The document describes a scenario where:
1) Human population gradually increases to 10.4 billion by 2100 while economic development remains steady, though technological change decreases.
2) Emphasis is placed on local and regional solutions to sustainability issues rather than global solutions.
3) Global emissions levels are not extremely high or low.
Using Google Apps to Foster Global CollaborationsLisa Thumann
One of the most effective ways to get students collaborating with each other is to use tools that are easily accessible. If the tools are browser agnostic, have no demand for installations or updates, and are intuitive, the collaboration is more likely to be effective. Together, let’s look at Google Forms, Docs and Sites as a suite of tools to facilitate and foster Global collaborations.
Using Google Apps to Foster Global CollaborationsLisa Thumann
One of the most effective ways to get students collaborating with each other is to use tools that are easily accessible. If the tools are browser agnostic, have no demand for installations or updates, and are intuitive, the collaboration is more likely to be effective. Together, let’s look at Google Forms, Docs and Sites as a suite of tools to facilitate and foster Global collaborations.
Disruptive Media Learning
“As participants, creators and stakeholders it is important that we capitalise on, rather than fear, the shift in power enabled by this technologically driven change”
NEWFOTOSCAPES - GRAIN and Library of Birmingham
How appropriate are walled and closed institutions for the digitally mediated world?
Arguably that the biggest disruption facing educators is not caused by the global economic crisis itself, or even the failure of vision of any particular government, but the one housed by the behemoth server farms and the global content producers of the Internet. We are in the midst of an educational system in which knowledge is being liberated from scarcity; previously the scholar’s role was to offer authoritative elucidation on the (rare and inaccessible) book to the privileged few. Today in the new ecology of ‘knowledge’ abundance, we have the potential to educate the masses – our problem is keeping up with and deciding what content to educate them about.
The Disruptive Media Learning Lab is designed as a cross-University experimental unit that will provide support for new and on-going pedagogic development in new and disruptive technological spaces. The Lab draws upon areas from which the University has established a track record of innovation, e.g, the Serious Games Institure, which has pioneered the use of games logics and Apps in educational content delivery and the Media Department’s teaching and learning ‘experiments’ with Open Media Classes (e.g Phonar, Picbod, Creative Activism and Digital Formations) and research/publication experiments, the Disruptive Media group; as well as the LIRG research, evaluation, experimentation and publication on the impact of virtual worlds on pedagogy and chatbots in higher education.
Shaun Hides & Jonathan Shaw
My presentation at #ConfabEU - Confab Europe - 2014. In short - it doesn't matter how great your web site or your marketing collateral are, if the product customers buy from you is not on message. Here's how to do it.
My presentation from Information Development World, 2014. This presentation addresses the end to end customer experience, and our need to be, each one of us, 100% responsible for it. We can't afford to be siloed, with web sites and images that are not coherent and connected.
It also presents a methodology for dealing with this.
Presentation from IFLA 2014 (wlic 2014) Lyon France
A service learning course with information literacy learning outcomes. also examines the relationship between experiential learning with the revision of the ACRL Standards.
To see the slides for the library session for COMM 132 please check out this slideshare link: http://www.slideshare.net/T_Travis/comm132
Presentation for Friends of Education Conference on Education and Digital Technology in Struga, Macedonia, April 2-3, 2016. Focuses on paradigm changing technologies, and the effects they can have on education.
Access to technology has allowed us to engage in a range of new media activities including; social networking, blogging, gaming, instant messaging, podcasting, creating videos and sharing them on the web. These new forms of media allow us to communicate and collaborate in new ways. We will look at what the research says in terms of how people learn differently with the use of these new forms of media.
What game changing technologies will be in place in the next few years, and how can educators adapt to them, and adapt them as teaching tools, in a world becoming ever more complex?
A brief excursion, presented at the XATAC5 conference in Barcelona, Spain, 9 April 2016. It is very similar to the one I presented in Struga, Macedonia, at the Education and Digital Technology conference there, April 2, 2016.
We have never been more connected to our jobs, and yet, we have never felt more dissatisfied with them. The millennial generation is seeking more fulfillment from working life, google is introducing napping pods at its offices and younger workers are yearning for telework policies to provide them with the comforts of home while they attend to their jobs 24/7. All of these are indicators that we are craving balance in our lives, that we are striving to figure out how to separate work and play in the midst of ambient connectivity. So herein lies the million dollar question, how does one achieve work-life balance in today's digital age?
Disruptive Media Learning
“As participants, creators and stakeholders it is important that we capitalise on, rather than fear, the shift in power enabled by this technologically driven change”
NEWFOTOSCAPES - GRAIN and Library of Birmingham
How appropriate are walled and closed institutions for the digitally mediated world?
Arguably that the biggest disruption facing educators is not caused by the global economic crisis itself, or even the failure of vision of any particular government, but the one housed by the behemoth server farms and the global content producers of the Internet. We are in the midst of an educational system in which knowledge is being liberated from scarcity; previously the scholar’s role was to offer authoritative elucidation on the (rare and inaccessible) book to the privileged few. Today in the new ecology of ‘knowledge’ abundance, we have the potential to educate the masses – our problem is keeping up with and deciding what content to educate them about.
The Disruptive Media Learning Lab is designed as a cross-University experimental unit that will provide support for new and on-going pedagogic development in new and disruptive technological spaces. The Lab draws upon areas from which the University has established a track record of innovation, e.g, the Serious Games Institure, which has pioneered the use of games logics and Apps in educational content delivery and the Media Department’s teaching and learning ‘experiments’ with Open Media Classes (e.g Phonar, Picbod, Creative Activism and Digital Formations) and research/publication experiments, the Disruptive Media group; as well as the LIRG research, evaluation, experimentation and publication on the impact of virtual worlds on pedagogy and chatbots in higher education.
Shaun Hides & Jonathan Shaw
My presentation at #ConfabEU - Confab Europe - 2014. In short - it doesn't matter how great your web site or your marketing collateral are, if the product customers buy from you is not on message. Here's how to do it.
My presentation from Information Development World, 2014. This presentation addresses the end to end customer experience, and our need to be, each one of us, 100% responsible for it. We can't afford to be siloed, with web sites and images that are not coherent and connected.
It also presents a methodology for dealing with this.
Presentation from IFLA 2014 (wlic 2014) Lyon France
A service learning course with information literacy learning outcomes. also examines the relationship between experiential learning with the revision of the ACRL Standards.
To see the slides for the library session for COMM 132 please check out this slideshare link: http://www.slideshare.net/T_Travis/comm132
Presentation for Friends of Education Conference on Education and Digital Technology in Struga, Macedonia, April 2-3, 2016. Focuses on paradigm changing technologies, and the effects they can have on education.
Access to technology has allowed us to engage in a range of new media activities including; social networking, blogging, gaming, instant messaging, podcasting, creating videos and sharing them on the web. These new forms of media allow us to communicate and collaborate in new ways. We will look at what the research says in terms of how people learn differently with the use of these new forms of media.
What game changing technologies will be in place in the next few years, and how can educators adapt to them, and adapt them as teaching tools, in a world becoming ever more complex?
A brief excursion, presented at the XATAC5 conference in Barcelona, Spain, 9 April 2016. It is very similar to the one I presented in Struga, Macedonia, at the Education and Digital Technology conference there, April 2, 2016.
We have never been more connected to our jobs, and yet, we have never felt more dissatisfied with them. The millennial generation is seeking more fulfillment from working life, google is introducing napping pods at its offices and younger workers are yearning for telework policies to provide them with the comforts of home while they attend to their jobs 24/7. All of these are indicators that we are craving balance in our lives, that we are striving to figure out how to separate work and play in the midst of ambient connectivity. So herein lies the million dollar question, how does one achieve work-life balance in today's digital age?
Deciding For the Future: Balancing Risks, Costs and Benefits Fairly Across Ge...Larry Boyer
Increasingly decisions we make have impacts for many future generations. Traditional cost benefit analysis breaks down as the fundamental economic and philosophical theory and mathematics each cry for another solution. The National Academy of Public Administration convened a panel to explore the issue.
As a project staff member and economist I identified leading authorities to participate on the panel, write white papers on topics of interest to the panel, provide research materials, draft document and develop graphics for the reports.
The US Department of Energy (USDOE) and the Alliance to Save Energy hosted an Asia Pacific Partnership on Clean Development and Climate (APP) Zero Energy Homes Workshop at the Alliance’s offices on September 22 – 23, 2009.
(New) Media Education: Teachers, join the conversation Dino Amenduni
Learn web 2.0 tools from students
In order to learn how to teach students better
(slideshow presented at Marco Polo, Bari, for the seminar "Managers of new learning: school leaders or student?")
Marginalization threatens basic issues of fairness and equal opportunity for a significant portion of children around the world. In this extended abstract, we frame the problem of marginalization in light of new economic forces and the increasingly ubiquitous role of digital technologies. We then summarize the contributions to the IDC 2010 workshop on Digital Technologies and Marginalized Youth. We conclude by discussing research trends and identifying challenges for future research.
Registro de minha participação no Mobility Shifts 2011
http://www.mobilityshifts.org/conference/participants/keynotes/marcelo-pimenta/
http://www.mobilityshifts.org/conference/program/program-saturday-october-15-2011/
Future of Learning, New School, NYC
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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!
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