This document discusses a research project using expressive arts to create new life narratives among adjudicated youth in Barrio Logan. The research questions examine whether expressive arts can be used in this way and how the place of Barrio Logan is created through visual imagery and bodily perceptions. The project uses socially engaged and relational art practices embedded within the community in collaboration with students. It is influenced by the work of artist Suzanne Lacy and uses art to map the affective encounters and critical pedagogy of the participants.
This document discusses a research project using expressive arts to create new life narratives among adjudicated youth in Barrio Logan. The research questions examine whether expressive arts can be used in this way and how the place of Barrio Logan is created through visual imagery and bodily perceptions. The project uses socially engaged and relational art practices embedded within the community in collaboration with students. It is influenced by the work of artist Suzanne Lacy and uses art to map the affective encounters and critical pedagogy of the participants.
Prezentacja portalu moodle.waw.pl stworzona przez moodle.org, przetłumaczona przez Lecha Chojnackiego, dostosowana przez Marcina Stanowskiego w celu popularyzacji Moodle w XXVII Liceum Ogólnokształcącym w Warszawie.
Platforma TeleEdu 2.0 LMS oprac. przez Instytut Maszyn Matematycznych, zawiera funkcje Web 2.0 (komentarz, opinie. Zgodna ze SCORM 1.2. Bardzo dobrze rozbudowane funkcje śledzenia i raportowania przebiegu kursu, w tym testów. Zarządzanie użytkownikami i grupami. Rozbudowany system uprawnień, świetnie dostosowany do potrzeb uczelni, www.imm.org.pl
Prezentacja portalu moodle.waw.pl stworzona przez moodle.org, przetłumaczona przez Lecha Chojnackiego, dostosowana przez Marcina Stanowskiego w celu popularyzacji Moodle w XXVII Liceum Ogólnokształcącym w Warszawie.
Platforma TeleEdu 2.0 LMS oprac. przez Instytut Maszyn Matematycznych, zawiera funkcje Web 2.0 (komentarz, opinie. Zgodna ze SCORM 1.2. Bardzo dobrze rozbudowane funkcje śledzenia i raportowania przebiegu kursu, w tym testów. Zarządzanie użytkownikami i grupami. Rozbudowany system uprawnień, świetnie dostosowany do potrzeb uczelni, www.imm.org.pl
The document discusses the benefits and methods of incorporating technology into language learning. It outlines reasons to use technology such as enhancing learning, stimulating social interactions, and increasing engagement. Methods described include using e-courses, online quizzes, virtual classrooms, learning management systems, and social networking sites. The document also notes that students, teachers, and administrators can all benefit from these technology-driven approaches.
The document discusses Moodle, an open-source learning management system. It notes that Moodle is free, has an extensible code base maintained by an active community, and allows for fast development. However, it also notes that Moodle requires administration, support, and content to be added separately. While it has many features, administrators need to start simply and avoid "feature-itis." Moodle is well-suited for asynchronous, restricted access courses and tracking learner activity, but less so for open access or synchronous learning.
Presentation from the IATEFL Poland conference, Bydgoszcz, 17-19.09.2010 - a selection of moodle tips and tricks, ranging from beginner to quite advanced moodle knowledge level.
The document discusses questions to consider before implementing e-learning or blended learning programs. It addresses reasons to adopt e-learning such as enhancing learning, increasing audiences and feedback. It also covers defining e-learning, determining the appropriate level of online content, potential tools and platforms, and important considerations around content, support, infrastructure and costs. The document emphasizes analyzing these key factors thoroughly before developing an e-learning strategy.
The document summarizes a course taught to teachers to introduce them to using the Moodle online learning platform. The course is divided into 4 phases: 1) getting acquainted with Moodle, 2) community building activities, 3) learning about online pedagogy through readings and discussion, 4) creating sample courses to get hands-on experience. Throughout the course, participants experience Moodle as students first before being asked to design activities. The goal is to spark interest in independent learning about online tools rather than providing comprehensive training.
21. E-learning to nie tylko komputer Gdy zadania mają charakter interakcyjny trudno powstrzymać się od sprawdzania wkładu innych , opinii będących odpowiedzią na moje własne itd. Ja mam takie spostrzeżenie mniej techniczne, bardziej społeczne, że taki rodzaj interakcji bardzo mi odpowiada - tzn. czuję dużą sympatię dla innych użytkowników naszego kursu.