V Signs and Symbols Explained
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The document discusses various signs and their meanings around the world. It provides examples of how signs like the V sign, OK sign, and hand gestures can have different meanings depending on the country or context. Specifically, it notes that the V sign can mean victory in some places but have insulting connotations if the palms are reversed. The OK sign can mean "OK" in the US but have other meanings like "money" in Japan or "sex" in Mexico. The document also summarizes data showing the average vocabulary of 14-year-olds dropped from 25,000 words in the 1950s to 10,000 words in 1999. Possible reasons for this are discussed but no definitive conclusions are drawn.
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V Signs and Symbols Explained
- 2. THE V SIGN
- 3. V FOR VICTORY Winston Churchill gives the victory sign at a political rally, Liverpool, 1951
- 4. The "V" for victory that Winston Churchill used (with the palm facing outward, same as the American sign for "peace"), when the palm is reversed, it means something else... If a person used two fingers to order two beers in a British pub.. it has insulting connotations…
- 5. # 2 the two fingers in a 1st grade math class may refer to the number "two"
- 6. OK (OKAY) VS. 0K (ZERO KILOBYTE)
- 7. THIS SIGN MIGHT MEAN "OK" in the United States "money" in Japan "sex" in Mexico "homosexual" in Ethiopia an obscenity in Brazil “Zero” in Southern France
- 8. VOCABULARY AVERAGE OF A 14- YEAR-OLD DROPPED FROM 25,000 WORDS IN 1950S TO ONLY 10,000 WORDS IN 1999. “Numbers.” Time Magazine 155, no 6 (Feb 14, 2000); 25 Vocabulary Average for 14-Year-Old 25,000 10,000 0 5,000 10,000 15,000 20,000 25,000 30,000 Year NumberofVocabulary Vocabulary Rate Vocabulary Rate 25,000 10,000 1950 1999
- 9. WHAT THIS RESULTS TELL US? BLAME somebody or something No parent involvement? Too much TV/ New media No enough reading Or question the data? Who did the research? Who sponsored it? Who were the participants?
- 12. We may simply say language evolves? Today, can we read and understand old English ? We may also argue that our students are not learning another language…
- 17. WHAT IS A “CLICKER”? Personal Response System (PRS) Audience Response System (ARS) Classroom Performance System (PRS) Small, handheld gadget that allows audiences and students to participate in presentations or lectures by submitting responses to interactive questions & viewing the responses as a graph www.turningtechnologies.com
- 18. HOW DO YOU RATE THISHOW DO YOU RATE THIS PRESENTATION?PRESENTATION?A B C D E F 27% 45% 0%0%0% 27% 1. A 2. B 3. C
- 19. TEXTURING PRIMS "Using Science in Second Life made it a lot easier for me to do projects and homework." -- KoraAnne
- 21. PRIM TWISTING "Learning in Second Life was fun and taught me a lot of things because its learning and having fun instead of just learning and being bored." -- Latisha
- 22. LEARNING GLOBAL SCIENCE How to teach Science in SL? "I did not like science before I did this course. I wish I could have Second Life in each class. This is the most amazing thing that I've experienced in high school so far." -- Andrysse
- 23. VARIETY OF ACTIVITIES "I would recommend this style of learning to anyone who loves science and online games. It would appeal to what they like." – Eaon
- 24. SCIENCE AT HOME "I never thought global science could be so fun to learn." – Naomi
- 25. SCIENCE AT HOME
- 26. WASTE MANAGEMENT IN NAPLES "It was also educational because we learned science while we were having fun." -- Zana
- 27. WASTE MANAGEMENT IN NAPLES
- 28. NON-RENEWABLE RESOURCES "I got to learn science in a fun way and still get education." -- Rakeem
- 29. RENEWABLE RESOURCES "I did not like science before I did this course. I wish I could have Second Life in each class." -- Andrysse
- 31. VIRTUAL FIELDTRIP "I would recommend this program to other teachers and student because it shows science in a whole different way." – Shabede
- 33. FINAL PROJECT "It was fun and a great learning experience I enjoyed going on second life to do science." – Lucius
- 34. FINAL PROJECT "I recommend this [class] to people all over the world because they would be able learn things about science and have fun at the same time." -- Asha
- 35. OTHER SKILLS How to teach everything else? "In class instead of just writing every day we would use the computer to type our notes, look up information, and sometimes get pictures to do class work and homework." -- KoraAnne
- 41. CONCLUSION ‘Today, a confluence of events is creating the perfect storm for significantly advancing education. With a growing inventory of openly available educational tools and resources, and with an increasingly engaged and connected community, transformative opportunities for education abound. The good news is that the emerging open education movement in higher education and beyond is beginning to change the way educators use, share, and improve educational resources and knowledge by making them open and freely available.’ (Iiyoshi & Kumar 2008:2)
- 42. REFERENCES Attwood, R (2009) Get it out in the open. Online: http://www.timeshighereducation.co.uk/story.asp?storycode=408300 24 September Bonk, C. (2009) The World is Open for a Reason-Make that 30 Reasons! elearn Magazine, July 2, 2009. http://elearnmag.org/subpage.cfm?section=articles&article=85-1 Downes S (2007) Models for sustainable open educational resources. Interdisciplinary Journal of Knowledge and Learning Objects 3: 29-44. Downes, S. (2009) Open Education: Projects and Potential. ECOO Richmond Hill Presented on November 12, 2009 http://www.downes.ca/cgi-bin/page.cgi?presentation=231 Iiyoshi, T & Kumar, MSV (Eds) (2008) Opening Up Education: The collective advancement of Education through Open Technology, Open Content, and Open Knowledge. Cambridge, Massachusetts: The MIT Press. O’Reilly, T (2003) The Architecture of Participation. Available online: http://www.oreillynet.com/pub/wlg/3017 (Checked 4 October 2009) Yuan, L, MacNeill, S and Kraan W (2008). Open Educational Resources – Opportunities and Challenges for Higher Education. JISC CETIS. Available at http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf [Accessed 4 February 2009].
- 43. The OER UCT Project homepage http://www.cet.uct.ac.za/oer Science and ICT http://www.slideshare.net/juko101/science-and-ict/ http://scienceandictlinks.blogspot.com/ Building a global teaching profile:Showcasing Open Educational Resources at UCTMichael Paskevicius, Michelle Willmers & Cheryl Hodgkinson-Williams Teaching with Technology Mini Conference 18 November 2009 University of Cape Town Learning Global Science Using Second Life Working with Global Kids at the High School for Global Citizenship, New York Global Kids (www.globalkids.org) Second Life Curriculum is available in PDF format at RezEd.org (www.rezed.org/group/GKslcurriculum) Literature Review in Primary Science and ICT REPORT 5: FUTURELAB SERIES. Colette Murphy, Graduate School of Education, Queens University,Belfast (www.futurelab.org.uk/research/lit_reviews.htm) http://www.eun.org http://www.europeanschoolnet.org http://www.xplora.org http://www.xperimania.net
- 44. Power of Digital Storytelling- http://mnyildiz.googlepages.com/digitalstorytelling There are some students projects on youtube- http://mnyildiz.googlepages.com/ Teddy Stallard Story- http://www.makeadifferencemovie.com/ Blue Ribbon Story http://www.blueribbonmovie.com/ on you tube- http://www.youtube.com/watch? v=sN_LPTNQEqM&eurl=http://www.blueribbonmovie.com/ background video on you tube- http://www.youtube.com/watch?v=ytmv9awy- H8&feature=related text version- http://www.blueribbons.org/blue_ribbon_story.shtml
Editor's Notes
- Finally an example of OER which hits fairly close to home for us: Alec Couros had completed his phd and decided to share his dissertation with the world by publishing it openly online Since publishing that document has been viewed nearly 28000 times Because he used an open license and shared his work people knew that they could build upon and adapt the ideas and diagrams he created. One of his diagrams “The Networked Teacher” became somewhat of an internet senstion.
- It was adapted for the Portuguese context
- It was translated to Greek
- It was again adapted and translated to Spanish
- And finally it was adapted locally at the University of Cape Town for the South African context. What this diagram represents is the idea of an open scholar. The term ‘open scholar’ has started being used to indicate a new type of academic for whom ‘openness’ is the default approach. This academic is largely online, probably keeps a blog, makes all their presentations available via something like slideshare, engages with new resources such as YouTube, shares bookmarks in delicious, belongs to social networks such as ning or twitter and publishes some of their content in open access journals. There are powerful sentiments coming out lately in terms of education reform - The more powerful technology becomes and the more abundant information becomes, the more indispensable good teachers are The open scholar shares their teaching and learning material and knowledge of quality content and uses ideas from other OER’s around the world. Rather than spending a great deal of time designing their teaching materials (or tools) they can focus on pedagogy, context, and teaching. The key to all this is easy sharing and networking facilitated by open licensing and new technologies. The academic can increase their reach and visibility in the process.
- I would like to end with the following quote: ‘Today, a confluence of events is creating the perfect storm for significantly advancing education. With a growing inventory of openly available educational tools and resources, and with an increasingly engaged and connected community, transformative opportunities for education abound. The good news is that the emerging open education movement in higher education and beyond is beginning to change the way educators use, share, and improve educational resources and knowledge by making them open and freely available.’ (Iiyoshi & Kumar 2008:2)