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.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
Sparking a K-12 Innovation Conversation: Moving from Global to Local Trends
Wednesday, May 13, 2020: 1:00 PM - 3:00 PM
Description
How do you lead a thoughtful conversation about emerging technologies and innovation in your school district/system? This interactive Global Symposium will define the most important trends that should be addressed by K-12 edtech leaders today to empower learners tomorrow. CoSN gathered a panel of international advisors to examine the key obstacles we are seeking to overcome in education along with intensifying megatrends. In the context of the recently released Driving K-12 Innovation: Hurdles/Accelerators publication, the 2020 Global Symposium will help you make the connection between global megatrends and what’s going on in your local school system. Speakers, facilitators, and panelists will be announced shortly. Take part in a hands-on, interactive session to help you stimulate conversation and about innovation in education when you go home. You’ll receive tips on conversation starters and hear how panelists have initiated future-focused discussions in their communities.
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
Sparking a K-12 Innovation Conversation: Moving from Global to Local Trends
Wednesday, May 13, 2020: 1:00 PM - 3:00 PM
Description
How do you lead a thoughtful conversation about emerging technologies and innovation in your school district/system? This interactive Global Symposium will define the most important trends that should be addressed by K-12 edtech leaders today to empower learners tomorrow. CoSN gathered a panel of international advisors to examine the key obstacles we are seeking to overcome in education along with intensifying megatrends. In the context of the recently released Driving K-12 Innovation: Hurdles/Accelerators publication, the 2020 Global Symposium will help you make the connection between global megatrends and what’s going on in your local school system. Speakers, facilitators, and panelists will be announced shortly. Take part in a hands-on, interactive session to help you stimulate conversation and about innovation in education when you go home. You’ll receive tips on conversation starters and hear how panelists have initiated future-focused discussions in their communities.
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Restaurant Finder Android Application project PresentationAbhinav Jain
The Prime objective of “Restaurant Finder Application” is to create a full fledged Android application which could locate a list of restaurants based on the location & type of the cuisine entered by the user. The user not only finds all the restaurant in the city, but also he can make a choice of the best restaurant based on the rating. The user can also map the location of the restaurant on Google Maps rendered to the user on the phone & find the path from his current location or from any other location to the restaurant. The user has the facility to make a call directly to the restaurant and can also obtain the detailed review provided by the others users. They can also send their own review to their friends via E-mail.
ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessm...jbacha
Presentation delivered to educators at the ‘4th International Beijing Forum on Education for Sustainable Development (ESD)’ held in Beijing, China on 22-24 October 2009
Open Learning and Innovative Didactics of ChemistrySara Tortorella
How can we benefit from digital technology for improving the teaching of chemistry?
Here my contribution to the "EChemTest®, Open Learning and Innovative Didactics of Chemistry" parallel event of the Computational and Theoretical Chemistry Congress of the European Chemical Society (EuChemS).
Innoteach final info-newsletter_03-en-final-newITStudy Ltd.
The InnoTeach project empowers the innovation mind-set in the European Union by way of establishing learning environments in schools which fertilize the grounds for young people to apply innovation principles in problem solving and at the same time learn about entrepreneurship concepts.
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
This presentation was provided to CONNECT consortium members and participants including results of phase 1
Pilot Leaders and Coordinators of data generation:
Tony Sherborne MSC
Giorgos Panselinas RDE
Rosina Malagrida IRSI
Mihai Bizoi VUT
Patricia Torres APC-PUC
Silvar Ribeiro UNEB
Alexandra Okada OU
More details:
https://www.connect-science.net/
Link to Padlet:
https://padlet.com/connectscience2020/7hm5ingbvkel8l2e
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
- 08 de maio, 09h30 | “Os processos colaborativos nas comunidades de aprendizagem em rede”, por Alexandra Okada, professora da Open University (Reino Unido), e Teresa Cardoso, professora da Universidade Aberta
Os alunos e alunas das licenciaturas de Educação da Universidade do Minho e de Educação Básica do Instituto Politécnico de Coimbra (IPC) realizam de abril a junho de 2021 o ciclo de nove webinars “Conversas com (a) Educação”.
As sessões decorrem na rede online Zoom, tendo inscrições e mais detalhes em conectados86.webnode.pt. Vai conhecer-se novas formas de aprender nas comunidades em rede, num mundo em mutação e cada vez mais tecnológico em todos os níveis de ensino, entre outros aspetos.
A iniciativa é aberta ao público, dirigindo-se em especial a professores e investigadores. O ciclo de webinars reforça a partilha de conhecimento entre os alunos da UMinho e do IPC, fazendo parte das disciplinas Tecnologia Educativa e Tecnologia e Comunicação Educacional II, orientadas pelos docentes Marco Bento e José Alberto Lencastre, respetivamente.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
ENGAGE project presentation 2016
1. Equipping the Next Generation for Active Engagement in Science
EngagingScience.eu
2. How can we ensure that students
apply science to their lives?
3. ENGAGE is part of the Responsible Research & Innovation (RRI)
agenda to help Europe respond to societal challenges.
More than 8.000 teachers using ENGAGE in Europe.
.
Cutting-edge
Science and
Technology
4. • identify contemporary science issues
• analyse emerging dilemmas in science
• develop scientific reasoning through enquiry
Teaches big
curriculum
ideas
Our goal is to help teachers and
students:
5. COLLABORATIVE LEARNING
FOR TEACHERS
Online Teacher's community built around
- Science-in-the-news
- Curriculum materials
- Online Courses
- School-scientist partnerships
7. ENGAGE enquiry-based methodology gives
students opportunity for self-expression
and responsibility for informed decisions.
CURRICULUM
MATERIALS
to get students
talk and think
14. Problem
• Dilemma and Problem-Solving
to make learning authentic.
• Group Discussions and Conversations
to build reasoning and understanding.
• Scenario and Performance Assessment
to develop knowledge and skills.
6 Teaching Tools
Practical strategies for using socio-scientific issues as a curriculum approach
15. 60 inspiring dilemma LESSONS
What does the fox say?
Topic: Sound, Skill: Claims
Can we understand animal talk?
Grow your own body
Topic: Cells, Skill: Claims
Is it possible to build new organs in a dish from cells taken
from the patient’s body?
Ban Coke?
Topic: Digestion, Skill: Evidence
What is the evidence for causal links between sugar
consumption, obesity and disease?
Ebola: trial the vaccine?
Topic: Health, Skill: Risk
Vaccine to fight Ebola – will students volunteer to test it?
16. 20 problem-solving SEQUENCES
Two degrees
Topic: Climate; Skill: Examine consequences
World leaders are meeting at the COP21 conference in
Paris to discuss:
• How could we stop average global temperatures from rising over 2
degrees?
• How could we prevent catastrophic consequences?
In this sequence students create an apocalyptic weather report showing the
possible effects of climate change.
Students learn how to examine consequences of actions
to help them to decide how they would save the world.
17. 10 open-scenario PROJECTS
Electronic waste
Topic: Global Issue
Entrepreneurs import 200 000 tonnes of electronic waste every year.
Recycling workers make money, but pay with their health.
Think twice:
Do you need that new device?
What are the impacts of recycling electronic waste?
Students use the sources of information and their RRI
skills and communicate their decision creatively. We want
to collect their work for the web site and the conference.
18. Activities and
games from
ENGAGE really
engage
students!
The materials
are very topical
and are
easy-to-use.
Thank you
for leaving it
editable.
Teachers‘ comments
19.
20. 4 Integrated components
Workshops
Learning from experts in socio-scientific teaching .
Online Courses
Flexible, enquiry-based modules for ‘just in time’ learning
Community
Q&A support from project teachers, scientists and specialists
Curriculum Materials
Dilemmas to apply science in society knowledge and inquiry,
and open-ended projects to interact with scientists.
21. which will propel teachers in their own enquiry
to become expert with RRI:
1. Adopt: online community and CPD for coaching.
2. Adapt: activities for effective learning
3. Transform: projects for partnership with RRI scientists.
Three-stage path