HOCHSCHULE?", DR. SANDRA SCHÖN, E-Learning-Tag der Berner Fachhochschule, 29. August 2018, Bern
Unterlagen für die Präsenzveranstaltung im Lehrgang Hochschuldidaktik T3C - Modul Bildungswissenschaftliche Forschungsmethoden - weiteres dazu in meinem Weblog.
Sandra Schön: Making mit Kindern und soziale Innovationen sowie die Erziehung zum unternehmerischen Denken und Handeln. Vortrag auf der MINT Zukunftskonferenz in Berlin, Bundesministerium für Wirtschaft und Energie, 12.12.2017
Internet der Dinge – mit einfachen Werkzeugen zu Ideen und Prototypen für Ope...Sandra Schön (aka Schoen)
Präsentationsunterlagen für den Workshop des Projekts Labs4SME bei der Salzburger Innovationtagung 2017 der ITG, 16.11.2017. Workshopleitung: Diana Wieden-Bischof, Sandra Schön, Eva Hollauf, Markus Lassnig und Petra Stabauer. Projektleitung bei der SRFG: Veronika Hornung-Prähauser.
Maker Education als ein Beitrag für eine neue europäische Entrepreneurship Ed...Sandra Schön (aka Schoen)
Vortrag am 5. Oktober 2017 in Eisenstadt auf der
eLearning Experts Conference 2017
Schule 4.0 – Lernen in einer digitalen Welt
Dr. Sandra Schön | Salzburg Research
Digitalisierung ist konsequent eingesetzt ein pädagogischer Mehrwert für das ...Sandra Schön (aka Schoen)
Sandra Schön, Martin Ebner, Martin Schön, Maria Haas: Digitalisierung ist konsequent eingesetzt ein pädagogischer Mehrwert für das Studium. Thesen zur Verschmelzung von analogem und digitalem Lernen auf der Grundlage von neun Fallstudien. Vortrag von Maria Haas auf der GMW-Tagung, Chemnitz, 6. September 2017
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Didactical Concept of the MONSTER ACADEMY
1. The MONSTER ACADEMY - Pedagogical Background of the Workshop “Educational theories and didactical concepts” TENCompetence winter school 2009 Monday, 2.2.09 Innsbruck, Grillhof Sandra Schaffert & Wolf Hilzensauer Salzburg Research
2.
3.
4.
5. Our Timeline …. THIS WORKSHOP THE WINTER SCHOOL TIME INTRO 10 MIN GROUPWORK 15 MIN INTRO 60 MIN GROUP WORK 40 MIN PRESENTATION (& SHORT DISCUSSION) COMMON REFLECTION 45 MIN INDIVIDUAL REFLECTION (online) ADDITIONAL DISCUSSIONS (if asked, also if not)