During Eyebeam Art + Technology Digital Day Camp 2011, twenty NYC teens spent three weeks working under the
guidance of a team of creative mentors to produce a series of deep, media-rich stories
about our NYC neighborhoods. Their stories became part of a web-based, interactive
map that included photographs, drawings, videos, music, games, words, infographics,
etc — limited only by imagination.
J dennis digital video cameras in today’s pre k 12 classroomsJennifer DLC
The document discusses how digital video cameras can be used in PreK-12 classrooms to engage students in learning across various subjects such as science, social studies, math, and English. It provides examples of classroom projects that teachers can assign using digital cameras, such as creating photo books, recording experiments, and documenting student growth. The document also covers the equipment, software, and permission forms needed to incorporate digital video cameras into the classroom.
Transform your classroom by integrating iPads and Moodle. This session will review how Perham educators are integrating student and teacher iPads along with Moodle to create an exciting atmosphere for learning. Math, English, and science educators will provide specific classroom examples demonstrating best practices with transparency.
The document outlines the schedule and activities for a summer school on semantic web technologies. The summer school will include tutorials on topics such as linked data, ontologies, and data publishing/preservation. Students will work in groups on mini-projects with guidance from tutors. There will be keynote speakers each day and social events planned. The goal is for students to learn practical skills through hands-on experience while interacting with peers and experts in the field.
Edgar Dale was an American educator who made significant contributions to audiovisual instruction. He wrote a paper in 1933 on how to effectively create a high school film appreciation class. Throughout his career, Dale held teaching positions in North Dakota and Illinois. He developed the Cone of Experience in 1946 to describe various learning experiences and how much information people typically retain from different types of experiences. Dale received several awards over his career for his contributions to education and audiovisual instruction.
Releasing the reins: Technologies that put students in chargeCIT, NUS
By Chris McMorran
A challenge faculty members face is knowing when to stop preparing content and start giving students more responsibility over what they learn. In this presentation, I first outline a range of technologies I have used at NUS to increase student involvement in classes with enrollments that range from five to 450. Then I focus on two technologies I have incorporated to not only allow students to demonstrate their understanding of course content, but also put students in charge of deciding what and how they will learn. Specifically, I highlight Google Maps and the NUS Wiki as learner-centered tools. I show how the technologies work, share student work and student feedback about the tools, and discuss several challenges to their use. This presentation aims to inspire others to release some control over course content in order to help students develop skills, gain knowledge, and demonstrate abilities through readily accessible tools.
Mini-projects maxi-learning-curs_estiu_july2016_session5Usoa Sol
The document describes several mini-projects using wikis and web tools that can be implemented in an English as a Second Language classroom. It provides examples of five mini-projects: The Expert, Motivational Quotes, Voki, QuizRevolution, and Paddlet. For each project, it outlines the topic, language focus, steps for implementation, and examples of student work. It emphasizes that the projects are technically simple for students, allow for creativity, and promote interaction and feedback between students.
J dennis digital video cameras in today’s pre k 12 classroomsJennifer DLC
The document discusses how digital video cameras can be used in PreK-12 classrooms to engage students in learning across various subjects such as science, social studies, math, and English. It provides examples of classroom projects that teachers can assign using digital cameras, such as creating photo books, recording experiments, and documenting student growth. The document also covers the equipment, software, and permission forms needed to incorporate digital video cameras into the classroom.
Transform your classroom by integrating iPads and Moodle. This session will review how Perham educators are integrating student and teacher iPads along with Moodle to create an exciting atmosphere for learning. Math, English, and science educators will provide specific classroom examples demonstrating best practices with transparency.
The document outlines the schedule and activities for a summer school on semantic web technologies. The summer school will include tutorials on topics such as linked data, ontologies, and data publishing/preservation. Students will work in groups on mini-projects with guidance from tutors. There will be keynote speakers each day and social events planned. The goal is for students to learn practical skills through hands-on experience while interacting with peers and experts in the field.
Edgar Dale was an American educator who made significant contributions to audiovisual instruction. He wrote a paper in 1933 on how to effectively create a high school film appreciation class. Throughout his career, Dale held teaching positions in North Dakota and Illinois. He developed the Cone of Experience in 1946 to describe various learning experiences and how much information people typically retain from different types of experiences. Dale received several awards over his career for his contributions to education and audiovisual instruction.
Releasing the reins: Technologies that put students in chargeCIT, NUS
By Chris McMorran
A challenge faculty members face is knowing when to stop preparing content and start giving students more responsibility over what they learn. In this presentation, I first outline a range of technologies I have used at NUS to increase student involvement in classes with enrollments that range from five to 450. Then I focus on two technologies I have incorporated to not only allow students to demonstrate their understanding of course content, but also put students in charge of deciding what and how they will learn. Specifically, I highlight Google Maps and the NUS Wiki as learner-centered tools. I show how the technologies work, share student work and student feedback about the tools, and discuss several challenges to their use. This presentation aims to inspire others to release some control over course content in order to help students develop skills, gain knowledge, and demonstrate abilities through readily accessible tools.
Mini-projects maxi-learning-curs_estiu_july2016_session5Usoa Sol
The document describes several mini-projects using wikis and web tools that can be implemented in an English as a Second Language classroom. It provides examples of five mini-projects: The Expert, Motivational Quotes, Voki, QuizRevolution, and Paddlet. For each project, it outlines the topic, language focus, steps for implementation, and examples of student work. It emphasizes that the projects are technically simple for students, allow for creativity, and promote interaction and feedback between students.
This document discusses creating inclusive learning environments for diverse learners. It covers topics like how different learning challenges like ADHD, autism, hearing or visual impairments affect learning and appropriate environments and teaching methods. Universal design principles are meant to create equitable spaces that are usable by all. Classroom designs can support inclusion through features like lighting, acoustics, display and storage options, and flexible seating. Studies show inclusion benefits all students by improving social skills and compassion. When planning new learning spaces, gathering input from various stakeholders is important to understand current and future student needs.
This document discusses using mobile devices like iPads, phones, and cameras for science learning. It provides examples of apps for collecting data, maps, photos, videos, and identifying flora and fauna. Additional apps support communicating concepts through images, diagrams, comics and digital stories. Apps also allow exploring physics, chemistry, biology, and space. Collecting and analyzing data can engage students and help evaluate their understanding. Citizen science projects and apps for collaboration and project-based learning are suggested.
This document provides information about various global education projects and ways for teachers to collaborate internationally. It describes projects like Flat Classroom, iCollaboratory, Kidlink and iEARN that facilitate international partnerships. Specific project examples are outlined, such as the Global Monster Project and Global Read Aloud. Tips are provided on how to build a global professional learning network through tools like Skype, blogs and social media. Contact information is included for the author, who is available to answer questions about global teaching opportunities.
This document provides lesson plans for three toy design units: Lego toys, tube toys, and Indigenous Australian toys. For each unit, the document outlines the curriculum connections and learning aims. It describes lessons where students will watch videos, draw toy designs, build toys using materials like Lego or tubes, create advertisements for their toys, and evaluate their designs. The document encourages using natural materials for the Indigenous Australian toys unit and providing examples of historical Indigenous toys.
Solar Ovens: Y3/4 Design and Technologies Teaching UnitJoanne Villis
This unit looks at the role of people in the design of solar ovens for countries such as Africa. It provides lesson ideas for students to investigate the properties of materials before designing and making their own solar oven. For more lesson ideas visit: http://technologiesjvillis.weebly.com/
We Make Everyday: How you're (most likely) already doing the makerspace thingAmy Koester
This document discusses makerspaces and how people are already engaging in maker activities without realizing it. It defines makerspaces as places for interest-based learning and explores the maker spectrum from low-tech to high-tech activities. A variety of example maker projects are provided for each tech level, from gingerbread houses and marble runs to Raspberry Pi projects and introductory soldering. The document encourages starting small with available supplies and building partnerships within the community.
The document discusses communication tasks in education. It defines communication tasks as helping students interact, collaborate, and connect with others. It explores the different types of communication like one-to-one, one-to-many, and many-to-many. It also examines synchronous and asynchronous interactions. Finally, it provides examples of tools that can be used for different categories of communication tasks like community building, cooperative learning, and online classes. These include tools for video conferencing, file sharing, brainstorming, and project collaboration.
A short presentation on how online personal learning networks can enrich face-to-face exchanges (e.g., departmental, district, conference PDs) and expand opportunities for collaborative professional development.
Dr. David W. Deeds: Using Virtual Worlds in K-12 Schools: Bett MEA 2019David W. Deeds
Dr. David W. Deeds' presentation for Bett MEA 2019 (https://mea.bettshow.com/) in the 21st Century Skills and Knowledge Theater. "Using Virtual Worlds in K-12 Schools" covers Dr. Deeds' 13 years of experience with these versatile, affordable immersive/virtual education environments. Not ready yet for Virtual Reality? Try Virtual Worlds!
The document describes the Catalyst Charter Middle School's blended learning approach, which includes (1) project-based learning integrated into the curriculum, (2) technology integration, (3) inquiry-based and multi-age learning, and (4) standards-based seminars and projects. It provides details on courses, schedules, technology used, examples of student projects, and resources for implementing a flipped classroom model.
The document describes the Catalyst Charter Middle School's blended learning approach which includes:
1) Project-based learning integrated into the curriculum using technology and collaboration.
2) Standards-based math, reading, and seminar classes as well as electives like band, choir, and world languages.
3) A focus on STEM, global citizenship, and digital literacy through differentiated instruction and student-directed projects.
The group met to discuss their mural project. They reviewed tasks completed, including designing sculptures, distributing questionnaires, and creating a presentation. They evaluated initial designs and chose a final design of a globe on shoulders. The group also met with their teacher to discuss materials for the chosen sculpture.
This document outlines the vision and strategy for the Hive Global Learning Network. It discusses what Hives are on a local level and how the Global Hive aims to connect local Hives worldwide to share ideas and tools. The goal is to build connected learning and web literacy into society in a way that is both local and global. In 2014, the plan is to establish the Global Hive program within Mozilla to create resources and support local Hive leaders, with the aim of having Hive networks in 20 cities and Hive events in 10 more cities. Mozilla and partners' roles are discussed.
Hive aims to (1) mobilize more educators to adopt connected learning practices and teach web literacy, (2) create high-quality connected learning and web literacy tools, content, curriculum and practices for broad use, and (3) catalyze schools, youth programs, and city agencies to provide rich connected learning and web literacy programs especially in under-served communities. Hive is a city-wide lab and partner organization, not a funder, that promotes equitable and accessible learning opportunities through engagement and participation using an open source approach.
The document discusses a Mozilla festival that brought together 60 youth from 12 organizations and 4 cities, including 3 London-based school groups. At the festival, youth hacked games and websites, viewed films, produced podcasts, became digital storytellers around themes of freedom and remembrance, and created digital hangout spaces. Mark Surman highlighted the digital pop-up youth space as his favorite part, noting that different groups taught different skills but with a shared goal of assuming youth want to learn and using digital tools to explore and invent. The document also mentions a fireside chat with young entrepreneurs and a learning lab discussion on creating a learning network.
This document discusses affinity groups (AGs) at Hive NYC and provides examples of potential AGs. It describes three types of AGs: "Hanging Out" groups for socializing and resource sharing; "Messing Around" groups for experimentation and peer support; and "Geeking Out" groups for sharing best practices and expertise. Examples given include reading groups, experimentation groups, and skills-sharing groups. The document calls for brainstorming to support AGs and lists two AGs already in development around school-CBO partnerships and youth pathways visioning. It encourages contacting leaders to start or join an AG.
This lesson plan has students create clay animations to teach about Pablo Picasso's art periods. Over two weeks, students research Picasso's life and art, create characters in clay, take photos to develop an animation about a period using iMovie and GarageBand. They then present and evaluate each other's animations. The plan effectively incorporates technology, art, and collaboration to teach students about Picasso and animation.
The document summarizes various projects completed by a tech club over the course of a year. It describes 15 different projects that the club worked on in sessions ranging from 1 to 4 meetings. The projects included using tools like ClassDojo, Edmodo, green screen videos and photos, animations in Keynote, video conferencing, photography, music creation in GarageBand, and digital citizenship posters made with online tools. The goal was to expose students to different technologies and allow them to be creative through hands-on projects.
This document discusses several projects using digital tools like iBooks, iMovie, and blogging to enhance student learning. It describes how students used digital cameras, researched online, and created multimedia presentations on environmental topics and literary devices. Students produced iMovies on class field trips and narratives by taking on roles like actors, photographers and editors. Integrating these tools across subjects helped motivate students and provide authentic ways to demonstrate their understanding.
This document discusses creating inclusive learning environments for diverse learners. It covers topics like how different learning challenges like ADHD, autism, hearing or visual impairments affect learning and appropriate environments and teaching methods. Universal design principles are meant to create equitable spaces that are usable by all. Classroom designs can support inclusion through features like lighting, acoustics, display and storage options, and flexible seating. Studies show inclusion benefits all students by improving social skills and compassion. When planning new learning spaces, gathering input from various stakeholders is important to understand current and future student needs.
This document discusses using mobile devices like iPads, phones, and cameras for science learning. It provides examples of apps for collecting data, maps, photos, videos, and identifying flora and fauna. Additional apps support communicating concepts through images, diagrams, comics and digital stories. Apps also allow exploring physics, chemistry, biology, and space. Collecting and analyzing data can engage students and help evaluate their understanding. Citizen science projects and apps for collaboration and project-based learning are suggested.
This document provides information about various global education projects and ways for teachers to collaborate internationally. It describes projects like Flat Classroom, iCollaboratory, Kidlink and iEARN that facilitate international partnerships. Specific project examples are outlined, such as the Global Monster Project and Global Read Aloud. Tips are provided on how to build a global professional learning network through tools like Skype, blogs and social media. Contact information is included for the author, who is available to answer questions about global teaching opportunities.
This document provides lesson plans for three toy design units: Lego toys, tube toys, and Indigenous Australian toys. For each unit, the document outlines the curriculum connections and learning aims. It describes lessons where students will watch videos, draw toy designs, build toys using materials like Lego or tubes, create advertisements for their toys, and evaluate their designs. The document encourages using natural materials for the Indigenous Australian toys unit and providing examples of historical Indigenous toys.
Solar Ovens: Y3/4 Design and Technologies Teaching UnitJoanne Villis
This unit looks at the role of people in the design of solar ovens for countries such as Africa. It provides lesson ideas for students to investigate the properties of materials before designing and making their own solar oven. For more lesson ideas visit: http://technologiesjvillis.weebly.com/
We Make Everyday: How you're (most likely) already doing the makerspace thingAmy Koester
This document discusses makerspaces and how people are already engaging in maker activities without realizing it. It defines makerspaces as places for interest-based learning and explores the maker spectrum from low-tech to high-tech activities. A variety of example maker projects are provided for each tech level, from gingerbread houses and marble runs to Raspberry Pi projects and introductory soldering. The document encourages starting small with available supplies and building partnerships within the community.
The document discusses communication tasks in education. It defines communication tasks as helping students interact, collaborate, and connect with others. It explores the different types of communication like one-to-one, one-to-many, and many-to-many. It also examines synchronous and asynchronous interactions. Finally, it provides examples of tools that can be used for different categories of communication tasks like community building, cooperative learning, and online classes. These include tools for video conferencing, file sharing, brainstorming, and project collaboration.
A short presentation on how online personal learning networks can enrich face-to-face exchanges (e.g., departmental, district, conference PDs) and expand opportunities for collaborative professional development.
Dr. David W. Deeds: Using Virtual Worlds in K-12 Schools: Bett MEA 2019David W. Deeds
Dr. David W. Deeds' presentation for Bett MEA 2019 (https://mea.bettshow.com/) in the 21st Century Skills and Knowledge Theater. "Using Virtual Worlds in K-12 Schools" covers Dr. Deeds' 13 years of experience with these versatile, affordable immersive/virtual education environments. Not ready yet for Virtual Reality? Try Virtual Worlds!
The document describes the Catalyst Charter Middle School's blended learning approach, which includes (1) project-based learning integrated into the curriculum, (2) technology integration, (3) inquiry-based and multi-age learning, and (4) standards-based seminars and projects. It provides details on courses, schedules, technology used, examples of student projects, and resources for implementing a flipped classroom model.
The document describes the Catalyst Charter Middle School's blended learning approach which includes:
1) Project-based learning integrated into the curriculum using technology and collaboration.
2) Standards-based math, reading, and seminar classes as well as electives like band, choir, and world languages.
3) A focus on STEM, global citizenship, and digital literacy through differentiated instruction and student-directed projects.
The group met to discuss their mural project. They reviewed tasks completed, including designing sculptures, distributing questionnaires, and creating a presentation. They evaluated initial designs and chose a final design of a globe on shoulders. The group also met with their teacher to discuss materials for the chosen sculpture.
This document outlines the vision and strategy for the Hive Global Learning Network. It discusses what Hives are on a local level and how the Global Hive aims to connect local Hives worldwide to share ideas and tools. The goal is to build connected learning and web literacy into society in a way that is both local and global. In 2014, the plan is to establish the Global Hive program within Mozilla to create resources and support local Hive leaders, with the aim of having Hive networks in 20 cities and Hive events in 10 more cities. Mozilla and partners' roles are discussed.
Hive aims to (1) mobilize more educators to adopt connected learning practices and teach web literacy, (2) create high-quality connected learning and web literacy tools, content, curriculum and practices for broad use, and (3) catalyze schools, youth programs, and city agencies to provide rich connected learning and web literacy programs especially in under-served communities. Hive is a city-wide lab and partner organization, not a funder, that promotes equitable and accessible learning opportunities through engagement and participation using an open source approach.
The document discusses a Mozilla festival that brought together 60 youth from 12 organizations and 4 cities, including 3 London-based school groups. At the festival, youth hacked games and websites, viewed films, produced podcasts, became digital storytellers around themes of freedom and remembrance, and created digital hangout spaces. Mark Surman highlighted the digital pop-up youth space as his favorite part, noting that different groups taught different skills but with a shared goal of assuming youth want to learn and using digital tools to explore and invent. The document also mentions a fireside chat with young entrepreneurs and a learning lab discussion on creating a learning network.
This document discusses affinity groups (AGs) at Hive NYC and provides examples of potential AGs. It describes three types of AGs: "Hanging Out" groups for socializing and resource sharing; "Messing Around" groups for experimentation and peer support; and "Geeking Out" groups for sharing best practices and expertise. Examples given include reading groups, experimentation groups, and skills-sharing groups. The document calls for brainstorming to support AGs and lists two AGs already in development around school-CBO partnerships and youth pathways visioning. It encourages contacting leaders to start or join an AG.
This lesson plan has students create clay animations to teach about Pablo Picasso's art periods. Over two weeks, students research Picasso's life and art, create characters in clay, take photos to develop an animation about a period using iMovie and GarageBand. They then present and evaluate each other's animations. The plan effectively incorporates technology, art, and collaboration to teach students about Picasso and animation.
The document summarizes various projects completed by a tech club over the course of a year. It describes 15 different projects that the club worked on in sessions ranging from 1 to 4 meetings. The projects included using tools like ClassDojo, Edmodo, green screen videos and photos, animations in Keynote, video conferencing, photography, music creation in GarageBand, and digital citizenship posters made with online tools. The goal was to expose students to different technologies and allow them to be creative through hands-on projects.
This document discusses several projects using digital tools like iBooks, iMovie, and blogging to enhance student learning. It describes how students used digital cameras, researched online, and created multimedia presentations on environmental topics and literary devices. Students produced iMovies on class field trips and narratives by taking on roles like actors, photographers and editors. Integrating these tools across subjects helped motivate students and provide authentic ways to demonstrate their understanding.
This lesson plan is for an English class of 11 students aged 5-7. The lesson will focus on teaching vocabulary related to summer weather like sunny, rainy, windy and snowy. There will be two activities - a skipping game to review the vocabulary and a cut and paste activity where students match weather pictures to the words. The plan aims to develop students' vocabulary, listening, visual and interpersonal skills over a 60 minute period through interactive games and individual work.
This document provides tips and suggestions for teaching large lecture courses effectively. It discusses engaging students by setting clear expectations and goals, using interactive teaching methods like think-pair-share activities, relating course content to students' lives through current events and popular culture, incorporating various learning styles, and assessing student learning through a variety of assignment types. The overall message is that active engagement enhances learning more than passive lectures.
American culture college itec project activityEsen Sandıraz
1) A teacher led an 8 hour project for an English language class focusing on the present perfect tense and using videos, technology, and group work to teach about cities around the world.
2) Students watched the video "Where the Hell is Matt?" and tried to identify landmarks while the teacher asked questions using the present perfect tense.
3) Students were divided into groups to create calendars of their favorite cities using ICT tools and researched locations online. Each group then presented their powerpoint to the class.
This document outlines a lesson plan on forces and movements for 5th grade primary students. It includes general and specific objectives, such as learning basic concepts of forces and movements and applying knowledge through activities. Students will watch two videos on the topic, complete a criss-cross activity, give presentations, play games involving flash cards and riddles, and be evaluated on their collaboration, creativity, and understanding of concepts. The lesson incorporates different learning styles and aims to develop students' linguistic, science, art, and social competences.
The document contains a lesson plan for an English class at the Charles Dickens Institute. The lesson is focused on selfies - taking pictures of oneself. The plan outlines the objectives, language focus, materials, procedures and activities for the 90 minute class. The activities include a warm-up discussion about selfies, watching a video on reasons why people take selfies, a reading comprehension activity from the student book, and a group debate about whether selfies are an important new art form. The plan provides detailed instructions and timing for each stage to help the teacher lead the full lesson.
A presentation by the UK partners presented to the other partners of the Comenius project. The presentation is an outline and review of the Wondrous Oblivion DVD cover project that the English partners realised for the Comenius project.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They must then create an info graphic booth showcasing key elements of the habitat and a 5 minute documentary video reflecting their experiences and raising awareness. The project aims to help students appreciate nature and inspire others. Students must also submit an individual scrapbook journal detailing their observations, understanding of the habitat, and reflections. The group will be assessed on the info graphic booth, video, and individual components.
SEMESTER 1: Elements in Natural & Built Environments Project 1 Brief - Repres...University of Nottingham
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They must then create an info graphic booth showcasing key elements of the habitat and a 5 minute documentary video reflecting their experiences and raising awareness. The project aims to help students appreciate nature and inspire others. Students must also submit an individual scrapbook journal detailing their observations, understanding of the environment, and reflections from the site visit.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
This lesson plan outlines a 40-minute English class for a 2nd year secondary school class of 30 students focused on past events and famous inventors. The plan includes a warm-up activity to check homework, a presentation by the teacher on the invention of contact lenses, and an activity where students work individually or in pairs to create digital presentations on their chosen invention using tools like Glogster or PowerPoint. They will finish the presentations for homework. The lesson closes with saying goodbye and sharing snacks as it is the teacher's last class of her practicum placement.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They will then work in groups to create an info graphic booth showcasing the natural elements and their relationships. Each student must also create an individual scrapbook journal of their experiences and understanding of the habitat. The final submissions are a 5-minute maximum documentary video sharing the group's experience and a message, and the info graphic exhibition booth presenting the site details and natural information collected. The project aims to increase awareness of natural environments.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They will then work in groups to create an info graphic booth showcasing the natural elements and their relationships. Each student must also create an individual scrapbook journal of their experiences and understanding of the habitat. The final submissions are a 5-minute maximum documentary video sharing the visit experiences and an awareness message, and the info graphic exhibition booth presenting the site information and natural subject details collected during the visit. The project aims to increase students' appreciation of nature and awareness of environmental elements.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They will then work in groups to create an info graphic booth showcasing the natural elements and their relationships. Each student must also create an individual scrapbook journal of their experiences and understanding of the habitat. The final submissions are a 5-minute maximum documentary video sharing the group's experience and a message, and the info graphic exhibition booth presenting the site details and natural information collected. The project aims to increase awareness and appreciation of natural environments.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in collaborative project work, information design, and communicating environmental themes.
Similar to Eyebeam Digital Day Camp 2011 Curriculum (20)
Hive Learning Networks: Relationship Case Studyhivelearningnyc
This document discusses the Mozilla Hive Learning Network, which builds relationships between educators and community members to promote digital learning. It has reached over 200,000 youth through partnerships with over 260 organizations. Investment in these relationships has yielded positive outcomes like increased web literacy. Key factors for successful relationships include trust, engagement, and shared resources. The network nurtures open web leaders through meetings and projects. Partnerships through the network have allowed programs to spread to more schools and students. The overall takeaway is that the network inspires collaboration between educators and youth to create meaningful change.
The document summarizes feedback from interviews with 38 participants about web literacy clubs. Key points include:
- Participants represented technology, education, and public institutions from North America and globally.
- Most existing programs serve youth but some also serve adults, meeting regularly for a finite period. Participants had beginner web literacy levels.
- Successful program engagement was described as combining learning skills, incentives, fun modular activities at different skill levels using relevant content, and options for online and in-person sharing.
- Suggestions to sustain clubs included partnering with schools, allowing different learning styles, intentional timing of meetings, and partnering rather than replacing others' work.
Hive NYC July 2014 Meet Up Slide - Spread & Scalehivelearningnyc
This document discusses strategies for spreading and scaling hive organizations. It identifies forms of innovation being spread like digital tools, online communities, program models and event models. These spread through adoption, replication, adaptation and reinvention. Strategies for spread and scale include expanding physical and virtual footprints, distributing open educational resources, professional development, consulting, thought leadership and working openly. It prompts questions to consider one's own innovations, contexts, changes needed and roles within the ecosystem.
This document introduces an "HRL Cheat Sheet" which provides research-based recommendations for two areas: supporting youth interest-driven learning pathways, and strengthening the Hive as an infrastructure for innovation. The cheat sheet focuses on "pop-ups, hack jams, and maker parties" and provides 4 recommendations in each of 4 categories for participating organizations and those facilitating/hosting events. An activity is suggested for testing and providing feedback on the cheat sheet.
This document outlines the agenda and goals for a workshop aimed at creating pathway experiences for youth participants in the Hive program. The workshop brings together educators to define challenges around youth pathways, perform root cause analyses on specific issues, and participate in two design sprints to develop initiatives to address issues. Participants present their initiatives to get feedback, then work on finalizing plans based on that input before discussing next steps. The goal is to generate solutions to help youth stay engaged in relevant programs after completing the Hive program.
The document summarizes several digital programming initiatives at the New York Hall of Science (NYSCI). It describes the Collect, Construct, Change (C3) program which engages middle school students as citizen scientists. It outlines the C3 game plan to update curriculum, calibrate air quality monitors, and develop training. It also discusses challenges implementing C3 including staff changes and tailoring the program for different partner sites. Finally, it briefly introduces other NYSCI programs like Fashion Your Environment and the Climate Urban Systems Partnership.
The document is a Request for Proposals from the Hive Fashion program, a two-year collaboration between youth organizations in New York City and Chicago focused on connecting teens to the fashion industry. The RFP aims to fund new programs that engage youth in creative production related to fashion or multimedia storytelling about fashion careers. Funded programs will help build the Hive's capacity for offering interest-driven, peer-supported learning experiences connected by shared themes. Grantees will also participate in sharing their experiences and lessons learned to help the network grow.
Hive NYC is a network of youth organizations working collaboratively. The network effect of Hive NYC is allowing member organizations, collaborators, and partners to innovate, share ideas and projects, and provide learning opportunities for youth that are hands-on, networked, personal, transformative, and real-world. Moving forward, Hive NYC aims to better share their work internally and externally, make opportunities more transparent for youth, and communicate their innovations.
The document describes the Words on Walls project which combines digital learning and graffiti art to celebrate cultural diversity. The project will provide digital art and journalism workshops for NYC teens, showcase their work through performances and projections, and engage thousands of youth and residents. It will be led by Urban Word NYC, Bring to Light Festival, City Lore, and Global Action Project utilizing their respective expertise in writing, art, neighborhood engagement, and digital media. The goal is to provide an integrated learning experience and curriculum that can be shared through the HIVE network.
Hackasaurus Professional Development Curriculumhivelearningnyc
This document provides a rationale and overview for the Hackasaurus Professional Development curriculum. The curriculum aims to teach educators how to use Hackasaurus, an open-source web design tool, to help students become active participants on the web rather than just consumers. It contains 3 lesson plans that introduce key concepts of hacking and web design through hands-on activities and challenges. The goals are for educators to understand hacking and active participation on the web, learn basic HTML and CSS, and brainstorm ways to integrate web design into other subjects. The curriculum is organized topically with each lesson building upon the last through scaffolding.
Institute of Play - Green Machine Curriculum Pilothivelearningnyc
The Green Machine curriculum pilot module on water introduces a design challenge for participants to build a water filtration prototype using recycled materials. The goals are to introduce sustainable design concepts and have participants follow guidelines to conceptualize, build, test, and iterate a design. Key skills practiced include systems thinking, the engineering design process, and considering sustainability in design. Participants will produce a water filtration system worksheet and prototype to demonstrate their learning.
The document discusses the Hive Learning Network, which connects organizations like libraries and museums to support learning outside the classroom. It is currently active in New York City with 38 member organizations. The Hive believes learning should be driven by youth interests, use digital media, and involve collaboration between groups. Examples provided include the KickFlip program and ways others can get involved through pop-up events, hack jams, or starting their own Hive network in another city with the right conditions.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Eyebeam Digital Day Camp 2011 Curriculum
1. Eyebeam Digital Day Camp 2011
Presented 01/25/12
by Don Miller
During Digital Day Camp 2011, twenty NYC teens spent three weeks working under the
guidance of a team of creative mentors to produce a series of deep, media-rich stories
about our NYC neighborhoods. Their stories became part of a web-based, interactive
map that included photographs, drawings, videos, music, games, words, infographics,
etc — limited only by imagination.
DDC 2011 was led by Eyebeam fellow Taeyoon Choi and summer residents Chloë
Bass, Don Miller, and Esther Cheung, with support from Heather Contant, Nidhi
Malhotra, and Zaquerie Applepress.
The core theme that drove all activities was one of “remapping” the neighborhood of
Chelsea, where Eyebeam was located. This theme was reinforced through a series of
hands on activities, field trips, and technical workshops.
Documentation was very important, and our blog as well as the individual student blogs
serve as a chronicle of student work.
The final project was open ended, with students choosing a 10 by 10 foot space near
Eyebeam where they would create a work of art, an intervention, performance, or
whatever they liked. This project was foreshadowed by a number of activities that
involved the number 10 or in some way limited students to help push them forward
creatively, like the 10x10 pixel portrait, the 10x10x10 3D space, or the exploration
activity, all detailed below.
Our teaching approach was one of hands-on and hands-off, allowing students the
freedom to work on what they wanted and acting as facilitators. As it was a digital day
camp, we emphasized technology, but it was not a requirement for the final project. We
attempted to create a studio environment between our numerous activities so students
could work on what they wanted. In addition to planned activities, we wanted them to
come to us with questions as their projects took shape. They had our advice, technical
and artistic knowledge, and support in addition to direct instruction on a number of
technology related topics.
This program was run by three mentors and three tutors. The mentors worked to plan
the daily activities, as well as led most of the workshops. The tutors helped with
documentation and administrative tasks, but also led some workshops.
2. Ground Rules for Eyebeam DDC 2011
Rules below were written on a poster and hung in the common teaching / working area.
All mentors signed off on them, as well as all students. Students had the ability to add
more rules as well, although none did. Classroom management was not a problem,
however.
1. No cursing!
2. Let us know ahead of time if youʼll be late.
3. Be respectful to yourself and others.
4. Discipline yourself!
5. Equipment: you break it, you buy it!
6. Please put cell phones on silent and/or vibrate.
Daily Icebreaker: The Commuting Project
We came up with a daily icebreaker, related to the remapping theme, everyone will
share their commute (to or from Eyebeam), using pictures, sound, videos, stories, etc.
The teachers and assistants will share the first few days, modeling good examples of
whatʼs expected. Two students will be chosen randomly each day to present on the
following day.
Daily Responsibilities
Each day two students will also be chosen to be daily bloggers. These student are given
picture/video cameras to document the dayʼs events. They are responsible for posting
the pictures, videos, and dayʼs synopsis on the blog before the following meeting.
Daily Synopsis and Breakdown
Day 1:
Getting to know you: Icebreakers and snacks and artist talks, oh my! Introduction to
DDC with administrative details and icebreakers to get to know each other. Stephanie
gives a brief introduction to the program and Eyebeam. Don gives an overview of rules.
Chloë leads brief writing assignment about why weʼre here. More icebreakers to meet
and great. Students create blogs to post first writing assignment. Taeyoon leads a talk
about designing for participation. Don leads a workshop where students create a 10x10
self-portrait with Photoshop.
60 minutes - Administrative tasks
•Stephanie gives a brief intro to Eyebeam and Digital Day Camp (past and
present)
•Don covers rules
60 minutes - Icebreakers
3. •Chloë to lead brief introductory writing assignment with prompt: "Why are you
here?"
•Ice breaker - paired introductions - ten questions and answers
•Introduction to commuting exercise with model commute: Chloë
45 minutes - Taeyoon Artist Time
•Designing for Participation & present work samples
15 minutes - Snacks
30 minutes - Tutor Artist Time -- Nidhi & Zaq
45 minutes - Don Artist Time
•10x10 pixel self-portrait with Photoshop
•Students will take photos of each other and copy them to their computers
•They will use Photoshop to reduce the images to 10x10 pixels, then print them
out
45 minutes - Wrap-Up: blog creation and customization
Equipment list: computers with Adobe Photoshop, digital photo and video cameras,
computers with access to the Internet, sketchbooks, USB flash drives
Day 2:
Introduction to blogging. Students will interview and photograph each other, posting
information on their individual blogs. Esther will lead a 10x10x10 inch self portrait as 3D
space building project. Chloë will lead students outside to explore North, South, East,
and West. Each group will come back with a 20-5-2-1: 20 images, 5 statistics, 2 stories,
and 1 video. Each group must do a write-up for the blog showcasing their favorite stuff,
plus potentially a presentation if we have time. Students will be introduced to the
commute project with demos by teachers and mentors.
60 minutes - Warm Up & Set Up
•Set up everyonesʼ page on blog
•Interview each other, write bios for each other and upload portraits, can be the
ones they made with Don or normal sized ones
60 minutes - Esther Artist Time
•10x10 self-portrait as 10x10x10 inch 3D space
•Students will work to create a 3D space out of arts and crafts materials that
represent something about themselves
15 minutes - snacks
30 minutes - Apprentices -- Heather & Basak
60 minutes - Chloë Artist Time -- We go outside to explore!
•Splitting up into four groups: North, South, East, West.
•Each group can go 5 blocks from Eyebeam in their chosen direction.
4. •If you run into obstacles, tackle them.
•Each group must come back with a 20-5-2-1: 20 images, 5 statistics, 2 stories,
and 1 video.
•Each group must do a write-up for the blog showcasing their favorite stuff, plus a
short presentation.
15 minutes - Introduction of the commuting project
•Model commutes: Don to show
Equipment list: computers with Adobe Photoshop, computers with access to the
Internet, hot glue guns, yarn or string, printer, scissors (X-Acto knives or cutting matts if
available), white cardstock, clear tape, photo and video cameras
Day 3:
Teachers and students will discuss and finalize blog layout and theme. The two
capstone projects (local remapping and the documenting of commutes) will be
introduced and students will find a 10x10 foot location to document. Students will split
into groups with teachers and search out 10x10 spaces near Eyebeam. Each space will
be documented to post on blog upon return. Each space will be photographed and
marked off with chalk and measuring tape. Students will see Ascension by Elizabeth
Streb at the Whitneyʼs new location at Gansevoort Plaza in Chelsea.
30 minutes - Tumblr check in
•Talk about Tumblr themes
•Present North-South-East-West groups.
15 minutes - Photoshoot of students w/ Esther-project.
15 minutes - Further introduction of the commute project with modeled commutes
105 minutes - Introduction of the final project
•Talk about remapping as the overall theme.
•Finding 10x10 ft space near Eyebeam (within 3 blocks), break up into four
groups. Figure out ways to show the space.
15 minutes - snacks "
60 minutes - Performance at Whitney Gansevoort
Equipment list: measuring tape, photo and video cameras, sketchbooks, tape, chalk,
steaks + yarn for marking off 10 x 10 space
5. Day 4:
We will travel to Grange Farm in Long Island City. In addition to learning about how
digital technology helps growers with daily operations, we will get some hands-on
volunteer experience. Prepare to get dirty!
5 minutes - Meet at Eyebeam for the farm trip.
55 minutes - Travel to Brooklyn Grange Farm (which is in Long Island City).
120 minutes - Brooklyn Grange Farm trip!
•One hour tour followed by one hour of volunteering.
55 minutes - Travel back to Eyebeam
5 minutes - Collect materials, wrap up and dismiss
Equipment list: photo and video cameras, sketchbooks
Day 5:
Students will take footage of their 10x10 space. Students will be introduced to iMovie by
Don and Esther. Each student will make a one minute video of their space and post it to
their blogs as documentation. Finally, there will be a photo shoot with the pixelated
faces from Donʼs project.
60 minutes - Blog time
•Two students share commute
•Overview of neighborhood / finding data
60 minutes - Take video footage of 10 x 10 spaces. Anything, for blog use.
15 minutes - snacks
30 minutes - Intro to iMovie.
•Don and Esther to lead, with assistance from everyone else.
•Result: One minute movie about each 10x10, posted to blog.
30 minutes - Share one minute movies
15 minutes - Wrap up - Photoshoot with Donʼs pixelated faces and Estherʼs sculptures
Equipment list: computers with Internet access and iMovie or simple video editing
software, photo and video cameras
Day 6:
Students will travel to the New York Public Libraryʼs Map Room at 42nd Street. Then
students will travel to the Lower East Side for a GreenMaps tour of the area and
discover how technology, mapping, and sustainability can intersect.
6. 90 minutes - GreenMaps Tour
60 minutes - Snack / Take F Train (2nd Ave - 42nd Street) New York Public Library
60 minutes - Map Room Tour
30 minutes - Walk / Bus back to Eyebeam
Equipment list: sketchbooks, photo and video cameras
Day 7:
Students will collect data from space. Guest lecturer Zannah Marsh will lead a workshop
on data visualization. They will explore how their data can be represented using data
visualization and geographic information systems. Students will then use data from their
space to make a graphic to post on their blog.
60 minutes - Collect data from space, Data viz / GIS, with guest
60 minutes - Data visualization guest lecture and activities "
60 minutes - Nidhi and Basak lead data visualization activity of 10x10 space
60 minutes - Blog check in and clean up: tags, images, themes, names
Equipment list: sketchbooks, photo and video cameras, computers with access to the
Internet
Day 8:
Don and Esther will lead SketchUp and Photoshop lectures, used for documenting and
planning final projects. Students will break out and meet with teachers and mentors to
discuss their schedules and feasibility issues. Students will update blogs with new
information about final projects.
30 minutes - Commute presentation
30 minutes - 10x10 Feasibility talk
•Everyone needs to write down exactly what they think theyʼre doing in their
space This includes making a list of equipment they think theyʼll need
•Then go over this info w/ mentors & tutors so we can amp up the less interesting
proposals and tone down the impossible ones "
15 minutes - snack
45 minutes - Google Sketchup Group 1 / Discussion with teachers about projects
45 minutes - Google Sketchup Group 2 / Discussion with teachers about projects
30 minutes - Blog / wrap up
Equipment list: sketchbooks, photo and video cameras, computers with access to the
Internet and Google SketchUp
7. Day 9:
Students will work in Illustrator, during a split workshop led by Basak, to create fliers for
their 10x10 project. During each session, there will be one on one conferences with
students to talk about their schedules and feasibility issues.
30 minutes - Commutes, overview of what weʼre doing during the day
60 minutes - Google Sketchup & Photoshop, taught by Don.
15 minutes - Snack "
60 minutes - Illustrator Group 1 / One on one conferences
60 minutes - Illustrator Group 2 / One on one conferences
Equipment list: sketchbooks, photo and video cameras, computers with access to the
Internet and Adobe Photoshop, Illustrator, and Google SketchUp
Day 10:
Students, teachers, and mentors will plan last dayʼs events and discuss work plans for
the next few days. Zaq will lead an open source audio tools workshop. Students will
spend time cleaning up their blogs, documenting their recent work.
30 minutes - Commutes & intro to the day, discussion of radio rookies.
120 minutes - Discussion of last day event & work hours
15 minutes - snack
60 minutes - Open Source Audio, taught by Zaq
15 minutes - Blog updates
Equipment list: sketchbooks, photo and video cameras, computers with access to the
Internet and Audacity installed
Day 11:
The Radio Rookies will visit to interview students about their time at Digital Day Camp
2011. Students will work on their final projects. Taeyoon will lead a graphic design
session for final project handouts and posters. Chloë leads a session to aid students
with final project documentation.
Confirmed: Radio Rookies day with students / interview people / edit and present
30 minutes - Commutes & intro to the day.
90 minutes - Work hours / Rookies interview students individually
15 minutes - Snack "
75 minutes - Work hours / Rookies interview students individually
8. 30 minutes - Breakout sessions
•Taeyoon does graphic design session with volunteers
•Chloë does documentation session with volunteers
Equipment list: sketchbooks, photo and video cameras, computers with access to the
Internet and Adobe Photoshop/Illustrator
Day 12:
Students will use this day as prep time to finish their final projects and presentations.
60 minutes - Commutes, movement exercises, post on blogs
180 minutes - Final Project - work time
Equipment list: Equipment list: sketchbooks, photo and video cameras, computers with
access to the Internet, individual project materials
Day 13:
Students will use the first part of this day to prepare for the public event in the evening.
Friends, family, and the public will be invited to a guided tour of offsite presentations and
onsite video documentation at Eyebeam.
Afternoon - Wrapping up Final Project
300 minutes - Final Project - work time
Evening - Final Project presentations with family, friends, and the public
60 minutes - 5 minute intro to the projects + screening time.
60 minutes - one hour of tours to the 7 off-site projects
•Tours go in a circuit -- sites are labeled 1 through 7 (1 is Eyebeam)
•We split up into 6 groups: one starts at 2, one at 3, one at 4, one at 5, one at 6.
•They go in numerical order for an hour.
30 minutes - refreshments at Eyebeam
Equipment list: sketchbooks, photo and video cameras, computers with access to the
Internet, individual project materials
Equipment List - Details
“You break it, you buy it” contract with students - any equipment broken, lost, or stolen
comes out of your pay at the end
9. Technology suggestions:
- 4 good point-and-shoot cameras that take video (1 for each group) with straps
- 4 “flip style” video cameras with straps
- 20 flash drives 1GB
- 4 USB multi-format card readers
- At least one computer for every two students
Arts and Crafts suggestions:
- 20 three-section notebooks
- 10 scissors
- 10 X-Acto knives and cutting mats if available
- Large sheets of white cardstock, paper, construction paper, cardboard
- Clear tape
- Chalk, Markers, crayons, pens, pencils, and spraypaint
- 8 measuring tapes (two per group)
- Stakes
- Foam core