Grazie all'arrivo del segnale televisivo digitale è possibile collegare il televisore a internet e realizzare la tv connessa. Nasce il terzo schermo che si affianca al computer e ai dispositivi mobile attraverso cui le persone possono accedere indifferentemente ai contenuti informativi da internet o dalla televisione.
In questo intervento si parlerà di interfaccia utente per il terzo schermo, di nuovi strumenti di t-commerce, per fare acquisti online mentre si vede la televisione, e di social tv, per discutere tra gli amici quello che si vede in televisione o per vedere i programmi più consigliati.
Venezia 2010 Facebook Developer Garage Parte 2Roberto Marmo
Creare pagina fan Facebook personalizzata usando l'applicazione STATIC FBML, presentato a Facebook Developer Garage a Venezia 2010, in aggiunta al mio libro "Creare applicazioni per Facebook" editore FAG
Consigli per diffondere una applicazione creata per Facebook e presentazione del libro "Creare applicazioni per Facebook" editore FAG all'evento GTForum organizzato da Giorgio Taverniti il 20 giugno 2009 all'Università Bocconi di Milano.
This document summarizes three amazing animal species: the bald eagle, polar bear, and wolves. It notes that bald eagles have a white head and black body, with a wingspan of about 1 meter and can reach speeds of 5.8 miles per hour. Polar bears adapted to the arctic by developing white fur to help with hunting and camouflage, and are strong swimmers. Wolves live in packs, have great eyesight, and can run up to 2.5 miles per hour.
Festival ICT 2013 Leggere dati dal profilo personale Facebook con Graph APIRoberto Marmo
Presentazione al Festival ICT 2013 in Milano. Leggere i dati del profilo personale in Facebook, usando interfaccia grafica in https://developers.facebook.com/tools/explorer per leggere il grafo sociale tramite Graph API.
This document provides an overview of the goals and focus areas for the Whenua Pod learning community. It aims to develop self-managing, assessment capable learners who use literacy, numeracy, inquiry skills and learning strategies. Key areas of focus include digital literacy, being a responsible digital citizen, and learning beyond the classroom.
Grazie all'arrivo del segnale televisivo digitale è possibile collegare il televisore a internet e realizzare la tv connessa. Nasce il terzo schermo che si affianca al computer e ai dispositivi mobile attraverso cui le persone possono accedere indifferentemente ai contenuti informativi da internet o dalla televisione.
In questo intervento si parlerà di interfaccia utente per il terzo schermo, di nuovi strumenti di t-commerce, per fare acquisti online mentre si vede la televisione, e di social tv, per discutere tra gli amici quello che si vede in televisione o per vedere i programmi più consigliati.
Venezia 2010 Facebook Developer Garage Parte 2Roberto Marmo
Creare pagina fan Facebook personalizzata usando l'applicazione STATIC FBML, presentato a Facebook Developer Garage a Venezia 2010, in aggiunta al mio libro "Creare applicazioni per Facebook" editore FAG
Consigli per diffondere una applicazione creata per Facebook e presentazione del libro "Creare applicazioni per Facebook" editore FAG all'evento GTForum organizzato da Giorgio Taverniti il 20 giugno 2009 all'Università Bocconi di Milano.
This document summarizes three amazing animal species: the bald eagle, polar bear, and wolves. It notes that bald eagles have a white head and black body, with a wingspan of about 1 meter and can reach speeds of 5.8 miles per hour. Polar bears adapted to the arctic by developing white fur to help with hunting and camouflage, and are strong swimmers. Wolves live in packs, have great eyesight, and can run up to 2.5 miles per hour.
Festival ICT 2013 Leggere dati dal profilo personale Facebook con Graph APIRoberto Marmo
Presentazione al Festival ICT 2013 in Milano. Leggere i dati del profilo personale in Facebook, usando interfaccia grafica in https://developers.facebook.com/tools/explorer per leggere il grafo sociale tramite Graph API.
This document provides an overview of the goals and focus areas for the Whenua Pod learning community. It aims to develop self-managing, assessment capable learners who use literacy, numeracy, inquiry skills and learning strategies. Key areas of focus include digital literacy, being a responsible digital citizen, and learning beyond the classroom.
This document provides information about Flick-It-On! 2013, an annual film event where students from different schools collaboratively create digital stories. Students are divided into groups that include classes from around New Zealand. Each group makes four short films over four rotations, taking turns building on each other's work. At the end, the completed films will be compiled and premiered online for celebration.
This document discusses key forces that will change the future workforce market in New Zealand, including an aging and more diverse workforce, continued globalization, rapid technological change, an increasingly skilled workforce, and issues around climate change and resource pressure.
Teachers must become digitally literate agents of change by embracing technology in the classroom. A school's vision for how technology supports literacy is key. Technology should be used as a tool rather than a toy to drive literacy, with robust networking and monitoring systems that allow software and learning to be accessed through browsers rather than shared drives. When used effectively by teachers, technology will enhance learning rather than replace teachers.
1) Flick-It-On! is a collaborative digital storytelling project led by Emma Watts that has students from different schools in New Zealand working together in teams to create 2-3 minute films.
2) The project involves rotations where students first create a silent film, then add sound effects and voiceovers, music to convey emotion, and finally editing. They use Dropbox to share their work across rotations.
3) The goals of the project are to support teacher professional learning and sharing, as well as grow student learning through using film to communicate their learning in any area of the New Zealand curriculum.
The document discusses how Upper Moutere School engages students in learning through multimedia. It defines traditional literacies as making and communicating meaning through listening, reading, viewing, speaking, writing and presenting. Digital literacies involve these skills online and with technology. The school encourages students to communicate, collaborate, create and become lifelong learners using both traditional and digital literacies. Examples shown include students creating digital stories, engaging in inquiry projects, and using multimedia like images, video and audio to showcase their work.
This document outlines a "Flick-It-On!" collaborative digital storytelling project at Upper Moutere School. It discusses how filmmaking supports student literacy learning and describes a four rotation process where students create silent movies, then add sound effects, music, and editing/titles. Deadlines and support structures are provided. Sample resources like copyright free images and a SOLO taxonomy map are included to support student work in the rotations.
This document provides a rubric for evaluating student blog posts. It assesses posts across several dimensions, including quality of writing, voice, use of multimedia, consistency of updates, presentation/design, digital citizenship, community building, and responses to comments. Each dimension has criteria for different levels of performance from prestructural to extended abstract. The rubric aims to help students improve their blogging skills and content over time.
This document provides a rubric for evaluating student comments on blogs. The rubric assesses comments across four dimensions: writing and voice, content, presentation, and digital citizenship. Each dimension contains criteria for scoring comments at a prestructural, unistructural, multistructural, relational, or extended abstract level. The highest levels require more organization of ideas, thoughtful word choice, responses to other comments, and use of proper punctuation and spelling. The rubric was created by Emma Watts and Upper Moutere Staff based on rubrics from other educational sources.
This document discusses SOLO taxonomy and the learning process. It describes the five levels of the SOLO taxonomy - prestructural, unistructural, multistructural, relational, and extended abstract - and explains that prestructural learners have no ideas about a topic yet and need to gather information, unistructural learners have one idea and should continue learning more, and multistructural learners are listing multiple ideas about a topic.
This document discusses how to encourage students to become confident, connected, actively involved lifelong learners as outlined in the New Zealand curriculum. It provides information on different multimedia tools and apps that teachers can use to help students create media projects, including Comic Life, Voicethread, iMovie, and Animoto. These media projects allow students to demonstrate their writing and thinking in a more engaging way compared to traditional writing assignments.
The document discusses the importance of digital literacy and traditional literacy. It provides definitions and comparisons of the two types of literacy. It emphasizes that digital literacy involves skills like being able to create and communicate using multimedia and technology, while traditional literacy focuses more on reading, writing, listening and speaking. The document suggests that students should collaboratively explore both digital and traditional literacies in order to think critically and develop important 21st century skills.
Blended learning goals for 2013 include having all staff and students collaborate in learning activities that explore and foster digital citizenship in real-world contexts, having all staff and students select and use appropriate technologies like multimedia class blogs to explore, create, and communicate higher-order thinking at relational and extended abstract levels according to the SOLO Taxonomy.
The document discusses the importance of developing digital literacy skills in students. It defines both traditional and digital literacies, with digital literacies involving multimedia, digital storytelling, and being able to effectively consume and produce digital content. Developing these skills is said to help students become more creative, engaged thinkers by allowing them to communicate and tell their own stories using appropriate technologies.
The document describes a collaborative student film-making challenge called Flick-It-On held in New Zealand between 2010-2012. It provided guidelines for setting up film-making rotations where students learned skills like storyboarding, filming, editing, and adding sound/music to create 2-3 minute films. The goal was to improve digital literacy outcomes and engage students in learning through creating movies.
This document discusses the importance of communication, collaboration, and creativity in education. It argues that students should develop 21st century fluencies like critical thinking, traditional and emerging literacies through engaging activities like digital storytelling. When students communicate, collaborate, and think creatively together, they can achieve more and solve problems in imaginative ways.
Extinction and adaptation are opposing concepts in evolution. Extinction refers to species that are gone forever with no more individuals remaining, preserved only in the fossil record or historical accounts. Adaptation allows animals and plants to change over time to better suit their environment through traits like camouflage, body part changes, or behaviors that allow a species to survive and potentially dominate in its ecological niche. While extinction removes a species permanently, adaptation is an ongoing process that allows organisms to persist through environmental changes.
This document describes the Flick-It-On! filmmaking project which involved students from 7 schools collaborating in teams to create 2-3 minute movies based on themes. The project aimed to support teacher professional learning and grow student learning through using film to communicate their learning. It provides guidelines for setting up a similar collaborative student filmmaking challenge and describes how making movies can help develop students' literacy, thinking, communication and digital skills as outlined in the New Zealand Curriculum.
This document outlines the steps of an experiment including organizing the experiment, making predictions, carrying out the experiment, and explaining ideas. It also discusses relational thinking by linking the experiment to real life situations and extended abstract thinking through further research.
This document summarizes key points from a three-day education conference. Some of the main ideas discussed were: 1) The brain is plastic and learning helps it develop efficiently, 2) Students should lead their own learning through authentic and personalized experiences, and 3) Schools need to focus on developing skills like creativity, collaboration, and problem-solving to prepare students for an uncertain future.
This document provides information about Flick-It-On! 2013, an annual film event where students from different schools collaboratively create digital stories. Students are divided into groups that include classes from around New Zealand. Each group makes four short films over four rotations, taking turns building on each other's work. At the end, the completed films will be compiled and premiered online for celebration.
This document discusses key forces that will change the future workforce market in New Zealand, including an aging and more diverse workforce, continued globalization, rapid technological change, an increasingly skilled workforce, and issues around climate change and resource pressure.
Teachers must become digitally literate agents of change by embracing technology in the classroom. A school's vision for how technology supports literacy is key. Technology should be used as a tool rather than a toy to drive literacy, with robust networking and monitoring systems that allow software and learning to be accessed through browsers rather than shared drives. When used effectively by teachers, technology will enhance learning rather than replace teachers.
1) Flick-It-On! is a collaborative digital storytelling project led by Emma Watts that has students from different schools in New Zealand working together in teams to create 2-3 minute films.
2) The project involves rotations where students first create a silent film, then add sound effects and voiceovers, music to convey emotion, and finally editing. They use Dropbox to share their work across rotations.
3) The goals of the project are to support teacher professional learning and sharing, as well as grow student learning through using film to communicate their learning in any area of the New Zealand curriculum.
The document discusses how Upper Moutere School engages students in learning through multimedia. It defines traditional literacies as making and communicating meaning through listening, reading, viewing, speaking, writing and presenting. Digital literacies involve these skills online and with technology. The school encourages students to communicate, collaborate, create and become lifelong learners using both traditional and digital literacies. Examples shown include students creating digital stories, engaging in inquiry projects, and using multimedia like images, video and audio to showcase their work.
This document outlines a "Flick-It-On!" collaborative digital storytelling project at Upper Moutere School. It discusses how filmmaking supports student literacy learning and describes a four rotation process where students create silent movies, then add sound effects, music, and editing/titles. Deadlines and support structures are provided. Sample resources like copyright free images and a SOLO taxonomy map are included to support student work in the rotations.
This document provides a rubric for evaluating student blog posts. It assesses posts across several dimensions, including quality of writing, voice, use of multimedia, consistency of updates, presentation/design, digital citizenship, community building, and responses to comments. Each dimension has criteria for different levels of performance from prestructural to extended abstract. The rubric aims to help students improve their blogging skills and content over time.
This document provides a rubric for evaluating student comments on blogs. The rubric assesses comments across four dimensions: writing and voice, content, presentation, and digital citizenship. Each dimension contains criteria for scoring comments at a prestructural, unistructural, multistructural, relational, or extended abstract level. The highest levels require more organization of ideas, thoughtful word choice, responses to other comments, and use of proper punctuation and spelling. The rubric was created by Emma Watts and Upper Moutere Staff based on rubrics from other educational sources.
This document discusses SOLO taxonomy and the learning process. It describes the five levels of the SOLO taxonomy - prestructural, unistructural, multistructural, relational, and extended abstract - and explains that prestructural learners have no ideas about a topic yet and need to gather information, unistructural learners have one idea and should continue learning more, and multistructural learners are listing multiple ideas about a topic.
This document discusses how to encourage students to become confident, connected, actively involved lifelong learners as outlined in the New Zealand curriculum. It provides information on different multimedia tools and apps that teachers can use to help students create media projects, including Comic Life, Voicethread, iMovie, and Animoto. These media projects allow students to demonstrate their writing and thinking in a more engaging way compared to traditional writing assignments.
The document discusses the importance of digital literacy and traditional literacy. It provides definitions and comparisons of the two types of literacy. It emphasizes that digital literacy involves skills like being able to create and communicate using multimedia and technology, while traditional literacy focuses more on reading, writing, listening and speaking. The document suggests that students should collaboratively explore both digital and traditional literacies in order to think critically and develop important 21st century skills.
Blended learning goals for 2013 include having all staff and students collaborate in learning activities that explore and foster digital citizenship in real-world contexts, having all staff and students select and use appropriate technologies like multimedia class blogs to explore, create, and communicate higher-order thinking at relational and extended abstract levels according to the SOLO Taxonomy.
The document discusses the importance of developing digital literacy skills in students. It defines both traditional and digital literacies, with digital literacies involving multimedia, digital storytelling, and being able to effectively consume and produce digital content. Developing these skills is said to help students become more creative, engaged thinkers by allowing them to communicate and tell their own stories using appropriate technologies.
The document describes a collaborative student film-making challenge called Flick-It-On held in New Zealand between 2010-2012. It provided guidelines for setting up film-making rotations where students learned skills like storyboarding, filming, editing, and adding sound/music to create 2-3 minute films. The goal was to improve digital literacy outcomes and engage students in learning through creating movies.
This document discusses the importance of communication, collaboration, and creativity in education. It argues that students should develop 21st century fluencies like critical thinking, traditional and emerging literacies through engaging activities like digital storytelling. When students communicate, collaborate, and think creatively together, they can achieve more and solve problems in imaginative ways.
Extinction and adaptation are opposing concepts in evolution. Extinction refers to species that are gone forever with no more individuals remaining, preserved only in the fossil record or historical accounts. Adaptation allows animals and plants to change over time to better suit their environment through traits like camouflage, body part changes, or behaviors that allow a species to survive and potentially dominate in its ecological niche. While extinction removes a species permanently, adaptation is an ongoing process that allows organisms to persist through environmental changes.
This document describes the Flick-It-On! filmmaking project which involved students from 7 schools collaborating in teams to create 2-3 minute movies based on themes. The project aimed to support teacher professional learning and grow student learning through using film to communicate their learning. It provides guidelines for setting up a similar collaborative student filmmaking challenge and describes how making movies can help develop students' literacy, thinking, communication and digital skills as outlined in the New Zealand Curriculum.
This document outlines the steps of an experiment including organizing the experiment, making predictions, carrying out the experiment, and explaining ideas. It also discusses relational thinking by linking the experiment to real life situations and extended abstract thinking through further research.
This document summarizes key points from a three-day education conference. Some of the main ideas discussed were: 1) The brain is plastic and learning helps it develop efficiently, 2) Students should lead their own learning through authentic and personalized experiences, and 3) Schools need to focus on developing skills like creativity, collaboration, and problem-solving to prepare students for an uncertain future.