In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
from concept to capability: developing design thinking in a professional serv...Zaana Jaclyn
paper delivered at the Design Research Society Conference (DRS) 2012, 1-4 July, Bangkok, Thailand.
Full paper available at: http://qut.academia.edu/ZaanaHoward/Papers
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
from concept to capability: developing design thinking in a professional serv...Zaana Jaclyn
paper delivered at the Design Research Society Conference (DRS) 2012, 1-4 July, Bangkok, Thailand.
Full paper available at: http://qut.academia.edu/ZaanaHoward/Papers
The SAMR Model of technology integration is used by many teachers across the globe to ensure their use of technology leads to better learning outcomes for students. After reading lists of learning activities and apps sorted into this continuum using other platforms, we thought it might be nice to create a list of how Microsoft apps, services and software might fit into this popular model. Check out the ideas below and print out our handy infographic to inspire some ideas in your classroom this year.
“Stories not only teach us how to act – they inspire us to act. Stories communicate our values through the language of the heart, our emotions. And it is what we feel – our hopes, our cares, our obligations – not simply what we know that can inspire us with the courage to act.“ – Marshall Gantz
A presentation delivered for the DiG Festival in Newcastle, NSW on 16 October, 2014. http://www.digfestival.com.au/dig-innovation-the-power-of-your-public-narrative/
A set of slides to support a workshop focused on showing the power of using social media in education for professional learning and classroom activities. Most sections on pages are hyperlinked.
Tools for 21st Century Learning Design - Web Tool EditionPip Cleaves
This deck shares web tools matched to 21st Century Learning dimensions. The aim of this is to provide some tools for those who do not always work in the app world.
21st Century Learning Design - James Ruse Agricultural High School - 28 April...Pip Cleaves
A slide deck to support a workshop at James Ruse Agricultural High School, NSW Austrlaia on 28th April, 2014. All other resources can be found at: http://bit.ly/jrahs2804
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter 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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
eAssessment - Why and So What?
1. cc licensed ( BY NC ND ) flickr photo by fanz: http://flickr.com/photos/fanz/160696504/
eAssessment 2012 ...
let’s think about this
15th August, 2012
Beverley Hills Girls High School
Monday, 13 August 12
2. In our workshop today
Perfect Storm | 21st Century Skill Dimensions |
eAssessment Tools and Strategies
cc licensed ( BY NC ND ) flickr photo by jessica wilson {jek in the box}: http://flickr.com/photos/jek-a-go-go/4263480719/
Monday, 13 August 12
3. Learning to Change,
Changing to Learn
http://www.youtube.com/watch?v=BHiby3m_RyM&feature=relmfu
Monday, 13 August 12
4. cc licensed ( BY NC ND ) flickr photo by Marty.FM: http://flickr.com/photos/emedia/3365763455/
The Perfect Storm
Knowledge work | Learning Research
Thinking Tools | Digital Lifestyle
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5. Knowledge Work
new and innovative products | well-trained workers |
high level digital skill workers
cc licensed ( BY NC ND ) flickr photo by splorp: http://flickr.com/photos/splorp/357376583/
Monday, 13 August 12
6. Thinking Tools
bring creative thinking to life | negates low order time drain |
be creative in learning and work | effective and creative
cc licensed ( BY ) flickr photo by Henriksent: http://flickr.com/photos/henriksent/6774634275/
Monday, 13 August 12
7. Digital Lifestyle
75 > Now = Bathed in Bits | freedom to choose and
customize | new attitudes and behaviours | openness
cc licensed ( BY ) flickr photo by adactio: http://flickr.com/photos/adactio/6152967779/
Monday, 13 August 12
8. Learning Research
learning about learning | social learning |
mental models | internal motivation
Monday, 13 August 12
9. cc licensed ( BY ) flickr photo by Pink Sherbet Photography: http://flickr.com/photos/pinksherbet/4445785866/
4 questions to ponder
Q1. What will the world be like twenty or so years from now
when a 4yr old child has left school and out in the world?
Monday, 13 August 12
10. cc licensed ( BY NC ND ) flickr photo by Rakka: http://flickr.com/photos/rakka/4457250229/
4 questions to ponder
Q2. What skills will this child need to be successful in the
world you have imagined twenty years from now?
Monday, 13 August 12
11. cc licensed ( BY ) flickr photo by meghannash: http://flickr.com/photos/megnphotography/5636601490/
4 questions to ponder
Q3. Think of a favourite learning experience. What were the
conditions that made it such a high-performance and powerful
experience?
Monday, 13 August 12
12. cc licensed ( BY NC ND ) flickr photo by Chandler Hummell Photography: http://flickr.com/photos/chandlerhphotography/5582345654/
4 questions to ponder
Q4. What would learning be like if it were designed
around your answers to the first three questions?
Monday, 13 August 12
13. cc licensed ( BY NC ND ) flickr photo by v@lentina: http://flickr.com/photos/ameninadosolhos/2226574367/
Monday, 13 August 12
So what can we do?
14. Professional
Learning?
Type of Knowledge Skill Classroom
Training Mastery Acquisition Application
Theory 85% 15% 5-10%
+ Practice 85% 80% 10-15%
+Coaching
Learning Teams
Peer Visits
90% 90% 80-90%
Monday, 13 August 12
18. cc licensed ( BY NC ND ) flickr photo by fanz: http://flickr.com/photos/fanz/2580639935/
Monday, 13 August 12
Learning
Project Based
19. Digital Citizenship
Cybersafety
Cyberbully
Digital Conduct
Digital Footprint
Digital Relationship
Digital Health and Well Being
Digital Law
Digital Financial Literacy
Monday, 13 August 12
21. Lets look at eAssessment
strategies and tools...
Monday, 13 August 12
22. cc licensed ( BY ) flickr photo by albertogp123: http://flickr.com/photos/albertogp123/5843032223/
Monday, 13 August 12
What are we assessing?
23. cc licensed ( BY ND ) flickr photo by JuditK: http://flickr.com/photos/juditk/5675116374/
Monday, 13 August 12
Collaboration
24. Collaboration
Are students required to share responsibility and make
substantive decisions with other peoples?
cc licensed ( BY ND ) flickr photo by JuditK: http://flickr.com/photos/juditk/5675116374/
Learning Activity:
• Students work together in pairs of small groups
• Students share responsibilities for their work and the outcomes they will produce
• Students make substantive decisions together about:
• Content OR
• Process OR
• Product
Monday, 13 August 12
25. cc licensed ( BY NC SD ) flickr photo by Beaulawrence: http://flickr.com/photos/tylerbeaulawrence/6819406934/
Monday, 13 August 12
Knowledge Building
26. Knowledge Building
Are students required to build knowledge? Is that
knowledge interdisciplinary?
Learning Activity:
• Students generate ideas and
• Knowledge building is the main requirement of the learning activity
• Students build knowledge through:
• Interpretation
•Analysis
• Synthesis
• Evaluation
• The Activity has learning goals from two or more different academic subjects
Monday, 13 August 12
28. ICT For Learning
Do students use ICT to support Knowledge Building?
Is ICT Necessary to that knowledge building?
Learning Activity:
• Students (not just their teachers) have the opportunity to use ICT
• Students use ICT in ways that support knowledge building
• ICT is required for the knowledge building
Monday, 13 August 12
29. cc licensed ( BY ) flickr photo by Spree2010: http://flickr.com/photos/spree2010/4930764896/
Monday, 13 August 12
Self Regulation
30. Self Regulation
Is the learning activity long-term? Do students plan,
assess and reflect on their own work?
cc licensed ( BY ) flickr photo by Spree2010: http://flickr.com/photos/spree2010/4930764896/
Learning Activity:
• Activities last for longer than one week or more
• Assessment Criteria are given to students, or student participate in the
creation of criteria in advance
• Students plan their own work
• Students reflect on their own work
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31. Monday, 13 August 12
Skilled
Communication
cc licensed ( BY ) flickr photo by Search Engine People Blog: http://flickr.com/photos/sepblog/3634843977/
32. Skilled Communication
Did the Student produce extended communication?
Was the communication well-developed and organised
cc licensed ( BY ) flickr photo by Search Engine People Blog: http://flickr.com/photos/sepblog/3634843977/
around a central thesis?
Learning Activity:
• Student’s work demonstrated extended communication through writing or
another medium
• The student’s work has a central thesis, it makes a claim, a hypothesis or a
conclusion
• Students work is well developed
• It is coherent
• It is well organised
• It supports its thesis with sufficient, relevant evidence
Monday, 13 August 12
33. Monday, 13 August 12
Solving
Problem
Real World
cc licensed ( BY NC SD ) flickr photo by weconomy book: http://flickr.com/photos/weconomybook/5189315431/
34. Real World Problem
Solving
cc licensed ( BY NC SD ) flickr photo by weconomy book: http://flickr.com/photos/weconomybook/5189315431/
Does the learning activity require real-world
problems? Are students solutions implemented in the
real-world?
Learning Activity:
• Students are completing a task with a defined challenge. They could not
entirely solve the problem with information or procedures they already know
• Problem solving is the main requirement of the learning activity
• This is a real-world problem (an authentic situation that exists outside an
academic context)
•Students put the solution into practice for a real world audience
Monday, 13 August 12
35. eAssessment Website
strategies | rubrics | student work samples | how-to
http://hccweb2.org/
eAssessment
Monday, 13 August 12
36. Links and resources
•Website: Partnership for 21 Century Skills
st
•http://www.p21.org/
•Digital Citizenship –
•http://www.digitalcitizenship.nsw.edu.au
•LEAP21 -
• http://www.itlresearch.com/index.php/itl-leap21
•Book:
•21 Century Skills – Learning in our times
st
Monday, 13 August 12