Slides for a one hour workshop for the Tech Tools 2012 for instructors at Texas State University - San Marcos. The workshop focuses on how ETC-Research and Development team of Instructional Technologies Support collaborated with several instructors including Dr. Brock Brown from Geography to embark on several projects using Second Life, Unity Engine, Google Earth, OpenSimulator to teach hybrid online classes that need simulations or immersive environments to reach educational goals. The presentation also covers the over 8 years worth of tenure the Texas State University Virtual Campus has had in Second Life, our experiences, the good and the bad and the exciting!
Slides from a workshop series I ran for an undergraduate class at Bath Spa University in November 2012. It would be much more helpful if Slideshare included the notes at the bottom of the presentation, since all the verbal explanation that accompanies the slides (and which is important for understanding the flow of the workshop) is there. And you can't see it.
GameTech presentation for March 9-11, 2009 in Orlando, Florida. Includes new content and information on the role of identity and presence as well as examples of game and roleplay simulations.
A co-authored paper and presentation by myself, Evan Raskob, Fiona French and Nick Rothwell, on the "Life Project" a robot art project led by Evan Raskob
Games as Serious Visualisation Tools For Digital Humanities, Cultural Heritage and Immersive Literacy
Are there social and cultural issues raised by virtual, mixed and augmented reality technologies of particular interest to Digital Humanities researchers? I will also discuss related emerging and merging themes in serious game research and a relatively new concept, immersive literacy.
Slides for a one hour workshop for the Tech Tools 2012 for instructors at Texas State University - San Marcos. The workshop focuses on how ETC-Research and Development team of Instructional Technologies Support collaborated with several instructors including Dr. Brock Brown from Geography to embark on several projects using Second Life, Unity Engine, Google Earth, OpenSimulator to teach hybrid online classes that need simulations or immersive environments to reach educational goals. The presentation also covers the over 8 years worth of tenure the Texas State University Virtual Campus has had in Second Life, our experiences, the good and the bad and the exciting!
Slides from a workshop series I ran for an undergraduate class at Bath Spa University in November 2012. It would be much more helpful if Slideshare included the notes at the bottom of the presentation, since all the verbal explanation that accompanies the slides (and which is important for understanding the flow of the workshop) is there. And you can't see it.
GameTech presentation for March 9-11, 2009 in Orlando, Florida. Includes new content and information on the role of identity and presence as well as examples of game and roleplay simulations.
A co-authored paper and presentation by myself, Evan Raskob, Fiona French and Nick Rothwell, on the "Life Project" a robot art project led by Evan Raskob
Games as Serious Visualisation Tools For Digital Humanities, Cultural Heritage and Immersive Literacy
Are there social and cultural issues raised by virtual, mixed and augmented reality technologies of particular interest to Digital Humanities researchers? I will also discuss related emerging and merging themes in serious game research and a relatively new concept, immersive literacy.
TCC 2021 Worldwide Online Conference session Teaching VR for the Saints by Dr. Cynthia Calongne. Class taught Fall 2020 in an open source virtual world grid at Virtual Harmony.
SXSW 2015 - Storytelling Engines for Smart Environmentscalmr.io
The Information Age moved us into a Connected Economy but didn’t fully restored the relational Poetry it had conceiled. The Sensor Age is finally here. We can now fully awake the Poetic Potential of the Internet of things. The physical world is the new platform (again).
Removing the friction between the various touchpoints of a typical daily human experience to create Meaningful Immersive Experience that doesn't isolate the user has proven to be a very challenging task.
The panel will be organized to navigate the limitless possibilities of the various services, products tools and mindsets that allows any Urban Planners, any changemaker, any Retail Strategist, any Creative Director, any Storyteller, any Poet to create Experiences that seamlessly incorporate Human Behaviors, the ever-growing types of wearables & connected objects, mobile devices & their applications, environmental media systems (sounds, video, special effects) and a vast array of Sensors and Sensors Networks.
Presenters
Jonathan Belisle
Chief Experience Architect
SAGA
Jonathan Bélisle has been a Relational Artist and Web entrepreneur for close to 20 years. He is an interactive production director, dedicated UX poet, creative techie, and an inspired teacher.
Lance Weiler
Storyteller
Connected Sparks
Lance Weiler is a storyteller, entrepreneur and thought leader. An alumni of the Sundance Screenwriting Lab, he is recognized as a pioneer because of the way he mixes storytelling and technology.
Meghan Athavale
CEO
Lumo Play
Meghan Athavale grew up in Northern Canada, in the mining community of Thompson, Manitoba. She spent her childhood running through forests, fishing, swimming, and climbing trees.
Vincent Routhier
CEO
SAGA
I am the Chief Storytelling Officer at SAGA, a wonderful living space of creativity where multidisciplinary and international teams share high knowledge and innovative approaches to foster positive change.
STEM Education Consultant, Diana Wehrell-Grabowski, PhD provides an introduction to establishing and maintaining a Makerspace within a school or public library setting. For more information on Maker Ed, and STEM professional staff development for K-12 educators and media specialists contact Diana Wehrell-Grabowski, PhD at http://www.dianawehrellgrabowski.com
CSTA2015 Blocks-based Programming: Toolboxes for Many OccasionsJosh Sheldon
An overview of 4 blocks-based programming environments from MIT's Center for Mobile Learning, specifically GameBlox, TaleBlazer, and StarLogo Nova from the Scheller Teacher Education Program & Education Arcade and MIT App Inventor from the eponymous group.
Wuxia the Fox Educational Design project showcase - Ottawa Prime Time 2017calmr.io
In 2005 I had a complex dream about 2060 ... It was a dream about the ecological future and how to make sure kids would be more contemplative, calmer, enjoying reading paper books in 2060 and finding more meaningful usages to the technologies surrounding them instrad of getting distracted by them.
This presentation is about the responsibility of technology and the power of technology. The impact depends on the speaker and the anecdotes and presentation style used.
TCC 2021 Worldwide Online Conference session Teaching VR for the Saints by Dr. Cynthia Calongne. Class taught Fall 2020 in an open source virtual world grid at Virtual Harmony.
SXSW 2015 - Storytelling Engines for Smart Environmentscalmr.io
The Information Age moved us into a Connected Economy but didn’t fully restored the relational Poetry it had conceiled. The Sensor Age is finally here. We can now fully awake the Poetic Potential of the Internet of things. The physical world is the new platform (again).
Removing the friction between the various touchpoints of a typical daily human experience to create Meaningful Immersive Experience that doesn't isolate the user has proven to be a very challenging task.
The panel will be organized to navigate the limitless possibilities of the various services, products tools and mindsets that allows any Urban Planners, any changemaker, any Retail Strategist, any Creative Director, any Storyteller, any Poet to create Experiences that seamlessly incorporate Human Behaviors, the ever-growing types of wearables & connected objects, mobile devices & their applications, environmental media systems (sounds, video, special effects) and a vast array of Sensors and Sensors Networks.
Presenters
Jonathan Belisle
Chief Experience Architect
SAGA
Jonathan Bélisle has been a Relational Artist and Web entrepreneur for close to 20 years. He is an interactive production director, dedicated UX poet, creative techie, and an inspired teacher.
Lance Weiler
Storyteller
Connected Sparks
Lance Weiler is a storyteller, entrepreneur and thought leader. An alumni of the Sundance Screenwriting Lab, he is recognized as a pioneer because of the way he mixes storytelling and technology.
Meghan Athavale
CEO
Lumo Play
Meghan Athavale grew up in Northern Canada, in the mining community of Thompson, Manitoba. She spent her childhood running through forests, fishing, swimming, and climbing trees.
Vincent Routhier
CEO
SAGA
I am the Chief Storytelling Officer at SAGA, a wonderful living space of creativity where multidisciplinary and international teams share high knowledge and innovative approaches to foster positive change.
STEM Education Consultant, Diana Wehrell-Grabowski, PhD provides an introduction to establishing and maintaining a Makerspace within a school or public library setting. For more information on Maker Ed, and STEM professional staff development for K-12 educators and media specialists contact Diana Wehrell-Grabowski, PhD at http://www.dianawehrellgrabowski.com
CSTA2015 Blocks-based Programming: Toolboxes for Many OccasionsJosh Sheldon
An overview of 4 blocks-based programming environments from MIT's Center for Mobile Learning, specifically GameBlox, TaleBlazer, and StarLogo Nova from the Scheller Teacher Education Program & Education Arcade and MIT App Inventor from the eponymous group.
Wuxia the Fox Educational Design project showcase - Ottawa Prime Time 2017calmr.io
In 2005 I had a complex dream about 2060 ... It was a dream about the ecological future and how to make sure kids would be more contemplative, calmer, enjoying reading paper books in 2060 and finding more meaningful usages to the technologies surrounding them instrad of getting distracted by them.
This presentation is about the responsibility of technology and the power of technology. The impact depends on the speaker and the anecdotes and presentation style used.
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This presentation features how to setup, use and overcome challenges to using makerspaces/makered activities. Examples of student activities and storage components are featured throughout the presentation
Animation is key component of beautiful and useful product design. Salesforce, Google, and IBM all feature motion design in their design systems, and there’s every reason you should, too. When designers and developers agree upon constraints, they can create UI components faster and present a unified, polished look and feel users appreciate.
Communicating animation is all about identifying patterns and setting boundaries and behavior expectations. This means:
- creating custom easings that reinforce branding and physics
- choreographing scalable timing values
- creating a vocabulary of reusable components
- combining those components into unique yet universal animation patterns.
Whether your project is big or small, if it has a style guide, you will want to include motion design. In this talk, you will learn how to bring animation to heel.
This slideshow was created for educators who are thinking about the many facets of 21st century learning including using online tools, learning new tools and have realized that there are new skills for our students to be exposed to.
Immersive Technologies imitate or extend our physical world via digital simulations to give us the sense of being completely absorbed into something. Spatial computing is a new form of immersive technology that combines computer vision and artificial intelligence to integrate visual content into the real-world around us. In this webinar:
• Understand Immersive Technologies and see how they will impact everything ranging from education to entertainment.
• Learn the differences between virtual, augmented, and mixed realities to introduce Spatial Computing.
• Hear about the tools, devices, and platforms creating these new experiences.
• Discuss potential issues these technologies may have when used in learning and teaching.
• See what libraries can do to make use of immersive technologies to create new user experiences.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
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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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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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
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.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
6. Theory behind using Scratch
Every teacher is responsible for helping students
develop their digital fluency.
Collaboration Invention
Reflection Creative thinking
Reasoning Computational thinking
“We wanted to make it easy for everyone, of all ages, backgrounds, and
interests, to program their own interactive stories, games, animations, and
simulations, and share their creations with one another.” (Resnick)
7. That Same old Story?
Seymour Papert – 1980 – Mindstorms
“High ceiling”
more social
more meaningfu
l
more tinkerable
“low floor” “wide walls”
12. Scratch Features
Connect to the real world
Big programming concepts
are arranged in logical
groups.
Tinkerable
Wide range of projects
possible
Easy sharing of projects
from within application
Multimedia manipulation
Block programming
14. Lesson Plans and Projects
Create a list of ideas of how YOU can use Scratch
in your own classroom with students. What
might you have students create in Scratch that
relates to your subject area?
15. ICT and Social Studies
• Flashcards
• History quiz
• Historical event simulation
using more than one
character.
• World heritage site
demonstration
16. ICT and Math
• Mazes (levels possible)
• Game using scoring (variables)
• Tetris game
• Math quiz
17. ICT and Language Arts
• Story with illustrations (created individually or
collaboratively taking turns)
• Describe a word or concept
• Madlibs
• Stories with alternative ending choices
18. ICT and Arts
• Play/tv show using media that students have
created
• Self-generating drawing or drawing application
• Working piano keyboard
19. ICT and Languages
• About me project – students create an
interactive collage about themselves.
• Slideshow of images with narration.
• Translate a recipe
• Create an alphabet translator
20. ICT and PE
• Interactive dance routine that lets the user
explore different choreography
• Quiz on muscles
• Fitness/health calculator
• PSA’s/presentations on health
21. ICT and Science
• Animation showing a scientific concept e.g.
Newton’s Laws of Motion
• Interactive simulation on senses e.g. optical
illusion
• Program planetary motion
• Create a pendulum
22. Implementation
• Stations
• Small group explorations
• Workshop style
• Intro scratch at beginning -> use for simple
project -> build on each time
• Encourage students to use it after school and
at home
23. Reflection
• How can Scratch fit into your classroom? Your
school?
• If not Scratch, what else can you use to
encourage creative computing and digital
fluency in your classroom?
25. References
• Resnick, M., Maloney, J., Monroy-Hernandez, A.,
Rusk, N., Eastmond, E., Brennan, K., Millner, A.,
Rosenbaum, E., Silver, J., Silverman, B., and Kafai,
Y. (2009). Scratch: Programming for all.
Communications of the ACM, 52(11), 60-67. doi:
10.1145/1592761.1592779
• http://www.glnd.k12.va.us/resources/scratch
• http://www.glnd.k12.va.us/wiki/index.php/Hand
outs/Scratch
Editor's Notes
Thank you for joining me today. I’m your workshop leader, Damianne President. Thinking about achievement and success for today - Opportunity for each of us to reflect on our teaching and ways to improve it. Hope that as you learn about Scratch, you fall in love with it as I have. But more than that, I hope that you join me in considering ways in which technology can not just engage students, but transform teaching and learningThere are many ways to achieve this. Scratch is one tool that we can use in our classrooms and so I’ll focus on it today.This session will attempt to blend presentation with conversation, thinking with dialogue, exploration with planning.Introduce myself3 parts – presentation, show around Scratch and Q/A
How many of you use computersin your classroom? How many of you have 1-1 programs? Computers in every classroom? Carts? Think: What are the different ways in which you use computers in your classroom? How many of these activities involve students creating with computers?TPS: Now take a couple of minutes and define creative computing.Creative computing is …
WebsiteCommunityResources
Long love affairSeen it in action21st century skillsHelp encourage student creativity through a creative thinking spiral (Resnick)Build digital fluency
In our use of technology in school, we still spend a lot of time consuming information through browsing and research.We interact by entering searches and making choices and engage in chatting.But do we spend enough time creating and remixing? How creatively do we use new technology?I’m working under the assumption that those are worthwhile skills. I assume that we all want our students to have these skills.*Collaboration, Creative Thinking, Reasoning, Computational thinkingReflectionInventionThink/pair/share – How do those six skills play out in your classroom? How does it happen?
You may be familiar with the work of Seymour Papert who published Mindstorms in 1980. His book led to programming being introduced in schools, using Logo. Why did this end?Relate story about Logo and Math (first love) and how only a few students were engaged3 design principles
Scratch has a community for collaboration, support, critiqueSharing built inProjects can be ran in browser (using Java based player)Creative Commons LicenseMotivation: receive feedback and adviceInspiration: see other projectsCollaboration: borrow, adapt, build upon, and people working together to create projects they couldn’t individuallyNetwork by showing which projects are related to each other, which inspired each other, giving creditLanguage support for a wide range of languages
Scratch allows diversity and personalization.Users can create many different types of projects to meet interests and learning stylesUsers can personalize projects by importing mediaProjects can be “real” or “imaginary”
Double click to executeCan have a messy planning areaChange instructions during execution to immediately see effectIntuitive
Do a demo of Scratch
A draft guide can be downloaded from ScratchEd. It is both subject-neutral and grade neutral.Draft curriculum show the curriculum meets NETS standards.Guides from Scotland, Ireland, Portugal also availableActive community of teachers