The culmination of the Flat Classroom Project 10-1 on April 13, 2010. Students, teachers, judges and advisors gathered in Elluminate to celebrate the award winning multimedia.
All details on the wiki at http://flatclassroom10-1.flatclassroomproject.org/Awards
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
The culmination of the Flat Classroom Project 10-1 on April 13, 2010. Students, teachers, judges and advisors gathered in Elluminate to celebrate the award winning multimedia.
All details on the wiki at http://flatclassroom10-1.flatclassroomproject.org/Awards
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
Academic assignments must be enhanced by the use of technology, rather than dominated by it. Student generated digital media assignments are able to heighten learner engagement by taking advantage of new accessible technologies such as phone memo tools, MP3 recorders, and pocket-sized video cameras as well as simple audio, screencasting and video software. These technologies allow the academic pioneer to extend the learning environment and the methods available to them in supporting deeper learning. At the same time they can help to address the needs and expectations of students preparing for a world that values digitally fluent graduates.
This paper compares the experience of four modules which have each taken innovative approaches to running such digital media assignments. In each case the learners' capacity to respond in an academically meaningful way will be considered and the academic's capacity to devise, support and deliver the assignments will be reviewed. The presenters will report on the practicalities, risks and benefits of setting innovative digital media assignments and identify common emerging themes from setting, marking and offering feedback on the student work. The four case studies that inform this paper involve a digital storytelling assignment in Computer Science, an assignment that requires the student production of supplementary digital media to a written report on Virtual Reality Applications, a narrative machinima assignment for Game Design students, and a digital poster assignment for a Business module on emerging markets.
Initial findings in this ongoing work indicate that a lack of precedent necessitates a further layer of academic resourcefulness, risk and commitment, especially in relation to working with existing technical infrastructure and support. A well articulated assignment brief, tutor modelling, and proactive and reactive guidance are some features that need to be in place. The assignments allow some students to flourish, whilst others are less ambitious. These findings, and others, will be discussed in more depth.
In conclusion, these small studies show how emerging digital media technologies extend the range of methods available to staff and students in the sector's blended learning environments; however, infrastructural development is required before such innovation can be expected to scale.
Social Networking for the Foreign Language ClassroomBarbara Lindsey
This gives a brief overview of what, why and how we can use digitally-mediated social networking for language learning. This complements a companion wiki found at http://socialnetworking4languagelearning.wikispaces.com/
Build a better university YouTube channelHaines & Co.
Synopsis: Without their own channels on YouTube, universities miss an opportunity to connect with their target demographics. But can you build an effective channel for a university that’s as large as some cities and comes with a huge decentralized bureaucracy?
Find out how we did it – and how the “take-aways” from the research and planning can inform every social media effort.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
In our DBLAB Winter Workshop (Chungbuk National University), 19-21-Feb-2010, Our professor asked me to give a short Presentation About TED Active 2010, in Palm Springs, Calf, USA (Feb 9-13, 2010).. and my expereince there...:)
At the end of the presentation in addition to qureying Google our professor may get his pass for Next Year's TED :D
This is my lecture to Engineering Students at the University of Birmingham, for Engineers Without Borders UK. It talks about transport engineering in general terms and how engineers can use appropriate transport technologies to improve lives and their local environment.
Hoagies' Gifted: Online Bargain Basement ReturnsCarolyn K.
Free online resources for preK-12 gifted differentiation, plus educator professional development | NAGC presentation by Kathi Kearney and Carolyn K. | Hoagies' Gifted Education Page
Academic assignments must be enhanced by the use of technology, rather than dominated by it. Student generated digital media assignments are able to heighten learner engagement by taking advantage of new accessible technologies such as phone memo tools, MP3 recorders, and pocket-sized video cameras as well as simple audio, screencasting and video software. These technologies allow the academic pioneer to extend the learning environment and the methods available to them in supporting deeper learning. At the same time they can help to address the needs and expectations of students preparing for a world that values digitally fluent graduates.
This paper compares the experience of four modules which have each taken innovative approaches to running such digital media assignments. In each case the learners' capacity to respond in an academically meaningful way will be considered and the academic's capacity to devise, support and deliver the assignments will be reviewed. The presenters will report on the practicalities, risks and benefits of setting innovative digital media assignments and identify common emerging themes from setting, marking and offering feedback on the student work. The four case studies that inform this paper involve a digital storytelling assignment in Computer Science, an assignment that requires the student production of supplementary digital media to a written report on Virtual Reality Applications, a narrative machinima assignment for Game Design students, and a digital poster assignment for a Business module on emerging markets.
Initial findings in this ongoing work indicate that a lack of precedent necessitates a further layer of academic resourcefulness, risk and commitment, especially in relation to working with existing technical infrastructure and support. A well articulated assignment brief, tutor modelling, and proactive and reactive guidance are some features that need to be in place. The assignments allow some students to flourish, whilst others are less ambitious. These findings, and others, will be discussed in more depth.
In conclusion, these small studies show how emerging digital media technologies extend the range of methods available to staff and students in the sector's blended learning environments; however, infrastructural development is required before such innovation can be expected to scale.
Social Networking for the Foreign Language ClassroomBarbara Lindsey
This gives a brief overview of what, why and how we can use digitally-mediated social networking for language learning. This complements a companion wiki found at http://socialnetworking4languagelearning.wikispaces.com/
Build a better university YouTube channelHaines & Co.
Synopsis: Without their own channels on YouTube, universities miss an opportunity to connect with their target demographics. But can you build an effective channel for a university that’s as large as some cities and comes with a huge decentralized bureaucracy?
Find out how we did it – and how the “take-aways” from the research and planning can inform every social media effort.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
In our DBLAB Winter Workshop (Chungbuk National University), 19-21-Feb-2010, Our professor asked me to give a short Presentation About TED Active 2010, in Palm Springs, Calf, USA (Feb 9-13, 2010).. and my expereince there...:)
At the end of the presentation in addition to qureying Google our professor may get his pass for Next Year's TED :D
This is my lecture to Engineering Students at the University of Birmingham, for Engineers Without Borders UK. It talks about transport engineering in general terms and how engineers can use appropriate transport technologies to improve lives and their local environment.
Hoagies' Gifted: Online Bargain Basement ReturnsCarolyn K.
Free online resources for preK-12 gifted differentiation, plus educator professional development | NAGC presentation by Kathi Kearney and Carolyn K. | Hoagies' Gifted Education Page
Collaboration: Concept, Power and MagicJulie Lindsay
Slides accompanying the hands-on workshop for the Google apps in education Brisbane Summit, April 2013.
See wiki for full details: http://learningconfluence.wikispaces.com/home
Using the recent Digiteen global collaborative project as a catalyst (http://digiteen.wikispaces.com) this session explores what it means to be a digital citizen and how your school community can become actively engaged in promoting best practice use of online learning. Forget the fear factor, embrace safe practices and informed pedagogical approaches to teaching and learning online with educational networking and collaborative websites.
NSBA T+L Conference, Denver 2009
Marianne Hauser, Director of Secondary Instruction
Kimberly Park, K-12 Instructional Technology Coordinator
Fayetteville Public Schools, Fayetteville, AR
This presentation includes links to award winning student videos that explain topics as outlined in the 2012 Horizon Report and how they relate to education.
This presentation explores multiethnic learning on e-learning platforms. We look at the criteria for choosing a learning platform, explore issues of diversity, and create our own online content.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Flat Connections at the Global Education Fair, May 2018Julie Lindsay
Overview of services for educators and classrooms around the world provided by Flat Connections. Prepared for the Global Education Fair, 2018. More details on the website- http://flatconnections.com
Australian Council for Computers in Education (ACCE) 2016 - Keynote by Julie Lindsay
This PPT has been modified for sharing online - many audio and video files shared during the keynote have been removed.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
Presentation for the Global Education Conference 2015 based on material coming in the new book I have edited and written called 'The Global Educator: Leveraging Technology for Collaborative Teaching & Learning'
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
For a Knowledge Management Round Table, Melbourne. An exploration workshop into using design thinking to support workplace change coupled with digital technologies.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
4. Judges Awards Given by the expert judges aggregating their scores These awards go to the best multimedia works. See Rubrics for details about Criterion A: Design and Technical Quality and Criterion B: Synthesis and Construction of Ideas http://flatclassroom10-2.flatclassroomproject.org/Rubrics All Awards can be found at http://flatclassroom10-2.flatclassroomproject.org/Awards
5. Group 1Connecting the World Online Judged by - Lead Judge: Craig Union Judge 1 – Jim Gates First: What the Internet did by Anish Patel (AAHS) USA HM: New Project 1 by Patrick B (WISS) USA
6. Group 2How the WWW has changed the world Judged by – Lead Judge - Dennis RichardsJudge 1- Craig UnionJudge 2- Anne Mirtschin First: Where In This Flat World Are We Going? by Juliana C (AAHS) USA Second: WWW: First Person Narrative by Juhi D. (AAHS) America Third: Journey of a Social Entrepreneur by Dhabyak AK, QA, Qatar HM: World Wide Web: Group Stories by Mike K. (WISS), USA
7. Group 4Uploading: Changing Shape of Information Judged by - Lead Judge - Jennifer KraftJudge 1- Craig Union First: Uploading: The Changing Shape of Information by Sabrina K, AAHS, USA Second: The Next Online Story by Josh L, WISS, USA Third: CSI Changing Entertainment Forever by Joanna M, WISS, USA HM: Uploading Fame by Sumaira H., USA Uploading: Social Entrepreneurship Sarah H., WISS, USA
8. Group 6Globalisation and Outsourcing Judged by – Lead Judge - Anne MirtschinJudge 1- Brad Ovenell-Carter First: Globalization and Outsourcing: Art, Leisure, and Entertainment by Lidia R, AAHS, USA Second: Globalization and Outsourcing: The Story by Alison Hunter and Lauren Ellis, WISS, USA
9. Group 7Google Takes Over the World Judged by – Lead Judge -Jim GatesJudge 1 – Mrs. DurffJudge 2 - Jennifer Kraft First: Google Saves the Day by Karen B, AAHS, USA Second: Google for Students David S, (WISS) USA Third: Google/The story by AdelinaTun, GrupScolar AgricolHolboca, Romania HM: Google Takes Over the World by Kathy Z, AAHS USA Google is Taking Over the World by Mary C, WISS USA
10. Group 8PLE's and Social Networking Judged by – Lead Judge - Susan MacIntoshJudge 1- Anne Van Meter First: PLE's and Social Networking by Louna C, AHS, USA Second: A New Step in Communication by Angela B, AAHS, USA Third: PLEs and Social Networking.m4vby Emily B. and Leena M., WISS, USA HM: Top 10 Most Popular Social Networking Sites by Alyssa C, AAHS, USA
11. Group 9Mobile and Ubiquitous Judged by – Lead Judge - Susan MacIntoshJudge 1- Mrs. Durff Judge 2 - Brad Ovenell-Carter First: Mobile and Ubiquitous: How We Live by Sammy R, WISS, America Second: Mobile and Ubiquitous: The Story by Harris Risell WISS, Bianca Whaumbush WISS Third: Mobile and Ubiquitous by Amanda C, AAHS, USA HM: Mobile & Ubiquitous - Innovation Invention Prediction by Gabe S, Wiss, USA Mobile & Ubiquitous: Social Entrepreneurship by Alex S, AAHS, USA
12. Group 10Virtual Communication Judged by – Lead Judge - Anne MirtschinJudge 1-Deb BoisvertJudge 2- Purti Singh First: Virtual Communication: The Past, Present, and Future by Karishma J, AAHS, USA Second: Virtual Communication- First Person Narrative by Florin Cucireve, GSAH, Romania Third: World Communication by Amber Carroll, and Rachel Bruni, WISS, USA HM: Virtual Communication By Larissa H, AAHS, USA How Technology has Changed Lives by Alexander L., AAHS, USA
13. Group 11Wireless Connectivity Judged by – Lead Judge - Brad Ovenell-CarterJudge 1- Mrs. Durff First: Wireless Connectivity: How it Started by Mary Grace R, AAHS, USA Second: Wireless Connectivity: Innovation, Invention and Prediction by Maureen Beichert and Nick Altomare Third: Wireless Connectivity: Arts, Entertainment, and Leisure by Joules Z, AAHS, USA HM: Wireless Connectivity - How we Live and Play by Emile G, QA, Qatar
14. Meta-Judge Awards The meta-judge for this project is Mark Van’tHooft. Mark is a member of the Flat Classroom Board of Advisors Mark is a researcher and technology specialist at Kent State University's Research Center for Educational Technology, specializing in mobile and ubiquitous computing in education.
15. Honourable Mention Karishma J, AAHS, USA 10.B.1 Title of video: “Virtual Communication:The Past, Present, and Future” Judges comment: “Interesting video that uses a story with a variety of multimedia to demonstrate developments in virtual communication. The choices of music are good. It seems that the content is a little off on some of the earlier dates. It is very, very long, and the same message could have been conveyed in much less time. Good job on the credits, although reference to Creative Commons is missing.”
16. Third Place Sabrina K, AAHS, USA4.B.1 “Uploading: The Changing Shape of Information” Judges comment: “The content is well-organized and provides a nice contrast between before and now. One comparison to point out though is in the section about communication, there is a big jump from the Pony Express to Gmail. What about all of the communication channels that were developed in between, such as telegraph, telephone, fax, etc.? Media are used well, especially the use of visuals. Credits are ok except for not mentioning Creative Commons.”
17. Second Place Juliana C (AAHS) America2.B.1 “Where In This Flat World Are We Going?” Judges comment: “It is obvious that the creator of this video did her research. It was synthesized well in the form of a story. The only gap seems to exist towards the end, where there is very little discussion of critical issues of privacy and security that come with the increasing power and functionality of the Internet. The pace is a little slow, especially at the beginning, which is enhanced by staying too long with one visual (the title slide). Some music at the beginning and or end may liven things up a little. There is no mention of Creative Commons.”
18. FIRST PLACE The Flat Classroom Project 2010-2 overall winner, Judges Comment: “This is an excellent and creative video that illustrates the power of Google by using different tools in Google to tell a story. The various elements of the video fit together well, including the search at the end for the background music that's being used in the video. It is obvious that the creator did his research and then made his case in an innovative way. Despite the fact that the credits are incomplete (no mention of Creative Commons) and there is no evidence of outsourced video, this entry really stood out.”
19. The Winner is……. The Flat Classroom Project 2010-2 overall winner for Best Multimedia Artifact is: 7.E.2 “Google for Students” by David S, (WISS), USA
20. Congratulations to all students and teachers Thank you to all judges, advisors, researchers and supporters. Flat Classroom Projects http://flatclassroomproject.org Flat Classroom Project Ning http://flatclassroomproject.ning.com Flat Classrooms (for educators) http://flatclassrooms.ning.com Email: flatclassroomproject@gmail.com Flat Classroom™ Co-founded by Vicki Davis and Julie Lindsay