Author: Barbora Štollová.
The Envigame project was created to address Czech teachers' lack of methodological guidance and practical educational materials.
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
Author(s): Maja Pivec, Cristina Stefanelli, Inger-Marie F. Christensen, Jutta Pauschenwein.
This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
Education in the modern classroom: Location based mlearning in Singapore - Tr...CodesPorter
This paper gives an overview on a Location Based mobile Learning (mLearning) solution – Trail Shuttle, for educational purposes and seeks to highlight some of the key features of Trail Shuttle, and how it supports Singapore Schools as the students embark on mlearning. The experience of a Singapore School, leveraging on the emergence and increasing adoption rate of wirelessly networked personal and portal handheld devices to explore technology-enhanced on-the-go learning opportunities, will also be documented in this paper
http://itunes.apple.com/mt/app/trail-shuttle/id448270306?mt=8
Mobile Language Learning: From Social Media to Gaming Praxis BCcampus
Catherine Caws, Faculty Member, French Department, University of Victoria
Bernadette Perry, PhD student, University of Victoria
Festival of Learning: Celebrating Teaching and Learning in Higher Education in Burnaby, B.C. from June 6 -9, 2016
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
Author(s): Maja Pivec, Cristina Stefanelli, Inger-Marie F. Christensen, Jutta Pauschenwein.
This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
Education in the modern classroom: Location based mlearning in Singapore - Tr...CodesPorter
This paper gives an overview on a Location Based mobile Learning (mLearning) solution – Trail Shuttle, for educational purposes and seeks to highlight some of the key features of Trail Shuttle, and how it supports Singapore Schools as the students embark on mlearning. The experience of a Singapore School, leveraging on the emergence and increasing adoption rate of wirelessly networked personal and portal handheld devices to explore technology-enhanced on-the-go learning opportunities, will also be documented in this paper
http://itunes.apple.com/mt/app/trail-shuttle/id448270306?mt=8
Mobile Language Learning: From Social Media to Gaming Praxis BCcampus
Catherine Caws, Faculty Member, French Department, University of Victoria
Bernadette Perry, PhD student, University of Victoria
Festival of Learning: Celebrating Teaching and Learning in Higher Education in Burnaby, B.C. from June 6 -9, 2016
This is a quick, education-relevant primer to the indispensable tools for teachers found in Microsoft Office 2007 and 2010. Office gives teachers helpful ways to be more productive and collaborative using versatile programs from PowerPoint to Word to OneNote.
Create. Organize. Share.
Le diaporama de présentation du projet qui m'a permis d'être sélectionné au forum mondial des enseignants innovants qui s'est déroulé à Prague du 28 novembre au 1 décembre 2012
18 educational models for use the DIGITAL WHITEBOARD (DWB)PERE MARQUES
18 educational models for use the DIGITAL WHITEBOARD (DWB).
Includes activities for interactive whiteboard (IWB), document reader and electronic voting systems
Training course about New Media Literacies: an inspiration for new approaches to the classroom practices, held by professor Ilaria Filograsso, of the University of Chieti-Pescara
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Engage Project: Sharing Experience from Game Based Learning Dissemination Wor...eLearning Papers
Author(s): Jose Luis Soler, Gisela Vidal.
Engage Project: Sharing Experience from Game Based Learning Dissemination Workshops
With this contribution, rather than providing definitive solutions, we intend to share knowledge obtained from the cross sectoral implementation of more than 15 workshops carried out as part of ENGAGE portal activities.
This is a quick, education-relevant primer to the indispensable tools for teachers found in Microsoft Office 2007 and 2010. Office gives teachers helpful ways to be more productive and collaborative using versatile programs from PowerPoint to Word to OneNote.
Create. Organize. Share.
Le diaporama de présentation du projet qui m'a permis d'être sélectionné au forum mondial des enseignants innovants qui s'est déroulé à Prague du 28 novembre au 1 décembre 2012
18 educational models for use the DIGITAL WHITEBOARD (DWB)PERE MARQUES
18 educational models for use the DIGITAL WHITEBOARD (DWB).
Includes activities for interactive whiteboard (IWB), document reader and electronic voting systems
Training course about New Media Literacies: an inspiration for new approaches to the classroom practices, held by professor Ilaria Filograsso, of the University of Chieti-Pescara
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Engage Project: Sharing Experience from Game Based Learning Dissemination Wor...eLearning Papers
Author(s): Jose Luis Soler, Gisela Vidal.
Engage Project: Sharing Experience from Game Based Learning Dissemination Workshops
With this contribution, rather than providing definitive solutions, we intend to share knowledge obtained from the cross sectoral implementation of more than 15 workshops carried out as part of ENGAGE portal activities.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Design and develop of en e learning content based on multimedia gameijseajournal
This paper aims to develop e
-
learn
ing contents for multimedia technology lesson with the purpose to assist
students in learning the subject. The multimedia game was used to make the lesson more interesting and at
the same time to provide students with real example of how multimedia works.
The effectiveness of the
developed contents was studied by comparing results of the same test from students taking conventional
class
-
room lectures and those using the developed e
-
learning contents. We found that the latter performed
better at the statisti
cal significance level of 0.05.
TOJET The Turkish Online Journal of Educational Technology.docxMARRY7
TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1
Copyright The Turkish Online Journal of Educational Technology 183
THE EFFECTS OF THE COMPUTER-BASED INSTRUCTION ON THE
ACHIEVEMENT AND PROBLEM SOLVING SKILLS OF THE SCIENCE AND
TECHNOLOGY STUDENTS
Oğuz SERİN
Cyprus International University, Faculty of Education,
Nicosia-North Cyprus
[email protected]
ABSTRACT
This study aims to investigate the effects of the computer-based instruction on the achievements and problem
solving skills of the science and technology students. This is a study based on the pre-test/post-test control group
design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control
group. The achievements test on “the world, the sun and the moon” and the Problem Solving Inventory for
children were used to collect data. The experimental group received the computer-based science and technology
instruction three hours a week during three weeks. In the analyses of data, the independent groups t-test was used
at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their
achievements and problem solving skills and the Kolmogorov-Smirnov single sample test to find out whether the
data follow a normal distribution and finally, the covariance analysis (ANCOVA) to evaluate the efficacy of the
experimental process. The result of the study reveals that there is a statistically significant increase in the
achievements and problem solving skills of the students in the experimental group that received the computer-
based science and technology instruction.
Keywords: Computer-based instruction (CBI), the Science and Technology Course, learning packet,
achievement, problem solving skills, primary education
INTRODUCTION
Great emphasis is placed on the computer-based science and technology laboratories as well as ordinary science
laboratories in the educational curricula of the developed countries. One of the aims of the science and
technology course is to train individuals capable of keeping up the fast developing and changing science world
and capable of utilizing the recent technological discoveries in every field. Researchers have been interested in
revealing the effects of the computer-based instruction, which began to be used with the invention of the
computer, which is one of the most important technological devices of the time.
As a result of the rapid development of the information and communication technology, the use of computers in
education has become inevitable. The use of technology in education provides the students with a more suitable
environment to learn, serves to create interest and a learning centred-atmosphere, and helps increase the
students’ motivation. The use of technology in this way plays an important role in the teaching and learning
process (İşman, Baytekin, Balkan, Horzum, & Kıyıcı, ...
A Study on the Effectiveness of Computer Games in Teaching and LearningIJASCSE
Games, especially computer games are becoming one of the tools of education. Nowadays, the usage of computer games as an educational tool has become a worldwide trend. An early assumption suggests that since the appeal of computer games can engage interest and motivation, thus it is a wise step to use computer games for the purpose of educating. This is because students often get bored with the learning process; therefore we need to find creative ways to teach them. Instead of the usual, dull lesson in class, educators are trying out new ways to attract the interest of students to focus the lessons and thus increase their understanding, with one of it using computer games. A lot of papers supported the idea of computer games being effective as an aid for students. Educators alike also agreed that it is one of the ways to gain students interest in their lessons. Before coming to the ultimate conclusion that computer games are a good choice, first of all we need to study carefully the effectiveness of using computer games as an educational medium. This paper aims to study the effectiveness of computer games in learning among students. Issues on the integration of computer games in formal education are and the current status of educational gaming in learning were reviewed in this paper. We focused on higher learning context which is for university students.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
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.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Envigame – Linking Environmental Education to ICT in Czech Primary Schools
1. From the field
Envigame – Linking Environmental Education to
ICT in Czech Primary Schools
Author The Envigame project was created to address Czech teachers’ lack of methodological
guidance and practical educational materials. Its outcomes are a set of educational
Barbora Štollová
programs in the form of interactive digital games and methodological aids. The project
ENVI GAME (http://www.
envigame.cz/) Koordinátorka introduces a platform where most materials are uploaded and organized as game sce-
projektu narios. It succeeds in linking Environmental Education (EE), a transversal theme in the
barbora.stollova@ Czech Primary School system, with ICT use.
crossczech.cz
Tags
1. Introduction
Based on the previous experience from similar international projects dedicated to the imple-
environmental education, mentation of the game based learning concept, the project decided to bridge two different
educational platform, worlds – Environmental Education and ICT. Playing envi-games involves work in outdoor ter-
education and ICTs
ritory and execution of indoor activities with the use of computers, mobile phones and game
platform. Ten schools and 300 pupils engaged in the pilot are mapping ecosystem and spe-
cies biodiversity, cultural and historical heritage, use of natural resources, health and healthy
lifestyle on local level all over the Czech Republic.
2. Learning by Playing
Envigame project is based on several fundamental theoretical and practical pillars. The first
is the concept of the Game Based Learning (GBL) often explained as learning by playing or
education based on new digital games. In this context, a game constitutes of a clear frame
given by the digital system, where player has to know the rules and accept them.1 New digital
games are characteristic by certain features such as social cooperation, relations based on
participation of all, equity and inclusivity, critical of mainstream, creativity between players,
instigate real world actions, etc.2 Important aspects from the pedagogical point of view, are
the reality of games with the social context, development of cultural critical and creative
literacy of players and at the same time it represents a “window to culture (in our case en-
vironmental culture)”.3 This is the theoretical foundation for the architecture of the basic
project tool – the Envigame platform and its games4.
1 WASTIAU, Patricia; KEARNEY, Caroline; VAN DEN BERGHE, Wouter. How are digital games used in schools? : Com-
plete results of the study [online]. Brusel : European Schoolnet, 2009 [cit. 2010-11-17]. Available from: http://
games.eun.org/upload/gis-full_report_en.pdf. ISBN 978-907820987-4.
2 HAGUE, Cassie; WILLIAMSON, Ben; Digital participation, digital literacy, and school subjects. London 2009. Avail-
able from: http://www2.futurelab.org.uk/resources/documents/lit_reviews/DigitalParticipation.pdf
3 Detto.
4 Available at http://platforma.envigame.cz/. At the moment in the pilot phase with restricted access.
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2. From the field
The game is played by teams consisting of five and more players, The content of the game has been created by the group of ex-
roles within the team are divided by the players’ skills (“techni- perts in the field of environmental education, thus there is a
cian”, communicator, task editor etc.). Team has to fulfill lev- very small need from the teachers to work on the predefined
els of the game, the game is linear. Each game level has several games, they only have to adopt games to the local conditions
tasks in various complexities. Those tasks are to be carried out before it is launched (insert GPS, define some places or spe-
within the school – mostly at the computer lab and/or outside cies etc.). Methodology represents a manual leading the game
the school in nature or town environment. The team either master through game and at the same time game master leads
divides, and the game is played in parallel mode, or the game through the game teams.
is played in sequences (firstly the whole team plays outdoors,
then indoors). The communication between the team players is 4. Conclusion – Lesson Learned
made via platform chat (computer and mobile phone with data
transfer). Indisputable experience for creation of a new digital game is
its testing in the real life conditions. As the philosophy of the
Length of the task varies from 20 to 45minutes. Completed project is to develop students ICT skills also outside the compu-
tasks are uploaded to the platform and evaluated by the game ter lab, the project simulates real situations related to environ-
master. The game master is a teacher of particular subject or so ment, where new technologies has to be used. Very important
called Environmental Education Coordinator. The game master part of the pilot preparation was a one day workshop for teach-
provides discreet help to student teams if necessary and he also ers “game masters” and their “assistants”, mostly school ICT
sets the pace of the game by instant task evaluation. Whether coordinators. During that workshop teachers played the game
the task is fulfilled or not depends solely on the evaluation of as students in order to gain an important experience of the stu-
the teacher, the platform does not evaluate tasks automatically. dent role. The use of equipment caused some problems to adult
In case of satisfactory task fulfillment, the game masters gives participants; nevertheless, the obstacles were overcome by the
points to the task a lets the team to play another task in the professional lectors. Pilot pedagogical teams are set up in such
same or another (higher) level. way that both methodological (EE coordinators) and technical
(IT coordinators) support of the game are covered. Some of the
3. Bridge between the Technologies, school teams engaged into the game playing more colleagues in
Environmental Education and Pedagogy order to share the subjects in which the game is played.
The second pillar of the project emphasizes practical use of the During the pilot, the feedback is collected via evaluation ques-
game and ready-to-use methodology for teachers. According to tionnaire filled in monthly intervals. As the pilot has not finished
the survey carried out by the Ecological Education Club in year yet, so far we have only interim conclusions. Actual results show
2008 among the member schools5 and the analysis prepared by the game is easier for pupils than for adults to play. Teachers
the Research Institute of Education6, there is an insufficient use spent more time on studying manuals; they spend a lot of time
of active teaching methods in the crosscutting theme of EE and with game coordination and setting up game players teams. Or-
a very small amount of practical teaching programs to be used ganization part is more demanding, especially if the teams are
outside of school environment exist. There are seven games on set of more than one class. Rather easy seems to be for teachers
the platform (also called game scenarios) played in pilot trial by to adopt the game scenarios to local conditions.
the schools at the moment in ready-to-use status. The games
On the contrary, motivation seems to be a challenging aspect of
are played at various length from 4 to 6 hours (so called project
Envigame. Although pupils like to use ICT, if the level or task is
day games) to midterm and whole term length with a periodic-
difficult to solve, they lose their “drive” for playing.7 However,
ity of playing for 45minutes a week.
the content of the game has been very welcomed by the teach-
7 Tasks are set up in such way, that repetitive action is possible if the game
master decides that the task is insufficiently carried out. However, this re-
5 Approximately 120 schools in the Czech Republic.
petitive action is viewed by the pupils as the least interesting part of the
6 JANOUŠKOVÁ, Svatava: Environmentální výchova – ukázka zpracování. [cit.
game.
2010-11-17]. Dostupné z: http://www.rvp.cz/clanek/279/2107.
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3. From the field
ers. After initial difficulties most of the schools dealt smoothly
with the platform and ICT equipment. Students’ reaction was
very positive mainly because of the integration of new appli-
ances (GPS, smart phone, digital cameras) and creative work
(students had to work with many kinds of different software).8
Social networking improved, especially on those school combin-
ing different age groups. Many of the teachers endorsed equity
and inclusivity aspect of the game. The notion of creativity var-
ies from game to game and according to the age group. The
older the teams are, the more independent the decision making
process is. As for players’ literacy, there have been a lot of dis-
cussion on that issue and the opinions are biased.
The aim of the project is to introduce new ICT to teachers, not
only as tools but also as sources changing the character and
teaching style in particular subjects. To secure the sustainabil-
ity of the new pedagogical concept is always difficult; however
we would like to launch in the last year of the project series of
workshops in all regions of the Czech Republic. We plan to in-
volve at least 1300 teachers and policy makers in the workshops
where demo of the game will be presented.
8 Mostly open source.
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