Students must evaluate their media studies foundation portfolio in 3 sentences or less by addressing several key questions. The evaluation can be submitted individually or with a group and must incorporate audience feedback. It will be graded on a scale from 0-20 based on the student's understanding of conventions, media texts, audience feedback, and presentation skills. Higher marks are given for excellent comprehension in these areas and proficient use of technology.
Project management program builds business leadersjasonw93
Project Management is a program that concerns itself with teaching students how to be leaders in the industry by offering three semesters of training that ends in a field placement.
Project management program builds business leadersjasonw93
Project Management is a program that concerns itself with teaching students how to be leaders in the industry by offering three semesters of training that ends in a field placement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
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.
2. Presentation Your work can be produced electronically in the form of a blog, podcast, website, DVD with ‘extras’ or a slideshow such as powerpoint. You must include some element of audience feedback in your evaluation. The evaluation can be submitted as a separate entity or as an on-going process within the research and planning. You can submit work collectively as a group or as an individual – whichever choice you make you must ensure individuals are credited with their contributions.
3. Questions to be addressed The exam board expect you to address the following questions: In what ways does your media product use, develop or challenge forms and conventions of real media products? How does your media product represent particular social groups? What kind of media institution might distribute your media product and why? Who would be the audience for your media product? How did you attract/address your audience? What have you learnt about technologies from the process of constructing this product? Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
4. Mark Scheme – Level 1 0–7 marks There is minimal understanding of the forms and conventions used in the productions. There is minimal understanding of the role and use of new media in various stages of the production. There is minimal understanding of the combination of main product and ancillary texts. There is minimal understanding of the significance of audience feedback. There is minimal skill in choice of form in which to present the evaluation. There is minimal ability to communicate. There is minimal use of digital technology or ICT in the presentation.
5. Mark Scheme – Level 2 8–11 marks There is basic understanding of the forms and conventions used in the productions. There is basic understanding of the role and use of new media in various stages of the production. There is basic understanding of the combination of main product and ancillary texts. There is basic understanding of the significance of audience feedback. There is basic skill in choice of form in which to present the evaluation. There is basic ability to communicate. There is basic use of digital technology or ICT in the presentation.
6. Mark Scheme – Level 3 12–15 marks There is proficient understanding of the forms and conventions used in the productions. There is proficient understanding of the role and use of new media in various stages of the production. There is proficient understanding of the combination of main product and ancillary texts. There is proficient understanding of the significance of audience feedback. There is proficient skill in choice of form in which to present the evaluation. There is proficient ability to communicate. There is proficient use of digital technology or ICT in the presentation.
7. Mark Scheme – Level 4 16–20 marks There is excellent understanding of the forms and conventions used in the productions. There is excellent understanding of the role and use of new media in various stages of the production. There is excellent understanding of the combination of main product and ancillary texts. There is excellent understanding of the significance of audience feedback. There is excellent skill in choice of form in which to present the evaluation. There is excellent ability to communicate. There is excellent use of digital technology or ICT in the presentation.
