An International Education Program at Urban/Rural High Schools: An Integrated View where Science, Technology, Art and Communication Converge.
Marcelo Amaya, Agnes Paterson and Ana María Andrada.
Jornada para Educadores "Éxito" en la Universidad Católica ArgentinaAna María Andrada
Nuevos formatos de aprendizaje de ciencias integradas: el paradigma STEM. Ana María Andrada. Directora del Centro Blas Pascal de Investigación y Desarrollo en Educación Tecnológica, Buenos Aires, Argentina.
Keynote presentation from the WIPSCE 2019 (Workshop in Primary and Secondary Computing Education) conference about the work of the National Centre for Computing Education in England and the research opportunities presented. 24th October 2019
Virtual and Augmented Reality at School. Disruptive Innovation in Education.Carlos J. Ochoa Fernández
Virtual and Augmented Reality presentation at ICERI 2016 (International Congress of Education Research and Innovation). A profund analisys about the VR&AR technologies and their impact in Education Sector.
The Digital Technologies Curriculum has evolved over time to increasingly emphasize the role of technology in education. It recognizes that students need skills to thrive in the digital world, such as being able to leverage technology to learn, problem solve collaboratively, and develop digital solutions. The curriculum focuses on developing computational and design thinking through hands-on learning experiences with concepts like abstraction, algorithms, and data representation.
From the Personal Smart Cities to the Smart Education, a Journey for AcademyManuel Castro
Keynote of Martin Llamas (University of Vigo) and Manuel Castro (UNED) in Ucami 2019, December 2nd to 5th in Toledo, Spain, about " From the Personal Smart Cities to the Smart Education, a Journey for Academy"
http://mamilab.esi.uclm.es/ucami2019/keynotes.html
The concept of Smart is gaining new areas and new topics as is spreading around all actions in our daily life. Smart Cities are one of the "oldest" terms but the new vision of the Personal Smart Cities are increasing the focus on the living aspects of the intelligence around us. Ubiquitous and smart intelligence are converging paradigms to feed machine and deep learning algorithms bringing support and exploiting big data and analytics to improve the efficiency of our technological systems and to have a better quality on our lives. Ambient Intelligence is one of the sources of the Smart Learning and Smart Education, where methodology goes hand-to-hand with technology, sensors, equipments and new learning views where the open aspects (open learning, lo, ocw, moocs, etc.) are having a more important role as well as are increasing the connection on our social networks and the life-long learning paradigm that is converging with our future
ICT has positively impacted education by making lessons more engaging, motivating students, and helping those with special needs. It has enabled new ways of teaching and learning through tools like online resources, simulations, and digital portfolios. While progress has been made in adopting ICT, many schools still have low levels of effective use and lack sufficient resources. For ICT to be most beneficial, teachers require training on integrating it into their lessons to improve student performance. When used appropriately, ICT can help reduce disparities and empower students in developing countries by increasing access to information and opportunities for learning.
The ENGAGE project provides curriculum materials and online resources to help teachers engage students in applying science to contemporary issues. More than 8,000 teachers in Europe are using materials from ENGAGE that focus on identifying science dilemmas, analyzing emerging issues in science, and developing scientific reasoning through inquiry-based learning. The goal is to equip students to evaluate claims, consider science and values, argue opinions, and compare solutions on topics like climate change, health, and technology.
Jornada para Educadores "Éxito" en la Universidad Católica ArgentinaAna María Andrada
Nuevos formatos de aprendizaje de ciencias integradas: el paradigma STEM. Ana María Andrada. Directora del Centro Blas Pascal de Investigación y Desarrollo en Educación Tecnológica, Buenos Aires, Argentina.
Keynote presentation from the WIPSCE 2019 (Workshop in Primary and Secondary Computing Education) conference about the work of the National Centre for Computing Education in England and the research opportunities presented. 24th October 2019
Virtual and Augmented Reality at School. Disruptive Innovation in Education.Carlos J. Ochoa Fernández
Virtual and Augmented Reality presentation at ICERI 2016 (International Congress of Education Research and Innovation). A profund analisys about the VR&AR technologies and their impact in Education Sector.
The Digital Technologies Curriculum has evolved over time to increasingly emphasize the role of technology in education. It recognizes that students need skills to thrive in the digital world, such as being able to leverage technology to learn, problem solve collaboratively, and develop digital solutions. The curriculum focuses on developing computational and design thinking through hands-on learning experiences with concepts like abstraction, algorithms, and data representation.
From the Personal Smart Cities to the Smart Education, a Journey for AcademyManuel Castro
Keynote of Martin Llamas (University of Vigo) and Manuel Castro (UNED) in Ucami 2019, December 2nd to 5th in Toledo, Spain, about " From the Personal Smart Cities to the Smart Education, a Journey for Academy"
http://mamilab.esi.uclm.es/ucami2019/keynotes.html
The concept of Smart is gaining new areas and new topics as is spreading around all actions in our daily life. Smart Cities are one of the "oldest" terms but the new vision of the Personal Smart Cities are increasing the focus on the living aspects of the intelligence around us. Ubiquitous and smart intelligence are converging paradigms to feed machine and deep learning algorithms bringing support and exploiting big data and analytics to improve the efficiency of our technological systems and to have a better quality on our lives. Ambient Intelligence is one of the sources of the Smart Learning and Smart Education, where methodology goes hand-to-hand with technology, sensors, equipments and new learning views where the open aspects (open learning, lo, ocw, moocs, etc.) are having a more important role as well as are increasing the connection on our social networks and the life-long learning paradigm that is converging with our future
ICT has positively impacted education by making lessons more engaging, motivating students, and helping those with special needs. It has enabled new ways of teaching and learning through tools like online resources, simulations, and digital portfolios. While progress has been made in adopting ICT, many schools still have low levels of effective use and lack sufficient resources. For ICT to be most beneficial, teachers require training on integrating it into their lessons to improve student performance. When used appropriately, ICT can help reduce disparities and empower students in developing countries by increasing access to information and opportunities for learning.
The ENGAGE project provides curriculum materials and online resources to help teachers engage students in applying science to contemporary issues. More than 8,000 teachers in Europe are using materials from ENGAGE that focus on identifying science dilemmas, analyzing emerging issues in science, and developing scientific reasoning through inquiry-based learning. The goal is to equip students to evaluate claims, consider science and values, argue opinions, and compare solutions on topics like climate change, health, and technology.
The document summarizes a final year project on Copernicus, a 3D interactive learning application. It discusses researching the education sector, conducting teacher and student surveys which showed strong interest, and interviewing teachers who felt it could enhance learning. It also details attending a science fair to demonstrate Copernicus, connecting with an educational organization, and plans to seek investment from innovation funding or companies to help bring Copernicus to market.
Assessing digital literacy levels: the design of an instrumentF. Katherine Asega
This document outlines the design of a digital literacy assessment instrument for in-service English teachers in Brazil. It aims to measure teachers' digital literacy levels across basic, intermediate, and advanced categories. The assessment will have two phases - a computer literacy test evaluating software and hardware skills, and a digital competence test measuring knowledge, attitudes, and skills across five areas (information, communication, content creation, safety, and problem-solving). The document provides details on the theoretical frameworks, test design, sample questions, and pilot testing process for refining the assessment. The goal is to identify teachers' digital literacy levels and inform further professional development.
Digital fluency and the entitlement curriculum flanzThe Mind Lab
The document discusses New Zealand's digital curriculum and the concepts of digital fluency and entitlement curriculum. It notes that the curriculum divides digital learning into computational thinking and designing digital outcomes, with an entitlement curriculum until year 10 and specialist courses until year 13. The document questions whether this division and focus on computational thinking fully addresses digital fluency and proposes integrating more creative tools and critical approaches into the entitlement curriculum.
“Tablets for Education: Uses and innovative experiences contributing to the s...Martha Castellanos
“Tablets for Education: Uses and innovative experiences contributing to the strength of Colombian education´s quality" Colombia - Computadores para Educar
Netex is an edtech company that develops digital classroom solutions including services, software, and authoring tools to enhance education. They have over 100 experts across 15 countries serving over 1.5 million users. Their solutions include tools for content creation, distribution, and learning analytics to support digital learning and data-driven insights. They provide case studies of successful projects with publishing houses and schools that involved digitizing content and developing online learning platforms.
The Case for an eLearning Research and Innovation StrategyBCcampus
The document discusses the need for a coordinated eLearning strategy and research agenda in Canada. It notes that while individual initiatives and investments have been made, they have been short-term, fragmented, and without long-term vision or continuity. It highlights successful strategies in other countries like the UK, Australia, and European Union. The document proposes establishing a pan-Canadian coordinating agency and initiatives in areas like eLearning R&D, implementation, standards, and communities of practice to develop a coordinated long-term vision and strategy for eLearning in Canada.
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
This document summarizes a report on co-design workshops held to identify students' digital skills needs and design a digital creative toolkit for University of the Arts London (UAL). Over 100 students, staff, alumni and industry professionals participated. Key findings included identifying six elements needed for digital learning (defined knowledge, access to resources/learning/people, opportunities to apply skills) and recommending UAL provide gateway digital resources, peer networks, platforms for skills sharing, and connections across initiatives. The goal is to help students succeed in the digital creative economy through a collaboratively designed toolkit.
From individual’s digital competence to digitally competent learning organisa...Riina Vuorikari
The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
This document discusses the transition from 20th century classrooms to 21st century learning networks. It emphasizes that learning is now individualized, personalized, continuous and global. It also notes that the amount of available "textbooks" has grown exponentially to 2 quintillion. The document outlines some of the fundamental differences between 20th century and 21st century assumptions about teaching and learning, including that teachers are now part of large networks and students will learn to learn without teachers. It argues this represents a revolutionary shift that provides opportunities for transformation in schools.
Do Higher Education Institutions Need a Digital PassportThe Mind Lab
The document discusses the need for higher education institutions to change in response to digital technologies and new generations of students. It proposes the idea of a "digital passport" to help higher education teaching staff understand the digital skills and competencies students will have gained in school. The digital passport for higher education would inform staff about school curriculum changes, provide ideas and materials for further developing students' digital skills at university, and give examples of integrating digital learning into different disciplines.
Aligning curriculum, instruction, and assessment with the P21 Framework is essential in cultivating and equipping today’s learners with a 21st century education that will prepare them for school, life, and workplace in order to be positive and productive citizens in today’s global society. This original contribution was created to share a multimedia presentation with fellow educators online for professional development purposes. Additionally, this original contribution was chosen to exhibit proficiency in the Master's of Elementary Education program outcomes associated with the American College of Education. This contribution integrates an understanding of informal leadership through professional development of digital colleagues, demonstrates a competency of aligning curriculum, instruction, and assessment, and the purposeful integration of 21st century learning through the inclusion and embedding of the P21 Framework. 21st century learners are before us, and it is imperative that educators adapt their educational practice to provide students with the skills they need to succeed in our interconnected society and assist them in developing the confidence they need to utilize these 21st century skills.
Schneider Eelctric_2023 Strategy for NSI Programs.pdfStanley72019
This document summarizes several proposed 2023 New Skills and Innovation programs focused on empowering youth, developing critical job skills for the future, and promoting sustainability. Key programs described include an Enactus program engaging student teams in social innovation projects related to the UN Sustainable Development Goals in multiple countries, STEM laboratories in India focused on energy/environment/technology awareness and digital literacy for girls, and sustainability trainings deployed through partner NGOs in the Andean region covering topics like renewable energy and gender equality.
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Developing an Educational Intervention with Social Media to enhance the Digit...Francesc Esteve
Paper presented at The European Conference on Educational Research (ECER 2017), Copenhagen. Developing an Educational Intervention with Social Media to enhance the Digital Competence of Student-Teachers.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Implementation of Information and Communication Technologies in Primary Schoolsirjes
Implementation of modern media and information technology in primary schools has been
increasing. The use of ICT in education process brings better results: teaching is better, clearer and gives the
opportunity to every student to be actively involved. After having applied Microsoft tools in many projects, we
saw the benefits of them in preparation, organization and in the teaching process itself as well as in the fast but
high-quality feedback – students‟ knowledge. The most important conclusions are economy of time and proper
guidance of students in use of ICT and the constant training of teachers for lifelong learning. ICT in classroom
helps students to use the Internet - to find teaching materials, to store them and sort them into their own
documents on their computers, by themselves or with the help of their parents. Nowadays, teachers and students
have changed their roles. Teachers: guide students towards the goal by choosing teaching materials and by
giving the instructions during the working process, they form and develop the teaching materials of the
interactive content, they can use materails from other teachers, if there is a permission from them, there is the
possibilty of the individual approach to every student, they often check briefly the acquisition of the teaching
content through quizzes, presentations and finally, there is the possibilty of extracurricular communication with
students (via e-mail, facebook, twiter, SkyDrive, GeoGebra, Geometric Scatch Pade).
A presentation given to the Academic Subcommittee - where we have come from and where we are going; producing the new draft ICT Philosophy and Aims for the ABC.
The document outlines a team project proposal to design an interactive learning platform. It begins with an introduction that establishes the goal of analyzing societal problems and developing an innovative IT solution focused on education. Next, it identifies the need for improved access to education and reviews current solutions. The proposal then discusses ideas for the new platform, including adaptive learning and using social networks. It presents a design with features like course selection and content updates. Finally, the document concludes that the platform could help provide equitable education for marginalized groups.
The document provides an annual report from the Institute of Computer Technology (ICT) for the period of July 1, 2006 to June 30, 2007. ICT's new Executive Director, Dr. Carlos Camargo, states that moving forward ICT needs to focus on utilizing technology applications while closing achievement gaps. ICT celebrated its 25th anniversary by re-emphasizing workforce development. ICT also worked with partners like Intel on technology education initiatives, developed new computer science curriculum, and aimed to replicate successful programs to broaden participation in computing fields.
Este documento presenta un curso de capacitación continua sobre avicultura comercial que se dicta de forma remota a través de una plataforma de aprendizaje electrónico. El curso está dirigido a encargados de incubación, gerentes avícolas y estudiantes de veterinaria y agronomía, y cubre temas como el desarrollo embrionario del pollo y la embriodiagnosis. Se detallan las características de la plataforma de aprendizaje y cómo acceder y navegar en ella para cursar las materias
Este documento describe el enfoque de la Escuela del Parque hacia la educación tecnológica, incluyendo el uso de programación, robótica, y proyectos STEM para integrar las ciencias y matemáticas de una manera que prepare a los estudiantes para el futuro digital. La escuela también se basa en programas de instituciones líderes en EE.UU. y colabora con proyectos en Argentina para mejorar la enseñanza.
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The document summarizes a final year project on Copernicus, a 3D interactive learning application. It discusses researching the education sector, conducting teacher and student surveys which showed strong interest, and interviewing teachers who felt it could enhance learning. It also details attending a science fair to demonstrate Copernicus, connecting with an educational organization, and plans to seek investment from innovation funding or companies to help bring Copernicus to market.
Assessing digital literacy levels: the design of an instrumentF. Katherine Asega
This document outlines the design of a digital literacy assessment instrument for in-service English teachers in Brazil. It aims to measure teachers' digital literacy levels across basic, intermediate, and advanced categories. The assessment will have two phases - a computer literacy test evaluating software and hardware skills, and a digital competence test measuring knowledge, attitudes, and skills across five areas (information, communication, content creation, safety, and problem-solving). The document provides details on the theoretical frameworks, test design, sample questions, and pilot testing process for refining the assessment. The goal is to identify teachers' digital literacy levels and inform further professional development.
Digital fluency and the entitlement curriculum flanzThe Mind Lab
The document discusses New Zealand's digital curriculum and the concepts of digital fluency and entitlement curriculum. It notes that the curriculum divides digital learning into computational thinking and designing digital outcomes, with an entitlement curriculum until year 10 and specialist courses until year 13. The document questions whether this division and focus on computational thinking fully addresses digital fluency and proposes integrating more creative tools and critical approaches into the entitlement curriculum.
“Tablets for Education: Uses and innovative experiences contributing to the s...Martha Castellanos
“Tablets for Education: Uses and innovative experiences contributing to the strength of Colombian education´s quality" Colombia - Computadores para Educar
Netex is an edtech company that develops digital classroom solutions including services, software, and authoring tools to enhance education. They have over 100 experts across 15 countries serving over 1.5 million users. Their solutions include tools for content creation, distribution, and learning analytics to support digital learning and data-driven insights. They provide case studies of successful projects with publishing houses and schools that involved digitizing content and developing online learning platforms.
The Case for an eLearning Research and Innovation StrategyBCcampus
The document discusses the need for a coordinated eLearning strategy and research agenda in Canada. It notes that while individual initiatives and investments have been made, they have been short-term, fragmented, and without long-term vision or continuity. It highlights successful strategies in other countries like the UK, Australia, and European Union. The document proposes establishing a pan-Canadian coordinating agency and initiatives in areas like eLearning R&D, implementation, standards, and communities of practice to develop a coordinated long-term vision and strategy for eLearning in Canada.
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
This document summarizes a report on co-design workshops held to identify students' digital skills needs and design a digital creative toolkit for University of the Arts London (UAL). Over 100 students, staff, alumni and industry professionals participated. Key findings included identifying six elements needed for digital learning (defined knowledge, access to resources/learning/people, opportunities to apply skills) and recommending UAL provide gateway digital resources, peer networks, platforms for skills sharing, and connections across initiatives. The goal is to help students succeed in the digital creative economy through a collaboratively designed toolkit.
From individual’s digital competence to digitally competent learning organisa...Riina Vuorikari
The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
This document discusses the transition from 20th century classrooms to 21st century learning networks. It emphasizes that learning is now individualized, personalized, continuous and global. It also notes that the amount of available "textbooks" has grown exponentially to 2 quintillion. The document outlines some of the fundamental differences between 20th century and 21st century assumptions about teaching and learning, including that teachers are now part of large networks and students will learn to learn without teachers. It argues this represents a revolutionary shift that provides opportunities for transformation in schools.
Do Higher Education Institutions Need a Digital PassportThe Mind Lab
The document discusses the need for higher education institutions to change in response to digital technologies and new generations of students. It proposes the idea of a "digital passport" to help higher education teaching staff understand the digital skills and competencies students will have gained in school. The digital passport for higher education would inform staff about school curriculum changes, provide ideas and materials for further developing students' digital skills at university, and give examples of integrating digital learning into different disciplines.
Aligning curriculum, instruction, and assessment with the P21 Framework is essential in cultivating and equipping today’s learners with a 21st century education that will prepare them for school, life, and workplace in order to be positive and productive citizens in today’s global society. This original contribution was created to share a multimedia presentation with fellow educators online for professional development purposes. Additionally, this original contribution was chosen to exhibit proficiency in the Master's of Elementary Education program outcomes associated with the American College of Education. This contribution integrates an understanding of informal leadership through professional development of digital colleagues, demonstrates a competency of aligning curriculum, instruction, and assessment, and the purposeful integration of 21st century learning through the inclusion and embedding of the P21 Framework. 21st century learners are before us, and it is imperative that educators adapt their educational practice to provide students with the skills they need to succeed in our interconnected society and assist them in developing the confidence they need to utilize these 21st century skills.
Schneider Eelctric_2023 Strategy for NSI Programs.pdfStanley72019
This document summarizes several proposed 2023 New Skills and Innovation programs focused on empowering youth, developing critical job skills for the future, and promoting sustainability. Key programs described include an Enactus program engaging student teams in social innovation projects related to the UN Sustainable Development Goals in multiple countries, STEM laboratories in India focused on energy/environment/technology awareness and digital literacy for girls, and sustainability trainings deployed through partner NGOs in the Andean region covering topics like renewable energy and gender equality.
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Developing an Educational Intervention with Social Media to enhance the Digit...Francesc Esteve
Paper presented at The European Conference on Educational Research (ECER 2017), Copenhagen. Developing an Educational Intervention with Social Media to enhance the Digital Competence of Student-Teachers.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Implementation of Information and Communication Technologies in Primary Schoolsirjes
Implementation of modern media and information technology in primary schools has been
increasing. The use of ICT in education process brings better results: teaching is better, clearer and gives the
opportunity to every student to be actively involved. After having applied Microsoft tools in many projects, we
saw the benefits of them in preparation, organization and in the teaching process itself as well as in the fast but
high-quality feedback – students‟ knowledge. The most important conclusions are economy of time and proper
guidance of students in use of ICT and the constant training of teachers for lifelong learning. ICT in classroom
helps students to use the Internet - to find teaching materials, to store them and sort them into their own
documents on their computers, by themselves or with the help of their parents. Nowadays, teachers and students
have changed their roles. Teachers: guide students towards the goal by choosing teaching materials and by
giving the instructions during the working process, they form and develop the teaching materials of the
interactive content, they can use materails from other teachers, if there is a permission from them, there is the
possibilty of the individual approach to every student, they often check briefly the acquisition of the teaching
content through quizzes, presentations and finally, there is the possibilty of extracurricular communication with
students (via e-mail, facebook, twiter, SkyDrive, GeoGebra, Geometric Scatch Pade).
A presentation given to the Academic Subcommittee - where we have come from and where we are going; producing the new draft ICT Philosophy and Aims for the ABC.
The document outlines a team project proposal to design an interactive learning platform. It begins with an introduction that establishes the goal of analyzing societal problems and developing an innovative IT solution focused on education. Next, it identifies the need for improved access to education and reviews current solutions. The proposal then discusses ideas for the new platform, including adaptive learning and using social networks. It presents a design with features like course selection and content updates. Finally, the document concludes that the platform could help provide equitable education for marginalized groups.
The document provides an annual report from the Institute of Computer Technology (ICT) for the period of July 1, 2006 to June 30, 2007. ICT's new Executive Director, Dr. Carlos Camargo, states that moving forward ICT needs to focus on utilizing technology applications while closing achievement gaps. ICT celebrated its 25th anniversary by re-emphasizing workforce development. ICT also worked with partners like Intel on technology education initiatives, developed new computer science curriculum, and aimed to replicate successful programs to broaden participation in computing fields.
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Este documento presenta un curso de capacitación continua sobre avicultura comercial que se dicta de forma remota a través de una plataforma de aprendizaje electrónico. El curso está dirigido a encargados de incubación, gerentes avícolas y estudiantes de veterinaria y agronomía, y cubre temas como el desarrollo embrionario del pollo y la embriodiagnosis. Se detallan las características de la plataforma de aprendizaje y cómo acceder y navegar en ella para cursar las materias
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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.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. An Integrated View where Science, Technology,
Art and Communication Converge
3. Who/Where: From CSR to High
School Education
Areco River
Basin
Urban/Rural
High Schools
Argentina
ASP - CNC
Argentina
Caring for our
Watersheds
Agrium
Canada
4. Who/Where: A Closer Look
36 Urban/Rural
High Schools
(Argentina)
Environmental Program
(Canada - Argentina)
ICT
(Argentina)
CNC
Environmental
+
ICT
(Argentina)
7. Argentina, Province of Buenos Aires,
Areco River Basin
One million acres
Estimated population: 60,000
8. How can we take care of our watersheds?
How can we convert this engaging contest in a
matter of educational improvement focused
on ICT & STEM knowledge?
9. 2012
Our main concern: environmental issues in order to start
working on the school projects.
Lecture and workshop. “Education for the Environment:
Challenge and Opportunity”.
The actual work with teachers and students started.
Awareness and Training Plan
10. 2012 Results
36 works were submitted to be evaluated by two juries.
10 finalists ranked from 1 to 10.
CNC drew up an implementation plan.
11. 2013
Work demands: environmental education and
sustainable construction from the labour perspective.
Workshop: “Caring for the Environment and the Future
of Employment for Young Workers”.
Awareness and Training Plan
12. 2013 Results
55 works were submitted to be evaluated by two juries.
10 finalists ranked from 1 to 10.
CNC drew up an implementation plan.
13. 2014
The Blas Pascal Center was incorporated to the CNC
Program.
The training main topic: “ICT & LKT. Time to learn, Time
to know”.
Research blog: “Areco River Basin. An Interdisciplinary
Approach”.
Awareness and Training Plan
14. 2014
Participants asked for a more comprehensive training.
A three-month intensive training course through b-
learning started.
Contents: Research blogging, authoring hypermedia
to develop “born-to-the-Web” materials, online
hypermedia conceptual maps design, hypermedia
interactive boards.
Awareness and Training Plan
17. 2014 Results
51 works were submitted to be evaluated by two juries.
10 finalists ranked from 1 to 10.
CNC drew up an implementation plan.
18. 2015
All projects are revised.
Our challenging task: to improve the way information,
ideas and concepts are expressed. “Better thinking
resulting in better projects”.
Workshop Feb. 2015: “ICT & LKT at Areco II. What Have
We Done for Doing it Better?”.
Awareness and Training Plan
23. First Conclusions
• Ongoing project in its 4th
year
• Students and teachers
have achieved significant
IT knowledge and practice
• Source of motivation I:
problem solving to turn
their ideas into
environmental projects
• Source of motivation II:
submitting projects to be
eligible for funding.
• Source of motivation III:
being involved in an
innovative program
24. • Museo Las Lilas
(transportation,
breakfast, lunch and
brunch)
• Municipal authorities
•TV channels
• Radio stations
More Broadly…
25. • On the STEM Paradigm, emphasizing knowledge
acquisition of communication tools, platforms and
strategies mainly based on S & T as well as on
communication and art convergence.
26. • Beyond technological and social aspects, all stakeholders
(CNC staff, teachers, students, administrators) involved in
this program feel that by working together we are
building a better world.