The document discusses various aspects of cross-cultural communication and negotiation such as downward and upward communication, nonverbal communication cues including kinesics, oculesics, haptics, proxemics, chronemics, and chromatics. It also outlines the negotiation process and provides links to related videos on cross-cultural communication, proxemics, and negotiations.
This short document promotes the creation of Haiku Deck presentations on SlideShare and encourages the viewer to get started making their own presentation. It includes photo credits to three photographers and a call to action to create a Haiku Deck presentation on SlideShare.
This short document promotes the creation of Haiku Deck presentations on SlideShare and encourages the viewer to get started making their own presentation. It includes photo credits to three photographers and a call to action to create a Haiku Deck presentation on SlideShare.
Fake Press / A selection of interaction design projects exploring the future ...Luca Simeone
Presentation of some experimental projects that explore future scenarios for publishing processes and practices. Fake Press was a think tank that aimed at researching the possibilities offered by location-based technologies and by novel approaches to knowledge dissemination, communication and expression.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses prerequisites for learning in virtual worlds. It explores teaching approaches like associative learning by observing models, cognitive learning through exploration and making sense of spaces, and situative learning through co-creating knowledge via discussion. It also examines the importance of presence, bodies, body image and schema in virtual worlds. Findings show that initially students focus on software skills, but can later engage in social constructivist activities. The interpretation is that for complex activities, virtual worlds need to be learned as worlds and avatars as bodies. It proposes that establishing a virtual body schema through interaction is important for effective cognition in virtual worlds.
The document discusses various aspects of cross-cultural communication and negotiation such as downward and upward communication, nonverbal communication cues including kinesics, oculesics, haptics, proxemics, chronemics, and chromatics. It also outlines the negotiation process and provides links to related videos on cross-cultural communication, proxemics, and negotiations.
This short document promotes the creation of Haiku Deck presentations on SlideShare and encourages the viewer to get started making their own presentation. It includes photo credits to three photographers and a call to action to create a Haiku Deck presentation on SlideShare.
This short document promotes the creation of Haiku Deck presentations on SlideShare and encourages the viewer to get started making their own presentation. It includes photo credits to three photographers and a call to action to create a Haiku Deck presentation on SlideShare.
Fake Press / A selection of interaction design projects exploring the future ...Luca Simeone
Presentation of some experimental projects that explore future scenarios for publishing processes and practices. Fake Press was a think tank that aimed at researching the possibilities offered by location-based technologies and by novel approaches to knowledge dissemination, communication and expression.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses prerequisites for learning in virtual worlds. It explores teaching approaches like associative learning by observing models, cognitive learning through exploration and making sense of spaces, and situative learning through co-creating knowledge via discussion. It also examines the importance of presence, bodies, body image and schema in virtual worlds. Findings show that initially students focus on software skills, but can later engage in social constructivist activities. The interpretation is that for complex activities, virtual worlds need to be learned as worlds and avatars as bodies. It proposes that establishing a virtual body schema through interaction is important for effective cognition in virtual worlds.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
The document discusses designing immersive worlds to enhance learning experiences. It summarizes research showing how reaching learners, engagement, purposefulness, feedback, and experience can accelerate learning. An example of using a learning management system, 3D virtual world, and project-based learning for an innovation management course is provided. Key aspects of an engaging user/learner experience are identified as having a clear purpose, a sense of presence and connection with others, being in a state of flow, and engaging learners through their senses, actions, emotions, cognition, and creativity. Immersive worlds are proposed as a way to enhance these aspects of experience online.
Kolb's experiential learning theory proposes a four-stage cyclical model of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. This emphasizes the role of experience in the learning process. Kolb identified four learning styles that correspond to the stages. Experiential learning involves direct experience and reflection to develop new understandings. Theories by Rogers, Jarvis, and others built on Kolb's work, elaborating on reflection, types of learning, and qualities that make experiential learning effective.
This document discusses technology in learning and design. It suggests that electronic reading resources should be the norm, and that content should include audio, video, and opportunities for students to upload content and do programming. It also recommends weekly updates by tutors and a range of discussion forum dynamics. Blended learning should avoid novelty for its own sake. Access issues, both physical and related to students' academic capital, must also be considered. Linkages to networks and consultation should be varied. Virtual world learning allows students to do things they cannot otherwise. The document discusses pedagogy as a creative practice of making and fashioning effective learning environments. It notes a lack of student voice in research on virtual educational opportunities and constraints. Forms of
Second Life is a 3D virtual world where users create avatars and interact in a simulated environment. It has several potential educational uses including fostering collaborative learning communities, facilitating identity formation through avatar representation, and providing an immersive experience for situated learning. Effective educational uses of Second Life require constructivist pedagogical approaches and consideration of both synchronous and asynchronous participation. It is best used as a supplement rather than replacement for traditional classroom methods.
Teaching in virtual worlds requires certain competencies from instructors. Instructors must be able to navigate and control their avatar, anticipate technical issues, and develop interactive learning activities for students. Well-designed virtual learning experiences, like scavenger hunts or role plays, can foster engagement through their immersive nature. Research shows avatars can influence behaviors both in-world and in real life depending on their appearance. When used for authentic practice in work-related contexts, virtual worlds provide learning advantages over traditional 2D environments.
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
Edgar Dale developed the Cone of Experience, which arranges educational experiences on a cone from most concrete at the base to most abstract at the top. The cone emphasizes beginning instruction with hands-on, sensory experiences and moving up to more abstract levels. It suggests students need a foundation of concrete experiences before symbolic instruction. The cone also considers using multiple senses and learner control in experiences.
Learn how virtual reality, brain-based technologies and the language of arts can be used to support transformative experiences, that is, emotional experiences that promote deep personal change.
The document discusses several theories of learning including behaviorism, Gardner's theory of multiple intelligences, McCarthy's four types of learners, and constructivism. It notes criticisms of behaviorism for its simplistic view of learning and lack of accounting for human engagement. Constructivism sees learning as an active process where people construct their own understanding through experiences and relating new knowledge to prior knowledge. A constructivist museum would provide opportunities for learners to interact with exhibits and construct their own understanding.
This document provides an overview of an educational module on intellectual revolutions and their impact on society. It includes 4 learning outcomes focused on defining intellectual revolutions, considering diverse perspectives, embracing technological developments, and engaging in collaborative activities. The document outlines background on early Greek philosophy seeing the natural world as ordered and discoverable. It also profiles several key intellectual revolutionaries like Copernicus, Darwin, and Freud. A series of classroom activities are described focused on word searches, arranging photos to explain concepts, matching terms and illustrations, acting out app usages, and reflecting on videos about science and technology in early civilizations.
1) The document discusses strategies for developing knowledge situated within one's professional practice, including mapping out a "body of knowledge" through different methods.
2) It emphasizes that knowledge is contextual, dynamic, and informed by individual experiences and contexts. Knowledge is also performative and constantly changing through debate and new ideas.
3) The document provides examples of reflecting on one's own knowledge through writing down what is known and unknown, and comparing with others to identify common themes. This helps in planning and staging inquiry work to further learning.
Do Intelligent Machines, Natural or Artificial, Really Need Emotions?Aaron Sloman
(Updated on 14 Jan 2014 -- with substantial revisions.)
Many people believe that emotions are required for intelligence. I argue that this is mostly based on (a) wishful thinking and (b) a failure adequately to analyse the variety of types of affective states and processes that can arise in different sorts of architectures produced by biological evolution or required for artificial systems. This work is a development of ideas presented by Herbert Simon in the 1960s in his 'Motivational and emotional controls of cognition'.
Spiral of Knowledge by Nitin Desai.pptNitinDesai42
This document discusses knowledge management and organizational learning. It introduces Nonaka's model of the spiral of knowledge, which describes how tacit and explicit knowledge are converted between individuals and groups through socialization, externalization, combination, and internalization. Key points include:
- Knowledge exists in both tacit and explicit forms, located in individuals and groups.
- Knowledge is shared and created through various channels like communities of practice or documentation.
- Organizations can translate individual knowledge into collective knowledge through learning processes.
- Nonaka's spiral model shows how knowledge is transformed between tacit and explicit at each stage.
The document discusses balancing the presentation and process aspects of e-portfolios. It describes e-portfolios as both a process of collecting artifacts over time for learning and reflection, as well as a product to showcase achievements. The key is finding a balance between using e-portfolios as a workspace for ongoing collection and reflection, and as a curated showcase of work for accountability and employment purposes. Reflection is an essential part of e-portfolios that supports deep learning and identity development.
Conceptual framing for educational research through Deleuze and GuattariDavid R Cole
This presentation will address the issue of conceptual framing for educational research through the philosophy of Deleuze & Guattari. The picture of what this means is complicated by the fact that in their combined texts, Deleuze and Guattari present different notions of conceptual framing. In their final joint text, What is Philosophy? conceptual framing appears in the context of concept creation, and helps with the analysis of western philosophy through concepts such as ‘geophilosophy’. In their joint texts on Capitalism and Schizophrenia, concepts are aligned with pre-personal and individualising flows that pass through any context. This presentation will make sense of the disparate deployment of concepts in the work of Deleuze & Guattari to aid clear conceptual work in the growing international field of educational research inspired by their philosophy.
The document discusses Edgar Dale's Cone of Experience, which arranges various educational experiences from most concrete to most abstract. Direct experiences are closest to real life, while verbal symbols are the most abstract. The cone shows that mixing media which appeal to multiple senses helps learning. It cautions against overreliance on one type of experience and emphasizes moving between concrete and abstract. Bruner's model of enactive, iconic, and symbolic learning parallels the cone's arrangement from hands-on to abstract.
This document discusses visual learning and provides information on key topics related to the subject. It begins by defining visual learning and explaining its relationship to other learning styles. It then discusses the history of visual communication and learning, highlighting important developments from early cave paintings to modern technologies. The document also covers current trends in dynamic visual learning tools like documentaries, animations, and online videos. Overall, the document presents visual learning as a universal and effective approach, and traces its evolution over human history.
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
“Participatory Pedagogy: Challenging Real Life Practices of Educational Insti...Joanna Robinson
This document discusses participatory pedagogy approaches using virtual worlds like Second Life. It describes workshops held by the Masters of Digital Media program exploring how to modify traditional classrooms in Second Life. Key learnings included that large groups can collaborate to modify spaces with clear design briefs, and activities should harness students' drive to explore and be participatory rather than replicate real classrooms.
The document discusses multi-sensory approaches to learning. It describes how multi-sensory learning involves using multiple senses like visual, auditory, kinesthetic and tactile. It provides examples of visual, auditory, tactile and kinesthetic learners and activities that appeal to each type. The document also discusses Dale's Cone of Experience which illustrates how different types of instructional methods and media can impact learning, ranging from more abstract verbal symbols to more concrete direct experiences.
A presentation made to the 2009 Coventry Teachers' Conference. There are screen builds so may only be properly viewable when downloaded. CC licence 3.0 noncommercial, attribute, sharealike
Collection of pieces of advice and tips for working in virtual teams,derived from two research projects, some literature and personal experience. creative commons 3.0 nonprofit, attribution, sharealike
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
The document discusses designing immersive worlds to enhance learning experiences. It summarizes research showing how reaching learners, engagement, purposefulness, feedback, and experience can accelerate learning. An example of using a learning management system, 3D virtual world, and project-based learning for an innovation management course is provided. Key aspects of an engaging user/learner experience are identified as having a clear purpose, a sense of presence and connection with others, being in a state of flow, and engaging learners through their senses, actions, emotions, cognition, and creativity. Immersive worlds are proposed as a way to enhance these aspects of experience online.
Kolb's experiential learning theory proposes a four-stage cyclical model of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. This emphasizes the role of experience in the learning process. Kolb identified four learning styles that correspond to the stages. Experiential learning involves direct experience and reflection to develop new understandings. Theories by Rogers, Jarvis, and others built on Kolb's work, elaborating on reflection, types of learning, and qualities that make experiential learning effective.
This document discusses technology in learning and design. It suggests that electronic reading resources should be the norm, and that content should include audio, video, and opportunities for students to upload content and do programming. It also recommends weekly updates by tutors and a range of discussion forum dynamics. Blended learning should avoid novelty for its own sake. Access issues, both physical and related to students' academic capital, must also be considered. Linkages to networks and consultation should be varied. Virtual world learning allows students to do things they cannot otherwise. The document discusses pedagogy as a creative practice of making and fashioning effective learning environments. It notes a lack of student voice in research on virtual educational opportunities and constraints. Forms of
Second Life is a 3D virtual world where users create avatars and interact in a simulated environment. It has several potential educational uses including fostering collaborative learning communities, facilitating identity formation through avatar representation, and providing an immersive experience for situated learning. Effective educational uses of Second Life require constructivist pedagogical approaches and consideration of both synchronous and asynchronous participation. It is best used as a supplement rather than replacement for traditional classroom methods.
Teaching in virtual worlds requires certain competencies from instructors. Instructors must be able to navigate and control their avatar, anticipate technical issues, and develop interactive learning activities for students. Well-designed virtual learning experiences, like scavenger hunts or role plays, can foster engagement through their immersive nature. Research shows avatars can influence behaviors both in-world and in real life depending on their appearance. When used for authentic practice in work-related contexts, virtual worlds provide learning advantages over traditional 2D environments.
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
Edgar Dale developed the Cone of Experience, which arranges educational experiences on a cone from most concrete at the base to most abstract at the top. The cone emphasizes beginning instruction with hands-on, sensory experiences and moving up to more abstract levels. It suggests students need a foundation of concrete experiences before symbolic instruction. The cone also considers using multiple senses and learner control in experiences.
Learn how virtual reality, brain-based technologies and the language of arts can be used to support transformative experiences, that is, emotional experiences that promote deep personal change.
The document discusses several theories of learning including behaviorism, Gardner's theory of multiple intelligences, McCarthy's four types of learners, and constructivism. It notes criticisms of behaviorism for its simplistic view of learning and lack of accounting for human engagement. Constructivism sees learning as an active process where people construct their own understanding through experiences and relating new knowledge to prior knowledge. A constructivist museum would provide opportunities for learners to interact with exhibits and construct their own understanding.
This document provides an overview of an educational module on intellectual revolutions and their impact on society. It includes 4 learning outcomes focused on defining intellectual revolutions, considering diverse perspectives, embracing technological developments, and engaging in collaborative activities. The document outlines background on early Greek philosophy seeing the natural world as ordered and discoverable. It also profiles several key intellectual revolutionaries like Copernicus, Darwin, and Freud. A series of classroom activities are described focused on word searches, arranging photos to explain concepts, matching terms and illustrations, acting out app usages, and reflecting on videos about science and technology in early civilizations.
1) The document discusses strategies for developing knowledge situated within one's professional practice, including mapping out a "body of knowledge" through different methods.
2) It emphasizes that knowledge is contextual, dynamic, and informed by individual experiences and contexts. Knowledge is also performative and constantly changing through debate and new ideas.
3) The document provides examples of reflecting on one's own knowledge through writing down what is known and unknown, and comparing with others to identify common themes. This helps in planning and staging inquiry work to further learning.
Do Intelligent Machines, Natural or Artificial, Really Need Emotions?Aaron Sloman
(Updated on 14 Jan 2014 -- with substantial revisions.)
Many people believe that emotions are required for intelligence. I argue that this is mostly based on (a) wishful thinking and (b) a failure adequately to analyse the variety of types of affective states and processes that can arise in different sorts of architectures produced by biological evolution or required for artificial systems. This work is a development of ideas presented by Herbert Simon in the 1960s in his 'Motivational and emotional controls of cognition'.
Spiral of Knowledge by Nitin Desai.pptNitinDesai42
This document discusses knowledge management and organizational learning. It introduces Nonaka's model of the spiral of knowledge, which describes how tacit and explicit knowledge are converted between individuals and groups through socialization, externalization, combination, and internalization. Key points include:
- Knowledge exists in both tacit and explicit forms, located in individuals and groups.
- Knowledge is shared and created through various channels like communities of practice or documentation.
- Organizations can translate individual knowledge into collective knowledge through learning processes.
- Nonaka's spiral model shows how knowledge is transformed between tacit and explicit at each stage.
The document discusses balancing the presentation and process aspects of e-portfolios. It describes e-portfolios as both a process of collecting artifacts over time for learning and reflection, as well as a product to showcase achievements. The key is finding a balance between using e-portfolios as a workspace for ongoing collection and reflection, and as a curated showcase of work for accountability and employment purposes. Reflection is an essential part of e-portfolios that supports deep learning and identity development.
Conceptual framing for educational research through Deleuze and GuattariDavid R Cole
This presentation will address the issue of conceptual framing for educational research through the philosophy of Deleuze & Guattari. The picture of what this means is complicated by the fact that in their combined texts, Deleuze and Guattari present different notions of conceptual framing. In their final joint text, What is Philosophy? conceptual framing appears in the context of concept creation, and helps with the analysis of western philosophy through concepts such as ‘geophilosophy’. In their joint texts on Capitalism and Schizophrenia, concepts are aligned with pre-personal and individualising flows that pass through any context. This presentation will make sense of the disparate deployment of concepts in the work of Deleuze & Guattari to aid clear conceptual work in the growing international field of educational research inspired by their philosophy.
The document discusses Edgar Dale's Cone of Experience, which arranges various educational experiences from most concrete to most abstract. Direct experiences are closest to real life, while verbal symbols are the most abstract. The cone shows that mixing media which appeal to multiple senses helps learning. It cautions against overreliance on one type of experience and emphasizes moving between concrete and abstract. Bruner's model of enactive, iconic, and symbolic learning parallels the cone's arrangement from hands-on to abstract.
This document discusses visual learning and provides information on key topics related to the subject. It begins by defining visual learning and explaining its relationship to other learning styles. It then discusses the history of visual communication and learning, highlighting important developments from early cave paintings to modern technologies. The document also covers current trends in dynamic visual learning tools like documentaries, animations, and online videos. Overall, the document presents visual learning as a universal and effective approach, and traces its evolution over human history.
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
“Participatory Pedagogy: Challenging Real Life Practices of Educational Insti...Joanna Robinson
This document discusses participatory pedagogy approaches using virtual worlds like Second Life. It describes workshops held by the Masters of Digital Media program exploring how to modify traditional classrooms in Second Life. Key learnings included that large groups can collaborate to modify spaces with clear design briefs, and activities should harness students' drive to explore and be participatory rather than replicate real classrooms.
The document discusses multi-sensory approaches to learning. It describes how multi-sensory learning involves using multiple senses like visual, auditory, kinesthetic and tactile. It provides examples of visual, auditory, tactile and kinesthetic learners and activities that appeal to each type. The document also discusses Dale's Cone of Experience which illustrates how different types of instructional methods and media can impact learning, ranging from more abstract verbal symbols to more concrete direct experiences.
A presentation made to the 2009 Coventry Teachers' Conference. There are screen builds so may only be properly viewable when downloaded. CC licence 3.0 noncommercial, attribute, sharealike
Collection of pieces of advice and tips for working in virtual teams,derived from two research projects, some literature and personal experience. creative commons 3.0 nonprofit, attribution, sharealike
Learning in virtual worlds: why Rosa keeps dancingMark Childs
A summary of the work of my PhD, explaining the role of presence, embodiment and identity in learning in virtual worlds. This was presented as a keynote at the SOLSTICE conference in Ormskirk in June 2011.
This document discusses the ethics of teaching in immersive virtual worlds. It outlines some risks such as students not taking it seriously and negatively impacting learning, issues around student embodiment and exposure, and potential for "griefing" and crashing simulations. It also presents an ethical dilemma about some students refusing to participate due to discomfort. Some possible responses are presented, such as allowing objections, contesting a right to not be offended, making participation optional, or ditching virtual worlds altogether. References are also provided.
10 09-14 supporting learners in virtual worldsMark Childs
The document discusses factors that affect learner engagement and experience in virtual worlds. It analyzes case studies of learners in Second Life and identifies challenges they faced, such as getting used to navigating the interface and developing an avatar identity. Social interactions and developing a sense of embodiment in the virtual environment were found to be important for presence and engagement. However, some learners resisted or disengaged from virtual worlds due to issues like discomfort with virtual representations or worrying about inappropriate behaviors. The document proposes that supporting learners to develop their virtual body and identity can help increase engagement and presence in virtual learning activities.
Using SL and Theatron:
- Initial observations from a small number of case studies and students show that learning in virtual worlds requires establishing a sense of presence and identity that takes time to develop
- Student reactions to virtual worlds seem more emotive than other software, with strong positive or negative views that influence success more than other factors like interface or design
- Three preliminary types of student attitudes have been identified - those focused on technical issues, those uncomfortable with lack of physical/social cues, and those who see virtual worlds as frivolous rather than serious learning
This document summarizes a pilot study and planned main study examining how student learning experiences and preferences match up with what universities provide. The pilot involved interviews with 28 students to understand their experiences with physical and virtual learning spaces, both social and individual. Early findings showed that some students are either information gatherers or communicators online, but not both, and additional technologies are only used when other factors are present. The main study will involve in-depth interviews and research projects with 56 students per year to further explore emerging themes around matching institutional and personal experiences.
Streaming theatre in a virtual classroom case studyMark Childs
The document discusses a project that streamed theatre performances between students in Amsterdam and Warwick using virtual classrooms. Modules were developed to link the intercultural aspects of performance and connect the students. A series of videoconference sessions and online tasks were created to achieve the educational aims. Students created a pictorial essay using images and video as their assessment. Various technologies like blogs, forums, and videoconferencing software were integrated through a course website to facilitate the virtual exchange. Challenges included scheduling, copyright clearance, and technical issues with some of the software platforms.
This document outlines a workshop on communication strategies for research teams. It discusses common communication issues, available tools like meetings, emails and social media. It provides pros and cons of each tool. The document encourages participants to develop a communication matrix and strategy for their own team, considering who needs what information and how to effectively use tools like blogs, emails and instant messaging. Good practices are suggested for different tools to help teams communicate effectively.
This document provides an overview of e-learning resources and technologies that can be used to support online and blended learning. It discusses virtual learning environments, learning resources like videos and web pages, and communication tools like forums, blogs and videoconferencing. It also addresses collaborative learning, synchronous conferencing options, and combining different technologies. Support resources at the University are outlined, including pedagogical consultancy, tools, and funding sources to support e-learning development and implementation.
Learning Patterns for Maths Games June 2006Mark Childs
The document discusses a research project with two parts: a design strand to develop design patterns for mathematical games, and a deployment strand where partners deployed and researched a chosen game in classrooms. The deployment strand defined deployment as a game's integration into a teacher's learning program after leaving the design process. Initial findings from deployment in June noted difficulties installing games, lack of intuitive use, unclear curriculum alignment, and value of tips for classroom activities.
Performance in Telemaric Spaces Nov 2004Mark Childs
Telematic performance involves linking remote performance spaces through telecommunications to create a shared virtual performance space. The document discusses a workshop on telematic performance between universities in Canterbury and Exeter that failed due to technical issues like delays and image freezing. It also discusses other examples of telematic performance and debates whether the genre is a new form of creative expression or if it lacks the corporeal aspects of live performance.
The document discusses online learning design toolkits and their use. It summarizes feedback on two existing tools, DialogPlus Toolkit and Learning Activity Management System. Users disliked some interfaces and educational models being too linear or complex. The document also suggests improvements for new tools, like making them more user-configurable and navigable. Barriers to embedding the tools mentioned include perceptions of increased work and limiting flexibility. It raises questions about whether current tools are effective and how use could be improved.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Literacies? Are the following literacies/competencies/states of mind? Included in literacy framework? Derived from the experiences of the: THEATRON project http://cms.cch.kcl.ac.uk/theatron/ PhD research http://go.warwick.ac.uk/ep-edrfap/ Presented in (roughly) the order in which they are acquired Learning activities more effective when these are acquired
3.
4. 1. Technical literacy Common to all use of technologies For SL typically around 40 mins to 1 hour to learn to navigate, interact, dress, communicate Longer to learn to search, open, edit, build, Stages of unconscious incompetence through to unconscious competence Typically need to have acquired unconscious competence to focus on learning the subject rather than the use of the technology
5.
6. 2. Beyond competency SL is a very distracting environment, Learning the things that can be done (Dancing, flying, morphing, exploring) And becoming inured to them (to some extent) Perhaps an additional hour before learners are ready to focus
7. RL digression body image “a set of beliefs, attitudes and perceptions that are about one’s body” (Carruthers) body projects performance of identity body schema is “the information one needs in order to move one’s own body (e.g. bodily posture and position, bodily constraints like size and strength of the limbs, kinematical constraints like the degree of freedom of the joints, etc)” (de Vignemont) ‘body schema is for action and body image is for identification’’
8.
9. 3. Virtual body image Avatars represent our identity to others, personalise our engagement with the environment, self-presence and self-attestation Students’ discourse based on observing each other’s appearance Making unfamiliar familiar
10. Addressing literacies 1 - 3 One activity inworld helps develop these three literacies SHOPPING
11.
12. 4. Virtual body schema With technology : appropriation With bodies : proprioception In combination : “approprioception” Coincides with embodiment A “physical” connection with the space An emotional resonance with surroundings Takes a long time to build – weeks Enhanced through activity inworld (performance, interaction)
14. 5. Cultural literacy Distinction between authentic (but different) online identity and roleplay The different forms of engagement (augmentationist, immersionist, innovationist) Being aware of the communities in SL Understanding the cultures Tolerating differences, awareness of etiquette Can take months
16. 0. Ideological (emotional?) literacy Students may resist due to: Perceptions about inauthenticity, or destructiveness, of virtual experiences Anxiety regarding behaviours that challenge RL cultural norms Perceived inappropriateness of “games” or fantasy in learning Embodiment can raise problems Begin with talking through issues