This document discusses embedding and contextualizing literacy, language, ICT, and math skills. Participants will explore situated literacies and their own practices, and learn what embedding and contextualizing mean. Activities include using a clock face to log literacy activities, a graph to log math/numeracy, and an online padlet to list technology use. The purpose is to make learning relevant to how skills are used in context. Participants will then develop lesson plans integrating skills into their subject areas. The goal is for participants to better understand contextualization and identify ways to develop their teaching.
Code your own Game: the Case of Children with Hearing ImpairmentsLetizia Jaccheri
To be presented at http://icec2014.info/ International Conference on Entertainment Computing
It is well known in the computer science community that is important
to encourage children to acquire coding skills and become creators of their own
experiences and not only mere game consumers. Different children have different
needs when approaching coding and making activities. Specifically, Deaf
and Hard of Hearing (DHH) children, even when provided with accessible visual
translations through sign language interpreters or real-time captions, need
customized support. In our approach we have designed, implemented, and evaluated
a workshop program of 12 children total, with the final goal of exploring
and improving the design of appropriate workshops using the current learning
environments. This paper presents an initial exploratory evaluation of a coding
experience for children with hearing impairments and the development of a set
of guidelines for improving the teaching of coding to children with DHH difficulties.
An initial set of best practices was first developed through a focus group
with experts; and afterwards, by employing content analysis, a revised set of
guidelines was obtained. The results should be useful for special education
teachers, curriculum designers and developers for K-12 education environments
for DHH. Pictures Kai Torgeir Dragland
Code your own Game: the Case of Children with Hearing ImpairmentsLetizia Jaccheri
To be presented at http://icec2014.info/ International Conference on Entertainment Computing
It is well known in the computer science community that is important
to encourage children to acquire coding skills and become creators of their own
experiences and not only mere game consumers. Different children have different
needs when approaching coding and making activities. Specifically, Deaf
and Hard of Hearing (DHH) children, even when provided with accessible visual
translations through sign language interpreters or real-time captions, need
customized support. In our approach we have designed, implemented, and evaluated
a workshop program of 12 children total, with the final goal of exploring
and improving the design of appropriate workshops using the current learning
environments. This paper presents an initial exploratory evaluation of a coding
experience for children with hearing impairments and the development of a set
of guidelines for improving the teaching of coding to children with DHH difficulties.
An initial set of best practices was first developed through a focus group
with experts; and afterwards, by employing content analysis, a revised set of
guidelines was obtained. The results should be useful for special education
teachers, curriculum designers and developers for K-12 education environments
for DHH. Pictures Kai Torgeir Dragland
This presentation will help writers to be motivated, feel focused and get rid of writer's block. Teachers can get loads of ideas to refine writing skills of students through a variety of teaching methodologies.
How to design Collaborative learning activitiesMETIS-project
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the METISProject (http://metis-project.org/), and it is one of three workshop structures that heave been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project (Brasher & McAndrew, 2015) .
References
-----------------------------
Brasher, A., & McAndrew, P. (2015). METIS deliverable D3.4: Final workshops packages: workshops for different educational levels and education contexts
This presentation will help writers to be motivated, feel focused and get rid of writer's block. Teachers can get loads of ideas to refine writing skills of students through a variety of teaching methodologies.
How to design Collaborative learning activitiesMETIS-project
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the METISProject (http://metis-project.org/), and it is one of three workshop structures that heave been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project (Brasher & McAndrew, 2015) .
References
-----------------------------
Brasher, A., & McAndrew, P. (2015). METIS deliverable D3.4: Final workshops packages: workshops for different educational levels and education contexts
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter 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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Embedding & contextualising language, literacy & maths
1. Embedding & Contextualising Language,
Literacy, ICT & Maths
In this session we will:
• Look at situated literacies
• Explore our own literacy and numeracy practices
• Discover what embedding and contextualising mean in
terms of literacy, language, ICT and maths
2. Embedding & Contextualising Language,
Literacy & Maths
By the end of the session you will be able to:
•Define contextualisation
•Identify your own literacy, ICT and numeracy
practices
•Identify areas to use relevant technological tools
3. The clock activity
1. Using the clock face, write (or show in other ways) what
you do with reading or writing throughout part of one
day, e.g. last night from 6pm till bedtime, or this
morning until coming to this session. Include all
instances of reading and writing, electronic as well as
paper-based. (5 mins)
1. Discuss with the group similarities and differences in
your reading and writing activities, including where,
when, with whom, and why you do each one. (10 mins)
Time’s
up!12345
4. The graph activity
1. Using the graph paper & pencils, create a chart
representing what you do with numeracy and maths
throughout part of one day, e.g. last night from 6pm till
bedtime, or this morning until coming to this session. (5
mins)
1. Discuss with the group similarities and differences in
your maths and numeracy activities, including where,
when, with whom, and why you do each one. (10 mins)
E
N
D
1 2 3 4 5
5. Developing Digital Literacy
On the Padlet, list all the ways you engage with technology during
your usual day
https://goo.gl/3E3wtc
7. What is contextualisation?
• Think about the clock face, graph & list you created.
• What were the contexts you used your skills in?
• When we talk about contextualisation, we are talking
about making the activities & learning relevant to the
context in which it will be used.
We contextualise the practice.
8. Take your pick
• Pick one of each colour card
• Think of an activity for your subject area which embeds and
contextualises the skill(s) you have picked. You may have to think
up 1, 2, or 3 different activities.
• You have 30 minutes to write a brief synopsis of the activities
• You will then present your ideas to the class for discussion.
• Challenge: Create a lesson plan with the activities detailed on it.
9. Embedding & Contextualising Language,
Literacy, ICT & Maths
What have you discovered from this session?
Gimme 5!
10. How did you do?
By the end of the session you will be able
to:
•Define contextualisation
•Identify your own literacy, ICT and
numeracy practices
•Identify areas to use relevant
technological tools
What are you taking
away from this session?
How will you develop
your teaching as a result
of this session?
What do you need to do to develop your skills in these areas?
