Digital storytelling involves weaving together various media like images, music, narrative and voice to tell a story. It draws on the ancient art of oral storytelling but with a modern, digital expression. The document discusses how digital storytelling can benefit both teachers and students in educational contexts. For teachers, it provides ways to present new material, develop students' skills, and address various literacies. For students, it generates interest, allows for creative expression, and appeals to diverse learning styles. The document also explores the process of creating digital stories and different tools that can be used.
The document provides an agenda for a workshop on digital storytelling. It discusses what digital storytelling is, elements to include, benefits, types of stories, how to create a storyboard, copyright issues, tools for creating stories, and examples of how teachers can use digital storytelling in the classroom. Resources for creating digital stories using tools like Animoto and VoiceThread are also presented.
The Digital Storytelling Cafe: Intro to digital storytelling with PhotostoryJen Hegna
Digital storytelling combines a story with digital visuals, text, narration, video and music. It revolves around a theme and viewpoint. Stories can be interactive and connected to other stories. Digital storytelling builds 21st century skills like creativity, critical thinking, problem solving and communication skills. It can be used to explore historical themes or teach informational topics. Teachers can use digital storytelling to engage students and make difficult content more understandable. The creation of digital stories involves researching a topic, writing a story, adding digital elements, and refining the final product.
This document provides an overview of the Fair Use Guidelines for Educational Multimedia. It begins by noting the document is a customizable template and should give attribution to its original developers. It then outlines the intent to introduce the guidelines and their development process. Key points include that the guidelines represent a consensus on extending fair use for educational multimedia projects, and provide portion limitations for different media types to determine fair use.
The document provides a grading rubric for a student digital storytelling project worth a maximum of 28 points across 7 categories: purpose, script quality, audio quality, image quality, use of editing software, choice of software, and content appropriateness. It also provides guidelines for original writing, using quotes and citations, and outlines what should be included in a final project report.
This document discusses using podcasts in classroom education. It covers topics like common podcast terms, accessing podcasts through different devices and programs, and considering how to incorporate podcasts into lesson planning. Some specific ways highlighted are using podcasts for collaborative assignments, engaging absent students, communicating with parents, and preparing substitute teachers. The document also explores integrating podcasts into elementary education and different subjects.
The document describes how to insert and format graphics in Writer documents. Key steps include:
- Inserting images from files by selecting Insert > Picture > From File and navigating to the image.
- Resizing, cropping, and formatting images using tools on the Picture toolbar.
- Creating simple drawings using tools on the Drawing toolbar and setting properties.
- Positioning graphics within the text by anchoring or placing them in frames.
The document discusses various formatting and editing tools available in Writer including finding and replacing text, inserting special characters, creating numbered and bulleted lists, setting up page layouts using styles, and changing page orientation. It provides instructions on how to perform tasks like defining tab stops, applying paragraph and character formatting, inserting page breaks, and setting up different page styles for the first page versus subsequent pages.
The document provides an agenda for a workshop on digital storytelling. It discusses what digital storytelling is, elements to include, benefits, types of stories, how to create a storyboard, copyright issues, tools for creating stories, and examples of how teachers can use digital storytelling in the classroom. Resources for creating digital stories using tools like Animoto and VoiceThread are also presented.
The Digital Storytelling Cafe: Intro to digital storytelling with PhotostoryJen Hegna
Digital storytelling combines a story with digital visuals, text, narration, video and music. It revolves around a theme and viewpoint. Stories can be interactive and connected to other stories. Digital storytelling builds 21st century skills like creativity, critical thinking, problem solving and communication skills. It can be used to explore historical themes or teach informational topics. Teachers can use digital storytelling to engage students and make difficult content more understandable. The creation of digital stories involves researching a topic, writing a story, adding digital elements, and refining the final product.
This document provides an overview of the Fair Use Guidelines for Educational Multimedia. It begins by noting the document is a customizable template and should give attribution to its original developers. It then outlines the intent to introduce the guidelines and their development process. Key points include that the guidelines represent a consensus on extending fair use for educational multimedia projects, and provide portion limitations for different media types to determine fair use.
The document provides a grading rubric for a student digital storytelling project worth a maximum of 28 points across 7 categories: purpose, script quality, audio quality, image quality, use of editing software, choice of software, and content appropriateness. It also provides guidelines for original writing, using quotes and citations, and outlines what should be included in a final project report.
This document discusses using podcasts in classroom education. It covers topics like common podcast terms, accessing podcasts through different devices and programs, and considering how to incorporate podcasts into lesson planning. Some specific ways highlighted are using podcasts for collaborative assignments, engaging absent students, communicating with parents, and preparing substitute teachers. The document also explores integrating podcasts into elementary education and different subjects.
The document describes how to insert and format graphics in Writer documents. Key steps include:
- Inserting images from files by selecting Insert > Picture > From File and navigating to the image.
- Resizing, cropping, and formatting images using tools on the Picture toolbar.
- Creating simple drawings using tools on the Drawing toolbar and setting properties.
- Positioning graphics within the text by anchoring or placing them in frames.
The document discusses various formatting and editing tools available in Writer including finding and replacing text, inserting special characters, creating numbered and bulleted lists, setting up page layouts using styles, and changing page orientation. It provides instructions on how to perform tasks like defining tab stops, applying paragraph and character formatting, inserting page breaks, and setting up different page styles for the first page versus subsequent pages.
Jaconette digital storytelling presentationtracjac
The document provides an overview of digital storytelling and dynamic media being used at Spectrum School. It discusses how 37 upper elementary students ages 9-12 are studying all subjects through an "Inspiration Africa" curriculum. The document defines digital storytelling and dynamic media, provides examples of student projects, and explains how these tools engage students and incorporate multiple intelligences and 21st century skills. It emphasizes that digital storytelling is a constructivist learning experience and discusses essential questions, resources, and assessment.
Digital storytelling involves combining narrative with digital media like images, sound, and video to create short films typically with an emotional component. Digital stories can be instructional, persuasive, historical, or reflective and generally last 2-5 minutes. They follow 7 elements of storytelling including point of view, dramatic question, emotional content, voice, soundtrack, economy, and pacing. The process involves writing a script, adding multimedia elements, and using software to create a movie. Digital storytelling allows people to teach beliefs and values, builds on oral tradition, and gives students experience with self-representation and digital media skills. It has educational uses like introducing new material and helping students develop communication, computer, and other skills.
Creating Digital Content for Learning Purposes in Sciences using Project Base...Chole Richard
This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams.
Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning.
Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves.
While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.
This document discusses digital storytelling as a way to engage students in learning. It defines digital storytelling as a new oral tradition that appeals to diverse learning styles. The goals are to generate student interest and motivation, increase collaborative research skills, and develop communication skills. The document provides examples of how digital storytelling can be integrated into the curriculum and outlines the steps teachers should take to implement digital storytelling projects in their classrooms.
Digital storytelling learning projects engage and inspire students by combining storytelling with digital media like graphics, audio, video and music. When students collaborate on digital storytelling projects, they develop research, critical thinking, communication and technical skills while learning about real-world topics. Creating digital stories allows students to take ownership of their learning and find their unique voice.
Digital storytelling learning projects engage and inspire students by connecting them to real-world issues and allowing them to be creative. When students work together on digital storytelling projects, they develop cooperation, communication, problem-solving and critical thinking skills. Integrating technology into collaborative projects increases these educational benefits and motivates students to invest more in their own learning.
Social storytelling: Evidencing a personal learning narrative through digital...XarahC
Presentation to accompany the "Social Storytelling" workshop at the Social Media in HE Conference, SHU 18 Dec 2015, by Sarah Copeland and John Couperthwaite
This document discusses how digital storytelling and dynamic media can be used to promote understanding in the classroom. It begins by outlining four essential questions about how these tools can be integrated and implemented successfully, especially in early elementary grades. Examples are provided of how Lois Craig Elementary currently uses technology. The document then discusses concepts like digital story rubrics, Nevada's first grade social studies standards, and buzz words related to digital storytelling and dynamic media. Tips and resources are provided for educators looking to get started with these tools in their own classrooms.
This document discusses project-based learning (PBL) in online environments. It emphasizes creating learner autonomy through scaffolding, interactive tools, and authentic assessments. Constructivist practices like PBL combined with learner-centered pedagogies (LCPs) provide best practices for online teaching. Tools and strategies discussed support collaboration, participation, and developing 21st century skills through student-centered projects.
This document discusses digital storytelling learning projects and their educational benefits. It provides guidance on how to create an effective digital story in 3 steps or less: (1) find a compelling story to tell, (2) map out the key elements and story structure, and (3) capture the audience's attention and keep it with your unique point of view. Examples of successful digital stories created by students of various ages are also presented.
This document discusses digital storytelling learning projects and their educational benefits. It provides guidance on how to create an effective digital story in 3 steps or less: (1) find a compelling story to tell, (2) map out the key elements and story arc, and (3) capture the audience's attention from the start and maintain it throughout the story. Digital storytelling engages students, improves learning outcomes, and nurtures lifelong learning skills.
The document discusses how Narragansett Public Schools is using digital literacy tools and strategies to increase student independence, participation, and demonstration of knowledge for students with disabilities to access the Common Core curriculum. Teachers are using apps, videos, and other digital media to engage students at different grade levels and for different subject areas like literacy, writing, speech therapy, and more. The goal is for students to show their learning in multiple ways through digital tools.
Creating Community: An Exhibition ExperienceTod Baker
The document discusses using technology tools like YouTube, Flickr, and social media platforms to enable student-centered, collaborative, and inquiry-based learning. It focuses on a Grade 5 exhibition at the Tianjin International School where students connected, created, and collaborated to explore the topic of energy resources. Teachers facilitated and guided students, while various online tools and social networks encouraged cooperation and information sharing to build community and communication.
This is the presentation from our session on Digital Storytelling at the CREATE professional development event at Shekou International School (China) on March 2, 2014
create.sis.org.cn
innovation.sis.org.cn
sis.org.cn
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
WordPress for the Humanities: Developing a Digital History Coursemichaeljkramer
The document discusses how digital tools like WordPress can help humanities scholars engage students in active, critical analysis of primary sources from a digital archive. It describes a collaboration between various university departments to build a digital repository of archival materials linked to a networked WordPress blog. This allows students to develop historical and digital skills through mini-projects annotating and analyzing archival objects. Their work is brought together in final research projects that explore connections between individual interpretations and collective analysis. The digital tools enable core historical practices like moving from evidence to interpretation to developing new knowledge and constructing historical narratives.
Using Digital Media for Inquiry-Based Instruction Renee Hobbs
Renee Hobbs offers a workshop to educators at the the Near East South Asia Council of Overseas Schools (NESA) Winter Training Institute in Muscat, Oman
This document summarizes a kick off meeting for a grant focused on developing a community of practice for faculty engaged in critical digital pedagogy. It introduces the grant team members and provides an overview of the grant activities, which include workshops, lectures, and discussions over the course of the fall 2016 and spring 2017 semesters. The goal is to help 50% of participants develop digital assignments for their courses and to foster an ongoing community around critical approaches to digital tools and pedagogy. Upcoming lectures and workshops are announced that will explore topics like designing for agency in the digital ecosystem and designing digital assignments.
Terri and Paulina partnered to develop an 8-week digital storytelling curriculum using Web 2.0 tools. They conducted workshops at a local elementary school where students created 3-5 minute digital stories on topics of personal interest using assets like images, music, and voiceovers. Their goals were to enhance writing skills through visual storytelling, enable peer collaboration, and increase awareness of copyright. They documented challenges like limited time and technology access but saw increased student engagement through connecting to interests like filmmaking.
This document provides an overview of digital storytelling. It discusses what digital storytelling is, how it combines various multimedia elements like graphics, text, audio and video. It explains that digital storytelling engages and inspires students when traditional storytelling meets the digital age. Examples are provided of student digital storytelling projects on topics like immigration and presentations to public audiences. The document outlines the educational benefits of digital storytelling, including increased student engagement, learning by doing, and developing 21st century skills like research, writing and communication. It also provides resources and guidelines for creating digital stories through tools like PowerPoint and PhotoStory and collaborating on projects.
This document discusses digital storytelling as an educational tool for teachers and students. It is comprised of 2-4 minute multimedia presentations that incorporate a first-person narrative, images, and an audio track. For teachers, digital storytelling can be used to present new material, provide background knowledge, engage students, and enhance lessons. For students, it generates interest, allows for creative expression, and appeals to diverse learning styles. The document also outlines some of the skills developed through digital storytelling like digital literacy, critical thinking, creativity, writing, and communication. It notes positive observations from teachers such as increased homework completion and engagement. Finally, it provides guidance on the storytelling process and lists some common tools used like Movie Maker, Photo
This document provides instructions for creating an educational slide presentation using OpenOffice Impress. It outlines how to:
1. Create slides and insert text within text boxes.
2. Format slides by adding numbered lists and changing background colors.
3. Insert graphics and clipart.
4. Save, view, and print the Impress presentation.
The document then provides step-by-step directions for opening an example Impress file, adding two new slides, entering and formatting slide titles, and applying text effects like shadows.
Jaconette digital storytelling presentationtracjac
The document provides an overview of digital storytelling and dynamic media being used at Spectrum School. It discusses how 37 upper elementary students ages 9-12 are studying all subjects through an "Inspiration Africa" curriculum. The document defines digital storytelling and dynamic media, provides examples of student projects, and explains how these tools engage students and incorporate multiple intelligences and 21st century skills. It emphasizes that digital storytelling is a constructivist learning experience and discusses essential questions, resources, and assessment.
Digital storytelling involves combining narrative with digital media like images, sound, and video to create short films typically with an emotional component. Digital stories can be instructional, persuasive, historical, or reflective and generally last 2-5 minutes. They follow 7 elements of storytelling including point of view, dramatic question, emotional content, voice, soundtrack, economy, and pacing. The process involves writing a script, adding multimedia elements, and using software to create a movie. Digital storytelling allows people to teach beliefs and values, builds on oral tradition, and gives students experience with self-representation and digital media skills. It has educational uses like introducing new material and helping students develop communication, computer, and other skills.
Creating Digital Content for Learning Purposes in Sciences using Project Base...Chole Richard
This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams.
Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning.
Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves.
While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.
This document discusses digital storytelling as a way to engage students in learning. It defines digital storytelling as a new oral tradition that appeals to diverse learning styles. The goals are to generate student interest and motivation, increase collaborative research skills, and develop communication skills. The document provides examples of how digital storytelling can be integrated into the curriculum and outlines the steps teachers should take to implement digital storytelling projects in their classrooms.
Digital storytelling learning projects engage and inspire students by combining storytelling with digital media like graphics, audio, video and music. When students collaborate on digital storytelling projects, they develop research, critical thinking, communication and technical skills while learning about real-world topics. Creating digital stories allows students to take ownership of their learning and find their unique voice.
Digital storytelling learning projects engage and inspire students by connecting them to real-world issues and allowing them to be creative. When students work together on digital storytelling projects, they develop cooperation, communication, problem-solving and critical thinking skills. Integrating technology into collaborative projects increases these educational benefits and motivates students to invest more in their own learning.
Social storytelling: Evidencing a personal learning narrative through digital...XarahC
Presentation to accompany the "Social Storytelling" workshop at the Social Media in HE Conference, SHU 18 Dec 2015, by Sarah Copeland and John Couperthwaite
This document discusses how digital storytelling and dynamic media can be used to promote understanding in the classroom. It begins by outlining four essential questions about how these tools can be integrated and implemented successfully, especially in early elementary grades. Examples are provided of how Lois Craig Elementary currently uses technology. The document then discusses concepts like digital story rubrics, Nevada's first grade social studies standards, and buzz words related to digital storytelling and dynamic media. Tips and resources are provided for educators looking to get started with these tools in their own classrooms.
This document discusses project-based learning (PBL) in online environments. It emphasizes creating learner autonomy through scaffolding, interactive tools, and authentic assessments. Constructivist practices like PBL combined with learner-centered pedagogies (LCPs) provide best practices for online teaching. Tools and strategies discussed support collaboration, participation, and developing 21st century skills through student-centered projects.
This document discusses digital storytelling learning projects and their educational benefits. It provides guidance on how to create an effective digital story in 3 steps or less: (1) find a compelling story to tell, (2) map out the key elements and story structure, and (3) capture the audience's attention and keep it with your unique point of view. Examples of successful digital stories created by students of various ages are also presented.
This document discusses digital storytelling learning projects and their educational benefits. It provides guidance on how to create an effective digital story in 3 steps or less: (1) find a compelling story to tell, (2) map out the key elements and story arc, and (3) capture the audience's attention from the start and maintain it throughout the story. Digital storytelling engages students, improves learning outcomes, and nurtures lifelong learning skills.
The document discusses how Narragansett Public Schools is using digital literacy tools and strategies to increase student independence, participation, and demonstration of knowledge for students with disabilities to access the Common Core curriculum. Teachers are using apps, videos, and other digital media to engage students at different grade levels and for different subject areas like literacy, writing, speech therapy, and more. The goal is for students to show their learning in multiple ways through digital tools.
Creating Community: An Exhibition ExperienceTod Baker
The document discusses using technology tools like YouTube, Flickr, and social media platforms to enable student-centered, collaborative, and inquiry-based learning. It focuses on a Grade 5 exhibition at the Tianjin International School where students connected, created, and collaborated to explore the topic of energy resources. Teachers facilitated and guided students, while various online tools and social networks encouraged cooperation and information sharing to build community and communication.
This is the presentation from our session on Digital Storytelling at the CREATE professional development event at Shekou International School (China) on March 2, 2014
create.sis.org.cn
innovation.sis.org.cn
sis.org.cn
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
WordPress for the Humanities: Developing a Digital History Coursemichaeljkramer
The document discusses how digital tools like WordPress can help humanities scholars engage students in active, critical analysis of primary sources from a digital archive. It describes a collaboration between various university departments to build a digital repository of archival materials linked to a networked WordPress blog. This allows students to develop historical and digital skills through mini-projects annotating and analyzing archival objects. Their work is brought together in final research projects that explore connections between individual interpretations and collective analysis. The digital tools enable core historical practices like moving from evidence to interpretation to developing new knowledge and constructing historical narratives.
Using Digital Media for Inquiry-Based Instruction Renee Hobbs
Renee Hobbs offers a workshop to educators at the the Near East South Asia Council of Overseas Schools (NESA) Winter Training Institute in Muscat, Oman
This document summarizes a kick off meeting for a grant focused on developing a community of practice for faculty engaged in critical digital pedagogy. It introduces the grant team members and provides an overview of the grant activities, which include workshops, lectures, and discussions over the course of the fall 2016 and spring 2017 semesters. The goal is to help 50% of participants develop digital assignments for their courses and to foster an ongoing community around critical approaches to digital tools and pedagogy. Upcoming lectures and workshops are announced that will explore topics like designing for agency in the digital ecosystem and designing digital assignments.
Terri and Paulina partnered to develop an 8-week digital storytelling curriculum using Web 2.0 tools. They conducted workshops at a local elementary school where students created 3-5 minute digital stories on topics of personal interest using assets like images, music, and voiceovers. Their goals were to enhance writing skills through visual storytelling, enable peer collaboration, and increase awareness of copyright. They documented challenges like limited time and technology access but saw increased student engagement through connecting to interests like filmmaking.
This document provides an overview of digital storytelling. It discusses what digital storytelling is, how it combines various multimedia elements like graphics, text, audio and video. It explains that digital storytelling engages and inspires students when traditional storytelling meets the digital age. Examples are provided of student digital storytelling projects on topics like immigration and presentations to public audiences. The document outlines the educational benefits of digital storytelling, including increased student engagement, learning by doing, and developing 21st century skills like research, writing and communication. It also provides resources and guidelines for creating digital stories through tools like PowerPoint and PhotoStory and collaborating on projects.
This document discusses digital storytelling as an educational tool for teachers and students. It is comprised of 2-4 minute multimedia presentations that incorporate a first-person narrative, images, and an audio track. For teachers, digital storytelling can be used to present new material, provide background knowledge, engage students, and enhance lessons. For students, it generates interest, allows for creative expression, and appeals to diverse learning styles. The document also outlines some of the skills developed through digital storytelling like digital literacy, critical thinking, creativity, writing, and communication. It notes positive observations from teachers such as increased homework completion and engagement. Finally, it provides guidance on the storytelling process and lists some common tools used like Movie Maker, Photo
This document provides instructions for creating an educational slide presentation using OpenOffice Impress. It outlines how to:
1. Create slides and insert text within text boxes.
2. Format slides by adding numbered lists and changing background colors.
3. Insert graphics and clipart.
4. Save, view, and print the Impress presentation.
The document then provides step-by-step directions for opening an example Impress file, adding two new slides, entering and formatting slide titles, and applying text effects like shadows.
The document provides instructions for various spreadsheet functions and formatting in Calc, including entering and formatting data, inserting and deleting rows and columns, using formulas and functions, copying and pasting cells, creating charts from data, formatting charts, adding headers and footers, and printing specific parts of the spreadsheet. Key steps include using formulas with cell references, copying the formula down a column, selecting data ranges to plot on a chart, customizing the chart layout and colors, and setting print ranges to control what parts of the spreadsheet are printed.
This lesson teaches how to create and interpret a cash flow statement in a spreadsheet. It shows how to apply bold formatting to text, create formulas to add, subtract and multiply values. The lesson opens a sample cash flow statement file and teaches how to calculate total cash disbursements, income taxes, and net change in cash for each month using formulas.
This document provides instructions for performing various tasks in a spreadsheet program, including entering data, performing calculations with formulas, formatting cells and sheets, inserting charts and graphs, and printing options. Key points covered include entering numbers and text, inserting and deleting rows and columns, using basic math formulas like addition and subtraction, copying and filling formulas, creating a sine graph with an XY chart, customizing the chart appearance, and setting headers and footers for printing. The document provides step-by-step guidance for completing common spreadsheet tasks.
This document provides lesson objectives and instructions for creating a personal balance sheet in Calc. The key points covered are:
1) How to enter text labels and numeric values to complete a personal balance sheet worksheet. Formatting cells to display values as currency.
2) Using the SUM function to automatically calculate totals within a worksheet by summing ranges of cells. Manually creating formulas to sum values across non-adjacent cells and worksheets.
3) The document provides detailed step-by-step instructions on completing these tasks to fully construct and calculate an example personal balance sheet.
This document provides instructions for creating a monthly household expense spreadsheet using OpenOffice Calc. It will teach how to enter text and numbers in cells, use the SUM function to add cell values, and create charts from worksheet data. The lesson has students complete a sample budget spreadsheet by entering expense categories and amounts for each month to become familiar with basic Calc functions.
This document covers basic text editing functions in OpenOffice Writer such as selecting, cutting, copying, and pasting text. It describes how to select individual words and non-consecutive text using the mouse or keyboard. The document explains how to cut, copy, and paste text within and between documents, and how pasted text can take on formatting or be unformatted. It also briefly mentions selecting and working with vertical blocks of text.
1) The document provides instructions on how to format a research paper using OpenOffice Writer, including displaying non-printing characters, inserting page numbers in headers, adding footnotes, inserting page breaks, and sorting references.
2) Formatting tasks covered are setting line numbers and fonts, formatting paragraph indents, changing text alignment, and creating hanging indents.
3) The document explains how to use spelling check and word count tools to review the research paper.
In this lesson, students will learn:
1. The three common types of resumes (chronological, modified chronological, and functional) and their advantages and disadvantages.
2. How to insert and format text within OpenOffice.org Writer, including adding text to an existing resume.
3. How to save documents in commonly supported file formats and check documents for spelling errors using Writer's built-in spell check tool.
This document contains a formative assessment report card for a course on Web Communications. The report card evaluates student performance on 8 lessons based on a 4-point scale: A for advanced, B for intermediate, C for basic, and D for needs to learn again. The lessons include creating and maintaining email accounts, adding contacts, composing emails with rich text, setting up account settings, organizing emails using filters, using Gmail labs, using email clients, and web conferencing. The report card will be used to provide students with feedback on their understanding of the course content.
The document outlines a computer operations program with 5 lessons: 1) working with computers, 2) information storage and retrieval, 3) safety and security, 4) maintenance of computer, and 5) working with a PC. Each lesson covers different computer-related topics and skills. Student performance is assessed using letters A through D to indicate their level of understanding from advanced to needs to learn again.
This document contains the grades and modules covered in the AlphaTech computer literacy program. The program consists of 10 modules that cover basic computer concepts like hardware, software, operating systems and applications. It also covers internet topics like email, messaging and security. Students receive formative assessment grades of A, B, C or D in each module to track their progress in learning foundational digital literacy skills.
This 10-15 hour training program teaches intermediate communication skills and is at Level-2 of the ICT Training Framework. The program covers skills for sending and receiving emails, including attachments, signatures, organization, and backups. It also teaches chatting, voice chatting, video conferencing, and using communication tools like email clients. The objectives are to become proficient at communication technology and learn basic and intermediate skills for a variety of web-based communication tools.
This 10-15 hour training program teaches basic and intermediate internet skills and aims to help users become power users of the world wide web. The program covers topics like internet connections, browser tools, search techniques, online communications, security, and safety. Upon completion, users will have the skills to connect to the internet, use a browser, search for and retrieve information, and work safely online.
This 10-15 hour training program is at Level-2 of the ICT Training Framework and teaches basic to intermediate PC skills including terminology, interface, settings, internet, file management, security, maintenance, troubleshooting, and installation. The objectives are to become a power PC user, learn operating skills, and respond to errors efficiently and safely. Assignments and OCR qualifications are included.
The document summarizes an entry-level technology training program called Alpha-Tech. The program is designed for teachers with little computer experience. It provides basic instruction on computer operations, the internet, email, word processing, spreadsheets, presentations, and more. The flexible training can be completed through contact sessions or self-study, and is assessed through a test or assignments. The goal is for learners to develop practical digital skills and confidence to use technology in their routine work.
This document provides an overview of various topics related to internet operations and online communication. It covers connecting to the internet, browsing the web, searching for information, managing and downloading content, online communication, safety and security issues, copyright, and troubleshooting problems. Quizzes and additional resources are included for each section to help users learn more about the different aspects of using the internet.
The document provides information on various computer operations topics including starting and shutting down computers, using the interface and system settings, accessing the internet, terminology, managing and storing files and information, safety and security best practices like using strong passwords and avoiding viruses, maintaining computers and printers, and troubleshooting issues. It also discusses hardware and software installation and management.
The document outlines an Alpha Tech Program trainer kit that aims to remove fear, be simple and fun, and teach computer basics like operating systems, the internet, email, and digital media through modules that cover topics such as word processing, spreadsheets, and presentations. The trainer kit includes lessons on computer parts, starting and shutting down computers, using keyboards and mice, basic terminology, and introduces functions of operating systems, the internet, email, and instant messaging.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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
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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
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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.
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.
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 ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
6. Digital Storytelling … is the modern expression of the ancient art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights. -- Digital Storytelling Association
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9. What’s in it for me: Teacher Way to present new material Way to give background knowledge Hook...way to get them to be interested Enhancement for current lessons Helpful way to retain new information "The Educational Uses of Digital Storytelling" by Bernard R. Robin
10. What’s in it for me: Teacher Develop: Research Skills Writing Skills Organization Skills Technology Skills Presentation Skills Interview Skills Interpersonal Skills Problem-Solving Skills Assessment Skills "The Educational Uses of Digital Storytelling" by Bernard R. Robin
11. What’s in it for me: Teacher Literacy's addressed: Digital Global Technology Visual Information "The Educational Uses of Digital Storytelling" by Bernard R. Robin
12. What’s in it for me: Student Generates Interest Tunes in to students' creative talents Allows for expression of ideas and opinions Promotes narration. Appeals to students with diverse learning styles. "The Educational Uses of Digital Storytelling" by Bernard R. Robin
38. Examples: Older Students Presentation, Immunity https://www.msu.edu/~terbrack/student%20work/Attack%20of%20the%20pathogensKP.ppt Movie, Bernoulli Principle http://it.seattleschools.org/BEXlevy/activities/movie-maker/movie-maker/ Photo Story, Puerto Rico http://digitalstorytelling.coe.uh.edu/places.html Digital Storytelling Initiative: My Potato Story http://dsi.kqed.org/index.php/contest/about/C24/ Takeaway
59. Developed from Microsoft Digital Storytelling E-book Collaborator Mary Lane Potter writer, teacher, editorhttp://members.authorsguild.net/marylapotter
Combine Graphics, Text, Audio , Video, MusicTo Communicate about a Theme/ TopicTo Create a Digi-story
When the ancient tradition of storytelling meets the digital age, learning blossomsExcitingEngagingCompellingInspiring
Life Academy, San Francisco History Project (“Immigration”) Interviewed family members Wrote and Revised scriptsProduced Videos Presented to a Public AudienceWatch this video (“Literacy, ELL, and Digital Storytelling: 21st Century Learning in Action”) to hear these students and their two teachers talk about what made this semester-long history project so powerful for the class and the community.
Highlight: Several spoke of how proud they were of what they had written and produced. Others noted that they voluntarily put in more time and effort because they were dealing with issues that mattered to them.Engagement with real-world issuesCareful analysisExcitement about learningInvestment in their own performanceConflict resolutionCommunity Connections
Brain-research suggests that human-beings are hardwired to…
Encourages research by helping students invest in issues and engagingthem in dynamic, interactive processes of learning.• Fosters critical thinking skills, helping students think more deeply, clearly,and complexly about content, especially when that content is challenging.It gives them practice in the skills of sequencing, logic, and constructinga persuasive argument. Creating storyboards and then editing storiesreinforces these skills.• Encourages students to write and to work at becoming better writers.Many students don’t think of themselves as writers or are daunted by thewriting process. Writing, revising, and editing scripts for digistories makesthis process natural and enjoyable. It promotes student-initiated revisioninstead of editing according to a teacher’s markups or a grade requirement.• Gives students a voice. It empowers them to find their own unique pointof view and relationship to the material they’re investigating and to expressthat viewpoint more fully and clearly. Many students find that sharing theirdigistories is far less threatening than reading their writing out loud.• Tells a personal narrative. Enables students to share about themselves,such as a key turning point in their life or their family history. Digistoriescan embody the story of someone else, where the student takes on theirpersona and shares from their point of view.• Helps students retain knowledge longer. Researchers at GeorgetownUniversity discovered that the emotional aspect of telling stories improveslearning because it helps students remember what they have learned.• Enhances learning by encouraging students to communicateeffectively. It also promotes classroom discussion, community awareness,global awareness, and a connection between what students do in theclassroom and the wider community. Posting students’ digistory projectson class web sites or school portals reinforces these connections andimproves communication.• Helps students make a connection between what they learn in theclassroom and what goes on outside of the classroom. Digistory projectsare geared toward performance, a skill essential for success in the realworld. They also lend themselves naturally to the form of many commonpublic presentations, such as museum docent talks, photo essays, anddocumentary films, giving students practice in real-world skills.• Encourages creativity, helping students open up new ways of thinkingabout and organizing material. This new medium promotes thedevelopment of multiple channel intelligence and communication,blending intellectual thought, research, emotion, and publiccommunication.• Works well with portfolio assessment. For expert advice on how touse electronic portfolios and digital storytelling for “lifelong and life-widelearning,” visit Dr. Helen Barrett’s web site.• Promotes digital literacy. Becoming proficient in digital skills isfundamental to students’ success in the 21st century.1 Knowledge Retentionhttps://digitalcommons.georgetown.edu/projects/digitalstories/affective-learning/2 Creativityhttps://gdc.georgetown.edu/projects/digitalstories/multimedia-distinctive/2/3/3 Portfolio Assessmenthttp://electronicportfolios.org/Summaryhttp://digitalstorytelling.coe.uh.edu/powerpoint.htmlInterviewshttps://digitalcommons.georgetown.edu/projects/digitalstories/Portfolioshttp://electronicportfolios.org/digistory/index.htmlLanguage Learninghttp://digitalstorytelling.coe.uh.edu/esl.htmlWriting Skillshttp://www.cec.sped.org/AM/Template.cfm?Section=Search&template=/CM/HTMLDisplay.cfm&ContentID=11288Vocational Educationhttp://www.icvet.tafensw.edu.au/ezine/year_2006/feb_apr/feature_digital_storytelling.htm
Are critical thinkers.Evaluate information for authenticity, relevance and bias.Evaluate tools for applicability and effectiveness. Intuitively filter and focus.
Set the bar high
Ref: Pg 5, MS e bookKG, Grade 1-2, Movie, Books we readhttp://www.moviemaking.ecsd.net/Elementary Grades, Movie, Similar Triangleshttp://it.seattleschools.org/BEXlevy/activities/movie-maker/movie-maker/Elementary Grades, Movie, Science Projectshttp://www.sciencekids.co.nz/studentpagesmovies.htmlTibetan Students, Life in Exilehttp://www.bridgesweb.org/projects/gallery-public.htmlStudents Worldwide, Bridges to Understandinghttp://www.bridgesweb.org/Grade 5, e.g. attending a baseball gamehttp://edweb.fdu.edu/folio/FrancoE/ST/MyExamples.htmlElementary Grades, e.g. art, heroes, poetry, decisions, 9/11http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/studentstories.html
Ref: Pg 6, MS e bookPresentation, Vietnam Warhttp://it.seattleschools.org/BEXlevy/activities/office-2007/powerpoint/powerpoint-examples/ESL Student Projects: Black Historyhttp://faculty.lagcc.cuny.edu/eiannotti/Level8.1/videos/Blackhistory.wmvESL Student Projects: More Exampleshttp://faculty.lagcc.cuny.edu/eiannotti/Student Stories : art, health, language, science, math, culture, personal reflection…http://digitalstorytelling.coe.uh.edu/Stories for Change: passions, friendships, struggles, illnesses, differences…http://storiesforchange.net/topics/youthDigital Storytelling Initiative: showcased storieshttp://dsi.kqed.org/index.php/contest/Niles Township High School: student-made digistorieshttp://www.digitalstories.org/
Ref: Pg 7-8, MS e bookHow to use DS in your classroomhttp://www.edutopia.org/use-digital-storytelling-classroomLet your students teach youhttp://www.edutopia.org/economic-stimulus-education-technology-californiaDS Story Center Cookbookhttp://www.storycenter.org/cookbook.pdfHow to use Storyboardinghttp://digitalstorytelling.coe.uh.edu/storyboarding.htmlMore on Storyboardinghttp://www.techteachers.com/digstory/storyboards.htmHow to use images: examplehttp://www.youtube.com/watch?v=gRR0-7EFhlc&feature=PlayList&p=ADF67E48B06653F3&playnext=1&playnext_from=PL&index=26University of Houston: essentials, tutorials, examples, tips…http://digitalstorytelling.coe.uh.edu/Center for DS: case-studies, examples, workshops, articles, books…http://www.storycenter.org/Digital Citizenship: free curriculum http://www.digitalcitizenshiped.com/David Brear’s Site: a middle school-teacher collection of resourceshttp://members.shaw.ca/dbrear/dst.htmlMeg Ormiston’s Site: a collection of resources for educatorshttp://www.techteachers.com/digitalstorytelling.htmJudith Rance-Roney’s Article: reflections from a multilingual classroomhttp://www.nwp.org/cs/public/print/resource/2812DS Resourceshttp://tech-head.com/dstory.htmCreating Digital Stories: Dr Helen Barrett’s tutorialhttp://www.techteachers.com/digitalstorytelling.htm10 Easy Steps: A tutorial on digital videoshttp://www.nwp.org/cs/public/print/resource/2812
Ref: Pg 9, MS e book
Ref: Pg 9, MS e bookClassroom Management: roles in creating a digistoryhttp://terry-freedman.org.uk/artman/publish/printer_804.php/DigitalDigitales: evaluating digital projectshttp://www.digitales.us/evaluating/index.phpToday’s Teacher: DS student rubrichttp://www.todaysteacher.com/Digital_Storytelling/StudentRubric.pdfUniversity of Houston: using rubrics to evaluate digistorieshttp://digitalstorytelling.coe.uh.edu/rubrics.html
Ref: Pg 10, MS e book
Ref: MS e book Pg 13 (Tutorials)Pg 14-16 (Projects, Resources)
Ref: MS e book Pg 17 (Tutorials)Pg 18-19 (Projects, Resources)
Ref: MS e book Pg 20-22 (Projects, Resources, Tutorials)
Ref: MS e book : Pg 23-24
Ref: MS e book : Pg 2450 Questions for family-history interviewshttp://genealogy.about.com/cs/oralhistory/a/interview.htmEveryone can be an oral-historianhttp://www.bbc.co.uk/history/trail/htd_history/oral/recording_oral_hist_01.shtmlResources on interviewing and recording oral-historyhttp://www.library.nashville.org/localhistory/his_spcoll_orhist_guidelines.asp
Introduce, livebinders linkShow components: PDF, PPT, Rubric, TutorialsShare ideas about how to use the kit