This document outlines a webquest for students on digital citizenship and digital etiquette. Students are tasked with identifying and explaining the essential rules of digital etiquette in groups. They will use websites to research digital citizenship themes and etiquette. Each group will then create a PowerPoint presentation to share their identified rules with the class. Students will be evaluated based on their note taking and the presentation slides they create and present.
A Workshop on how ot teach UX design, based on a one day workshop model. We cover exercise design, how people learn, and how to design the day. Originally Given at General Assemb.ly 12/15/13
Please feel free to reuse with credit.
Is it usable for people with disabilities?
We know a lot about how to meet the checkpoints for accessibility, but how well do you understand what makes a good experience for people with disabilities? Only getting out and seeing how people use your product will help you understand what makes it a delight to use --- or a pain. User research and usability testing should be part of your accessible UX toolkit.
What Counts as Learning: Open Digital Badges for New OpportunitiesSheryl Grant
What Counts as Learning: Open Digital Badges for New Opportunities is a free publication available here: http://dmlhub.net/publications/what-counts-learning
Open digital badges are simple tools that have the potential to change our current system of credentialing, creating ways to recognize more diverse learning pathways and opportunities for both learners and institutions for generations to come. How, then, do we go about building on this potential? How do we design relevant, innovative, and transformative badge systems that connect people’s multiple spheres of learning and link them to new opportunities?
This research is an early response to designing badge systems grounded in actual practice. It provides a building block for anyone interested in designing open digital badge systems, and also for educators, policymakers, technologists, humanists, scholars, and administrators who have a stake in how badge systems might impact learning, assessment, and opportunities for lifelong learners.
A Workshop on how ot teach UX design, based on a one day workshop model. We cover exercise design, how people learn, and how to design the day. Originally Given at General Assemb.ly 12/15/13
Please feel free to reuse with credit.
Is it usable for people with disabilities?
We know a lot about how to meet the checkpoints for accessibility, but how well do you understand what makes a good experience for people with disabilities? Only getting out and seeing how people use your product will help you understand what makes it a delight to use --- or a pain. User research and usability testing should be part of your accessible UX toolkit.
What Counts as Learning: Open Digital Badges for New OpportunitiesSheryl Grant
What Counts as Learning: Open Digital Badges for New Opportunities is a free publication available here: http://dmlhub.net/publications/what-counts-learning
Open digital badges are simple tools that have the potential to change our current system of credentialing, creating ways to recognize more diverse learning pathways and opportunities for both learners and institutions for generations to come. How, then, do we go about building on this potential? How do we design relevant, innovative, and transformative badge systems that connect people’s multiple spheres of learning and link them to new opportunities?
This research is an early response to designing badge systems grounded in actual practice. It provides a building block for anyone interested in designing open digital badge systems, and also for educators, policymakers, technologists, humanists, scholars, and administrators who have a stake in how badge systems might impact learning, assessment, and opportunities for lifelong learners.
Usability testing: rapid results when you need them. Have a question about whether a new feature or design idea works for users? It’s easy to find out early, so your design process is as responsive as your code. We'll look at ways to run quick usability test, how to find users in the wild, and when to add it to your project plan. Yes, it can be fast, good, and cheap.
Presentation at the dotgov design conference - March 27, 2015
Your ideas are really beautiful only inside your head, every time you try to share your idea the other person don't get it.
I want to teach you how to:
- generate many creative ideas
- share your ideas with others
- verify if they are valid
- get feedback on them properly
- present them
- create prototype of your application in a minute
If you are interested in the topics covered, further reading may include:
"Sketching User Experiences" by Bill Buxton
"Design is a Job" by Mike Monteiro
Designing to save lives: Government technical documentation Laurian Vega
In this presentation the speakers will discuss the methods and strategies of writing technical communication in the design of software for the government sector with the broader goal of evaluating best practices for how to create a positive user experience for a particular user group. Creating software for the government, and specifically in defense contracting, involves understanding a specific set of user needs and a variety of command and control net-centric contexts ranging from real-time analytics, cyber-situational awareness, to strategic and operational planning. The best practices for designing and writing for such a diverse set of needs involves tight integration with the software development team, stakeholders, and users such that the right words and elements are incorporated into the interface and that the technical documentation properly reflects the software’s features. The presenters will further discuss examples of content strategy driving from their industry experience and expertise.
What if the reason everyone seems so anti-LMS is that they are not structured correctly? LMS design, as one large single system, is setup to fail the OER community. MOOCs are at least a push in the right direction, but their frameworks are often closed, discouraging open development. If we had truly open, community driven platform for the creation of educational resources, we might see more truly OER materials being created.
This is the position ELMS Learning Network (ELMSLN) takes in its approach to edtech design. ELMSLN takes the major functionality of an LMS and spreads it out across a suite of open source tools. The experience is glued together by single-sign-on technologies like LTI to enable the best system selection for the job without sacrificing user experience.
These tools a built on a framework that includes other open systems such as Drupal and Piwik. Piwik allows for a Google analytics style framework but open source and data is hosted with whoever is utilizing it. This can used both for tracking and general data about students, or for statistical analysis of how effective OER are in reaching different global audiences.
Drupal 7, is a highly flexible yet complex CMS used to power high scale development projects. While Drupal is traditionally difficult to work with, ELMSLN packages it up in such a way that's easy both for code developers and content authors to understand. What it brings with it is a community of experts authoring functionality that can all be utilized to deliver courses and OER. The best part is that by aligning with this community, ELMSLN has access to the knowledge and expertise of thousands of contributed modules and highly trained developers who don't need to have any understanding of edtech in order to help improve it!
ELMSLN also comes packaged with support for LTI 1.0 provider capabilities for integration with current LMS offerings. This enables faculty at existing universities and colleges to keep their materials outside the LMS, yet still securely pass their traditional students through to their content seamlessly. ELMSLN's networked approach to edtech development, can allow OER material to reside in one toolset (out in the open) without fear of opening oneself up to PII or FERPA violations.
Part of the resistance to OER production is the technical and privacy barriers to participation, which are at the heart of how ELMSLN has been constructed. Attendees will walk away with a sense of the transformative nature of Drupal, who's using ELMSLN and how to get involved.
What to Expect Your First Year as an NAU Computer Science Major. Presented to the NAU ACM Club and the Computer Science Learning Community students. Tone is very casual.
Accessible UX: Beyond the checklist to great experiencesWhitney Quesenbery
Checklists, standards, and even patterns can only make sure that basic rules are followed. Even products that meet standards can be difficult or even impossible to use.
But the questions we want to focus on are:
- How easy, useful, efficient, and delightful is this?
- Is this something people want to use?
- Is it a great experience?
Presentation at IAAP 2015, October 22, 2015
A workshop about the ins and outs of assessment, including formative vs. summative assessment, and following each of Kirkpatrick's 4 levels, even in education, to produce higher-quality courses and programs that truly measure what they set out to measure.
Usability testing: rapid results when you need them. Have a question about whether a new feature or design idea works for users? It’s easy to find out early, so your design process is as responsive as your code. We'll look at ways to run quick usability test, how to find users in the wild, and when to add it to your project plan. Yes, it can be fast, good, and cheap.
Presentation at the dotgov design conference - March 27, 2015
Your ideas are really beautiful only inside your head, every time you try to share your idea the other person don't get it.
I want to teach you how to:
- generate many creative ideas
- share your ideas with others
- verify if they are valid
- get feedback on them properly
- present them
- create prototype of your application in a minute
If you are interested in the topics covered, further reading may include:
"Sketching User Experiences" by Bill Buxton
"Design is a Job" by Mike Monteiro
Designing to save lives: Government technical documentation Laurian Vega
In this presentation the speakers will discuss the methods and strategies of writing technical communication in the design of software for the government sector with the broader goal of evaluating best practices for how to create a positive user experience for a particular user group. Creating software for the government, and specifically in defense contracting, involves understanding a specific set of user needs and a variety of command and control net-centric contexts ranging from real-time analytics, cyber-situational awareness, to strategic and operational planning. The best practices for designing and writing for such a diverse set of needs involves tight integration with the software development team, stakeholders, and users such that the right words and elements are incorporated into the interface and that the technical documentation properly reflects the software’s features. The presenters will further discuss examples of content strategy driving from their industry experience and expertise.
What if the reason everyone seems so anti-LMS is that they are not structured correctly? LMS design, as one large single system, is setup to fail the OER community. MOOCs are at least a push in the right direction, but their frameworks are often closed, discouraging open development. If we had truly open, community driven platform for the creation of educational resources, we might see more truly OER materials being created.
This is the position ELMS Learning Network (ELMSLN) takes in its approach to edtech design. ELMSLN takes the major functionality of an LMS and spreads it out across a suite of open source tools. The experience is glued together by single-sign-on technologies like LTI to enable the best system selection for the job without sacrificing user experience.
These tools a built on a framework that includes other open systems such as Drupal and Piwik. Piwik allows for a Google analytics style framework but open source and data is hosted with whoever is utilizing it. This can used both for tracking and general data about students, or for statistical analysis of how effective OER are in reaching different global audiences.
Drupal 7, is a highly flexible yet complex CMS used to power high scale development projects. While Drupal is traditionally difficult to work with, ELMSLN packages it up in such a way that's easy both for code developers and content authors to understand. What it brings with it is a community of experts authoring functionality that can all be utilized to deliver courses and OER. The best part is that by aligning with this community, ELMSLN has access to the knowledge and expertise of thousands of contributed modules and highly trained developers who don't need to have any understanding of edtech in order to help improve it!
ELMSLN also comes packaged with support for LTI 1.0 provider capabilities for integration with current LMS offerings. This enables faculty at existing universities and colleges to keep their materials outside the LMS, yet still securely pass their traditional students through to their content seamlessly. ELMSLN's networked approach to edtech development, can allow OER material to reside in one toolset (out in the open) without fear of opening oneself up to PII or FERPA violations.
Part of the resistance to OER production is the technical and privacy barriers to participation, which are at the heart of how ELMSLN has been constructed. Attendees will walk away with a sense of the transformative nature of Drupal, who's using ELMSLN and how to get involved.
What to Expect Your First Year as an NAU Computer Science Major. Presented to the NAU ACM Club and the Computer Science Learning Community students. Tone is very casual.
Accessible UX: Beyond the checklist to great experiencesWhitney Quesenbery
Checklists, standards, and even patterns can only make sure that basic rules are followed. Even products that meet standards can be difficult or even impossible to use.
But the questions we want to focus on are:
- How easy, useful, efficient, and delightful is this?
- Is this something people want to use?
- Is it a great experience?
Presentation at IAAP 2015, October 22, 2015
A workshop about the ins and outs of assessment, including formative vs. summative assessment, and following each of Kirkpatrick's 4 levels, even in education, to produce higher-quality courses and programs that truly measure what they set out to measure.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
Pimp Your Post - Tips and Tricks for Jazzing up Intro Posts in Online coursesTracy Kelly
Tips and Tricks for jazzing up intro posts and icebreaker activities in online courses. Facilitated by Tracy Roberts and Gina Bennett for ETUG, Feb 2010
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thesis Statement for students diagnonsed withADHD.ppt
Digital etiquette
1. Oops, Your Manners Are Showing! Title Introduction Task Process Evaluation Conclusion Credits A WebQuest for 9th Grade about Digital Citizenship Designed by Ms. Zapata-Van Nostran [email_address] Based on a template from The WebQuest Page
2. Introduction Title Introduction Task Process Evaluation Conclusion Credits We’ve all been there! You’re sharing a meal with someone and you do something that causes them to stop and look at you like you’re from another planet. Having someone stop what they are doing to stare at you can be unnerving at best, but it might also cause you to wonder, “What do they all know that I don’t?” In every social situation there are expectations and rules (sometimes implied or directly stated) that govern the way that our culture behaves. This is true for online social interactions as well; also known as “Digital Etiquette” or “Netiquette”. Throughout this Webquest, you will be exploring answers to the question: What is digital etiquette and how do I practice it during my online interactions?
3. The Task Introduction Task Process Evaluation Conclusion Credits There are some simple, yet ESSENTIAL rules that should be followed when interacting with others on the internet. Your task is to identify and explain those rules associated with “digital etiquette” in your groups. Once your group has created an outline of all the rules, you will create a simple presentation using PowerPoint that you will share with the class. Title
4.
5. Evaluation Title Introduction Task Process Evaluation Conclusion Credits Beginning 20 Developing 30 Accomplished 40 Exemplary 50 Score Brainstorming Process/Note Sheet Student did not turn in evidence of brainstorming or note taking. Student turned in note taking sheet that included less than 2 defined words and/or less than 2 rules related to digital etiquette. Student turned in note taking sheet that included 2 defined words and 2 or more rules related to digital etiquette. Student turned in note taking sheet that included 3 or more defined words and 3 or more rules related to digital etiquette. Presentation Student did not create a slide and/or did not present a slide. Student created 1 slide, but did not present it or vice-versa. Student created 1 slide and presented it during the presentation. Student created 2 or more slides and/or presented 2 or more slides.
6. Conclusion Title Introduction Task Process Evaluation Conclusion Credits CONGRATULATIONS! You have completed your Webquest on digital etiquette. It is up to the rest of the class to present the other 8 themes of digital citizenship. Each theme is important to keep in mind when using the internet. Below are some other links that you may be interested in if you would like to learn more… http://www.brainpop.com/technology/computersandinternet/digitaletiquette/quiz/ http://www.nisd.net/digitalcitizen/
7. Credits & References Title Introduction Task Process Evaluation Conclusion Credits Images: http://www.officeclipart.com/office_clipart_images/business_person_or_sales_person_with_microphone_giving_presentation_at_white_board_0521-1005-1515-3155.html http://www.blogher.com/tips-teaching-children-table-manners Websites: http://www.digitalcitizenship.net/Nine_Elements.html http://www.brainpop.com/technology/computersandinternet/digitaletiquette/quiz/ http://www.nisd.net/digitalcitizen/ http://www.brainpop.com/technology/computersandinternet/digitaletiquette/
8. TEACHER PAGE Title Introduction Task Process Evaluation Conclusion Credits Honestly, I have no idea what to put here… I imagine, I would put notes about things that I want to emphasize. -I think it’s important to remind students that they have a limited amount of time to work on this in the lab and as a group. If they don’t utilize their time, they will not be given more time in class and will have to meet on their own. -I would also emphasize the rubric. I think students tend to overlook those.
![Oops, Your Manners Are Showing! Title Introduction Task Process Evaluation Conclusion Credits A WebQuest for 9th Grade about Digital Citizenship Designed by Ms. Zapata-Van Nostran [email_address] Based on a template from The WebQuest Page](https://image.slidesharecdn.com/digitaletiquette-120125123600-phpapp02/85/Digital-etiquette-1-320.jpg)
