How Can We Digitally Engage & Energize our Students in 45 Days - NBEA 2007 Co...DCPS
This is my presentation How Can We Digitally Engage & Energize our Students in 45 Days, presented at the National Business Education Association 2007 Convention, New York City, NY, April 7, 2007.
What Students Want: Redesigning Research Guides Based on Student NeedsAmy Gratz Barker
Presented at LibTech Conference, March 15, 2018. Creating and maintaining research guides that students use and find helpful is an ongoing challenge. On deciding that our subject guides were due for a significant update, librarians at Kennesaw State University realized we needed to learn what our students wanted from these resources. We conducted a study focused on learning what information students expect to find on research guides, as well as how they would organize it. During this presentation I will share the study results and how that information was used to design a new subject guide template in LibGuides CMS. Additionally, I will explain beta-testing the new template prior to updating all subject guides for the fall 2018 semester. Attendees will take away recommendations for transferable design characteristics for your own guides, card sorting, and usability testing methodologies you can use to learn what your own community is looking for.
My struggles, successes, and recommendations
for teaching in a paperless classroom. See the updated presentation: http://prezi.com/zmckfolwulxg/?utm_campaign=share&utm_medium=copy&rc=ex0share
LSE SADL Workshop 2 2014 Academic Practices: reading and researchLSESADL
The second SADL workshop covered how students approached assignments, and the tools and techniques they could use to read more efficiently and conduct research more effectively.
Our hypothesis was that the use of the iPod Touches would improve the students’ ability to take ownership of their behavioral plans, improving their overall rates of positive behaviors and assisting them to generalize positive behaviors to all school settings.
Research Question:
How will a 1:1 ratio of Google Chromebooks, used to increase collaboration, impact student's ability to collect, interpret and analyze data?
How Can We Digitally Engage & Energize our Students in 45 Days - NBEA 2007 Co...DCPS
This is my presentation How Can We Digitally Engage & Energize our Students in 45 Days, presented at the National Business Education Association 2007 Convention, New York City, NY, April 7, 2007.
What Students Want: Redesigning Research Guides Based on Student NeedsAmy Gratz Barker
Presented at LibTech Conference, March 15, 2018. Creating and maintaining research guides that students use and find helpful is an ongoing challenge. On deciding that our subject guides were due for a significant update, librarians at Kennesaw State University realized we needed to learn what our students wanted from these resources. We conducted a study focused on learning what information students expect to find on research guides, as well as how they would organize it. During this presentation I will share the study results and how that information was used to design a new subject guide template in LibGuides CMS. Additionally, I will explain beta-testing the new template prior to updating all subject guides for the fall 2018 semester. Attendees will take away recommendations for transferable design characteristics for your own guides, card sorting, and usability testing methodologies you can use to learn what your own community is looking for.
My struggles, successes, and recommendations
for teaching in a paperless classroom. See the updated presentation: http://prezi.com/zmckfolwulxg/?utm_campaign=share&utm_medium=copy&rc=ex0share
LSE SADL Workshop 2 2014 Academic Practices: reading and researchLSESADL
The second SADL workshop covered how students approached assignments, and the tools and techniques they could use to read more efficiently and conduct research more effectively.
Our hypothesis was that the use of the iPod Touches would improve the students’ ability to take ownership of their behavioral plans, improving their overall rates of positive behaviors and assisting them to generalize positive behaviors to all school settings.
Research Question:
How will a 1:1 ratio of Google Chromebooks, used to increase collaboration, impact student's ability to collect, interpret and analyze data?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. How does Google Docs affect
students’ motivation and
engagement when editing and
revising written work?
• Hypothesis: We believed that Google Docs
would increase student motivation and
engagement when editing and revising
written work.
• Goals:
– See writing as a process
– Improve editing and revising skills
3. Technology used:
• 30 MacBook Air laptops each in a 7th
and 8th language arts classroom
• Google Docs
4. Process leading to
anticipated outcomes
• September: Collaboration and teaching
basic functions
• October-November: Practicing functions
and beginning to write and edit; 1st data
collections
• December-January: Continuing to write
and edit, introducing more advanced
functions; 2nd data collections
• February-April: 3rd data collections
5. Engagement research
outcome
• Higher engagement when writing and editing on
Google Docs (as opposed to paper/pencil):
– Questionnaire: higher familiarity breeds
confidence, which leads to higher engagement
– Editing/revising task: Number of redirections
needed (1st paper/pencil, then on Google
Docs):
• 8th: 9.6 4.6
• 7th: 2.8 1.1
– Exit slip: getting past barriers– “…it is easy
for me to type, and I enjoy not getting
writer’s cramps.”
6. Questionnaire data
• Close-ended, megacognitive questions about
students’ feelings and behaviors in relation to
the computer and Google Docs
September
April
7th Grade Data
9. Motivation research outcome
• Students were more motivated to edit and
revise when using Google Docs
– Questionnaire: “How helpful is Google Docs in
editing and revising your work?”
– Editing/revising task: Thoughtfulness of
feedbackaverages (1st paper/pencil, then on
Google Docs
• 8th: 3.6 3.9
• 7th: 3.5 4.2
– Exit slip: Are you more motivated pencil/GD?
“I am more motivated to write when using Google
Docs because I like the comment feature.”
10. “How helpful is Google Docs when
editing and revising your work?”
• 7th grade data
11. “How helpful is Google Docs when
editing and revising your work?”
• 8th grade data
12.
13. Surprising outcomes
• Higher homework completion and turn-in
• Easier to write– ideas “popping into their heads”
• Working better between girls and boys, peers
who aren’t friends
• Reciprocal teaching, self-sufficiency
• Behavior management
• Ease of sharing assignments, powerpoints, class
notes
• Expanding into WallWisher, blogs, Google
Sites, taking laptops home
14.
15. Barriers and facilitating
forces
BARRIERS FACILITATING
• Time!!!!! • Going paperless
• Technology • Having a team!
malfunctions, learn • Early proposal
ing curve, and drafting and
support support
• Excess of writing • Great technology
tasks– hard to fit
everything in (data
write-ups, etc)
16. Suggestions
• Have teams
• Breaking up writing assignments into smaller
pieces
• In-building tech support: having Jen Scypinkski
nearby was GREAT– but not everyone had that
• Periodic work days during the fall, especially:
half or whole day subs
• Option to do this action research as a “no-
credit” course– might inspire more teachers to
get involved
Editor's Notes
Checklist of basic functions, having to create that list, teaching students step by step; first essays in oct and nov, editing tasks
Questionnaire: as time went on, students were more motivated to edit/revisew/ google because they found it more helpful, cycle, etc.