Globaloria is a social learning network and blended learning system that uses game design to teach students STEM skills and workforce skills. Students develop games through design, research, programming, teamwork and more to take an idea from concept to final product. Students learn technological literacy, scientific thinking, STEM content, and career readiness. Globaloria has engaged over 7,000 students across 7 states. Research shows it improves STEM performance, boosts girls' interest in tech, and empowers students for STEM careers. The program provides digital platforms, curriculum, and professional development for educators.
This document provides information about eAcademy, an online education program offered by EdisonLearning. It summarizes data showing growth in K-12 online learning and benefits reported by students and teachers. It then describes EdisonLearning's online offerings which include customizable online courses, a school management software system, and best practices for effective online instruction. EdisonLearning aims to provide tailored online solutions to meet the specific needs of schools and students.
Much Ado about Digital Content: What do the Students Say? Julie Evans
This document summarizes a presentation by Project Tomorrow about their Speak Up research findings related to students' use and desires around digital content and e-textbooks. Key points include: students want interactive, collaborative, personalized learning enabled by mobile devices; they see potential benefits of digital content but barriers like digital equity need addressing; and students envision e-textbooks facilitating social learning, un-tethered access, and rich interactive content. Educators generally agree with this vision but face challenges in evaluating and implementing digital resources.
The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
This document discusses experiential mobile learning activities and collaborative learning experiences. It finds that students learn best in environments with a strong sense of community. However, most schools score mediocre on measuring students' sense of community, and low-income and minority students often report even less community. The document also discusses how commonality and responsibility are important for building community in virtual learning environments. Finally, it provides an overview of mobile device ownership rates and findings from a student study that show students recognize academic benefits of technology but have uneven views of how schools integrate it.
Media Technology and Career Development ConvergenceDr. Mary Askew
This document provides an overview of various tools and resources that can help career development professionals engage digital natives. It discusses mobile applications like See Rainbow Careers that were created for the iPad and iPod to introduce careers to children. It also mentions tools like Evernote and Issuu that can be used to share career resources online. Examples of steps to create apps and ebooks are provided. The document emphasizes the need for career advisors to utilize current media and develop standards-aligned resources for the media generation.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Ctl4.4 p20 9 taking learning to the next levelMatthew Farber
This document discusses how elements of game design, known as gamification, can be incorporated into classroom learning to increase student motivation and engagement. It describes how teachers can think of themselves as game designers and structure learning experiences around levels, badges, leaderboards, and other game mechanics. Integrating challenges, problem-based learning, and allowing students to modify or create aspects of the learning experience themselves are emphasized. Specific tools for game creation or gamified learning like Scratch and Assassin's Creed are presented as examples. Overall, the document advocates applying game design principles to constructively scaffold skills and provide intrinsic satisfaction in mastering material.
This document provides information about eAcademy, an online education program offered by EdisonLearning. It summarizes data showing growth in K-12 online learning and benefits reported by students and teachers. It then describes EdisonLearning's online offerings which include customizable online courses, a school management software system, and best practices for effective online instruction. EdisonLearning aims to provide tailored online solutions to meet the specific needs of schools and students.
Much Ado about Digital Content: What do the Students Say? Julie Evans
This document summarizes a presentation by Project Tomorrow about their Speak Up research findings related to students' use and desires around digital content and e-textbooks. Key points include: students want interactive, collaborative, personalized learning enabled by mobile devices; they see potential benefits of digital content but barriers like digital equity need addressing; and students envision e-textbooks facilitating social learning, un-tethered access, and rich interactive content. Educators generally agree with this vision but face challenges in evaluating and implementing digital resources.
The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
This document discusses experiential mobile learning activities and collaborative learning experiences. It finds that students learn best in environments with a strong sense of community. However, most schools score mediocre on measuring students' sense of community, and low-income and minority students often report even less community. The document also discusses how commonality and responsibility are important for building community in virtual learning environments. Finally, it provides an overview of mobile device ownership rates and findings from a student study that show students recognize academic benefits of technology but have uneven views of how schools integrate it.
Media Technology and Career Development ConvergenceDr. Mary Askew
This document provides an overview of various tools and resources that can help career development professionals engage digital natives. It discusses mobile applications like See Rainbow Careers that were created for the iPad and iPod to introduce careers to children. It also mentions tools like Evernote and Issuu that can be used to share career resources online. Examples of steps to create apps and ebooks are provided. The document emphasizes the need for career advisors to utilize current media and develop standards-aligned resources for the media generation.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Ctl4.4 p20 9 taking learning to the next levelMatthew Farber
This document discusses how elements of game design, known as gamification, can be incorporated into classroom learning to increase student motivation and engagement. It describes how teachers can think of themselves as game designers and structure learning experiences around levels, badges, leaderboards, and other game mechanics. Integrating challenges, problem-based learning, and allowing students to modify or create aspects of the learning experience themselves are emphasized. Specific tools for game creation or gamified learning like Scratch and Assassin's Creed are presented as examples. Overall, the document advocates applying game design principles to constructively scaffold skills and provide intrinsic satisfaction in mastering material.
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
Solutions in Education - Knowledge Society and Mobile LearningMervi Jansson-Aalto
The document discusses the future of education and mobile learning. It notes that education needs to be transformed, not just reformed, to build achievement through discovering each student's talents. Mobile learning can enhance collaboration, contextualize learning, and tailor instruction to individual needs. Effective mobile learning considers the device, learner, social, and mobile learning aspects. Devices like iPads are being used in pilot projects at InnoOmnia for special needs students, work-based learning, and demonstrating real-life competencies. Mobile learning supports and complements traditional learning rather than replacing it.
This technology plan outlines a 3-year vision and strategy for integrating technology at a school district. It establishes a planning team to assess current technology use, needs, and resources. The team will develop goals and objectives, conduct a needs assessment survey, provide ongoing staff training, and continually evaluate and update the plan. The overall goal is to create technology-rich learning environments that support 21st century skills and prepare students for the future.
Changing the Classroom Paradigm: Let’s Go Mobile!Julie Evans
This document summarizes a presentation on mobile learning given by Julie Evans from Project Tomorrow. It discusses key findings from Project Tomorrow's annual Speak Up survey regarding students' vision for mobile learning and how mobile devices can support learning. It also shares results from the Project K-Nect mobile learning pilot that found benefits like increased student motivation, confidence, and development of 21st century skills. The panel discussion addressed challenges to mobile learning adoption and how the student vision for technology-enabled learning can transform teaching.
Enabled, Engaged, Empowered: The Student Vision for Personalized Learning and...Julie Evans
The document summarizes key findings from the Speak Up national research project conducted by Project Tomorrow regarding K-12 students' expectations for personalized learning and STEM education. It finds that students want more mobile learning opportunities, access to online classes and digital content. Major trends include the use of mobile devices for schoolwork, students' interest in online and blended learning models, and a desire for more relevant, collaborative and technology-enabled classroom experiences. The presentation raises questions about how well schools are meeting these expectations and implications for teacher preparation programs.
Engaging and Empowering Today’s Student’s through Mobile LearningJulie Evans
This document summarizes key findings from the National Speak Up Survey on student and educator views about mobile learning. The survey found that students have a vision for mobile learning that is social, un-tethered, and digitally rich. However, educators have concerns about distraction and equity that are holding back adoption of mobile devices in schools. There are also differences between student and educator views on the benefits of mobile learning and the technologies that should be used in an ideal school environment. Overall, the survey highlights both the potential and challenges of realizing students' vision for empowering, engaging mobile learning.
This document advertises the Digital Fun Fair, an annual event that brings together e-learning stakeholders in Nigeria to optimize the country's e-learning space. The 2013 edition will focus on the challenges and strategies of e-learning in Nigeria. It will include keynote addresses, demonstrations of e-learning platforms, workshops, and competitions. The goal is to create awareness of e-learning solutions and bridge the gap between developers, regulators, and educators to unlock human potential through technology and reshape education. Interested participants, presenters, and organizations can apply to get involved.
1) Peer learning among adult students can achieve better learning outcomes than formal learning alone by allowing students to learn from each other's experiences, questions, and practice.
2) Digital literacy skills are increasingly important for adults and demand new approaches like peer learning and networking to facilitate sharing, collaboration, and learning from others.
3) A peer learning course for developing digital competencies showed improvement in students' skills over time as beginners became more moderate or expert users through self-organized learning, online lessons, team projects, and just-in-time individual and group support.
- Quest-based learning incorporates game mechanics like experience points, badges, and progress bars to motivate students in a flexible, choice-based curriculum.
- Research shows students engaged in quest-based learning complete more work on average, achieve higher grades, and persist beyond minimum requirements compared to traditional courses.
- A study of a pre-service teacher course converted to a quest-based format found 93% of students received an A, completing work in less time on average and continuing to engage with optional material after meeting requirements.
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
The document discusses the need for universities to transition to a participative, collaborative, and sustainable model of learning called University 2.0. It notes trends like rapid technological change, shifting demographics, and globalization that are driving this change. The author outlines NTU's efforts to implement this new model through its edveNTUre e-learning ecosystem, which provides online course content and tools to support mobile, social, and collaborative learning. Key aspects of NTU's operational framework are discussed, along with emerging projects and a conceptual "Sigma model" of achieving optimal learning outcomes through the right combination of content, infrastructure, and activities.
The Digital Department - Workshop at 2012 AUA Conferencestefanieanyadi
The Digital Department project aims to develop the digital literacy skills of teaching administrators (TAs) at UCL. The project team will review TAs' current digital processes and skills, analyze future needs, plan innovations to a knowledge base, pilot workshops, and evaluate the effects on enhancing the student experience. They aim to certify the program through the AUA and cascade literacy skills to colleagues and students. Activities will include investigating key digital tools and case studies to identify areas for development, with a goal of accreditation and professionalization of TAs' digital roles.
Technology plays an important role in modern education by engaging students and preparing them for an increasingly digital world. The document discusses strategies for integrating technology in the classroom in a way that enhances but does not replace traditional teaching. Some key strategies include using technology to supplement curriculum goals, giving students hands-on experience, and linking students to online resources. The roles of both teachers and students change with technology integration, with students taking a more active role in creating and sharing information while teachers facilitate projects and provide guidelines.
Mobile learning: Does it make a difference -VITTA Nov 2010Cecilie Murray
This document discusses mobile learning and provides examples of research and implementation. It begins with an overview of what mobile learning is and research findings. It then provides several good practice examples from schools that have implemented mobile learning programs using iPods, iPads, and other mobile devices. The document concludes with recommendations for educational apps and resources for continuing professional learning about mobile learning.
This study examined the characteristics of attractive educational quest design in a 3D game-based learning environment. The researchers defined an attractive quest as one that captures student interest, sustains effort, and results in meaningful learning. They analyzed 73 quests across various characteristics and found that task-based quests connecting to a final project were most attractive, engaging students' interest and leading to high completion rates. Certain digital tools like video and blogs also made quests more attractive, while traditional tools like word processors were less engaging. The findings provide guidance to educators on designing compelling quest-based learning activities.
This document discusses emerging trends in education that are being driven by new technologies and models. It covers topics such as the rise of online and self-directed learning through platforms like Khan Academy and MOOCs. Competency-based models and stackable credentials that decouple learning from traditional courses are also discussed. The use of data and analytics to personalize learning and improve student outcomes is highlighted. New partnerships and business models between educational institutions and other organizations are changing the traditional value chains in higher education.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
The document outlines the Globaloria curriculum and platform for teaching game design. It provides details on the curriculum which includes two units - Game Design I and Game Design II. Game Design I involves students creating single scene games while Game Design II focuses on creating multi-level games. The platform includes a learning management system for educators to track student progress as well as social networking tools and tutorials to support student learning. Sample school implementations integrating the curriculum into classes like science and math are also described.
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
Solutions in Education - Knowledge Society and Mobile LearningMervi Jansson-Aalto
The document discusses the future of education and mobile learning. It notes that education needs to be transformed, not just reformed, to build achievement through discovering each student's talents. Mobile learning can enhance collaboration, contextualize learning, and tailor instruction to individual needs. Effective mobile learning considers the device, learner, social, and mobile learning aspects. Devices like iPads are being used in pilot projects at InnoOmnia for special needs students, work-based learning, and demonstrating real-life competencies. Mobile learning supports and complements traditional learning rather than replacing it.
This technology plan outlines a 3-year vision and strategy for integrating technology at a school district. It establishes a planning team to assess current technology use, needs, and resources. The team will develop goals and objectives, conduct a needs assessment survey, provide ongoing staff training, and continually evaluate and update the plan. The overall goal is to create technology-rich learning environments that support 21st century skills and prepare students for the future.
Changing the Classroom Paradigm: Let’s Go Mobile!Julie Evans
This document summarizes a presentation on mobile learning given by Julie Evans from Project Tomorrow. It discusses key findings from Project Tomorrow's annual Speak Up survey regarding students' vision for mobile learning and how mobile devices can support learning. It also shares results from the Project K-Nect mobile learning pilot that found benefits like increased student motivation, confidence, and development of 21st century skills. The panel discussion addressed challenges to mobile learning adoption and how the student vision for technology-enabled learning can transform teaching.
Enabled, Engaged, Empowered: The Student Vision for Personalized Learning and...Julie Evans
The document summarizes key findings from the Speak Up national research project conducted by Project Tomorrow regarding K-12 students' expectations for personalized learning and STEM education. It finds that students want more mobile learning opportunities, access to online classes and digital content. Major trends include the use of mobile devices for schoolwork, students' interest in online and blended learning models, and a desire for more relevant, collaborative and technology-enabled classroom experiences. The presentation raises questions about how well schools are meeting these expectations and implications for teacher preparation programs.
Engaging and Empowering Today’s Student’s through Mobile LearningJulie Evans
This document summarizes key findings from the National Speak Up Survey on student and educator views about mobile learning. The survey found that students have a vision for mobile learning that is social, un-tethered, and digitally rich. However, educators have concerns about distraction and equity that are holding back adoption of mobile devices in schools. There are also differences between student and educator views on the benefits of mobile learning and the technologies that should be used in an ideal school environment. Overall, the survey highlights both the potential and challenges of realizing students' vision for empowering, engaging mobile learning.
This document advertises the Digital Fun Fair, an annual event that brings together e-learning stakeholders in Nigeria to optimize the country's e-learning space. The 2013 edition will focus on the challenges and strategies of e-learning in Nigeria. It will include keynote addresses, demonstrations of e-learning platforms, workshops, and competitions. The goal is to create awareness of e-learning solutions and bridge the gap between developers, regulators, and educators to unlock human potential through technology and reshape education. Interested participants, presenters, and organizations can apply to get involved.
1) Peer learning among adult students can achieve better learning outcomes than formal learning alone by allowing students to learn from each other's experiences, questions, and practice.
2) Digital literacy skills are increasingly important for adults and demand new approaches like peer learning and networking to facilitate sharing, collaboration, and learning from others.
3) A peer learning course for developing digital competencies showed improvement in students' skills over time as beginners became more moderate or expert users through self-organized learning, online lessons, team projects, and just-in-time individual and group support.
- Quest-based learning incorporates game mechanics like experience points, badges, and progress bars to motivate students in a flexible, choice-based curriculum.
- Research shows students engaged in quest-based learning complete more work on average, achieve higher grades, and persist beyond minimum requirements compared to traditional courses.
- A study of a pre-service teacher course converted to a quest-based format found 93% of students received an A, completing work in less time on average and continuing to engage with optional material after meeting requirements.
TEAM 2016 - Open Badges and Language LearningDon Presant
Presentation adapted for a professional ESL (EAL) audience, in Canada, with examples of Open Badges and ePortfolios for language learners and professional educators alike.
The document discusses the need for universities to transition to a participative, collaborative, and sustainable model of learning called University 2.0. It notes trends like rapid technological change, shifting demographics, and globalization that are driving this change. The author outlines NTU's efforts to implement this new model through its edveNTUre e-learning ecosystem, which provides online course content and tools to support mobile, social, and collaborative learning. Key aspects of NTU's operational framework are discussed, along with emerging projects and a conceptual "Sigma model" of achieving optimal learning outcomes through the right combination of content, infrastructure, and activities.
The Digital Department - Workshop at 2012 AUA Conferencestefanieanyadi
The Digital Department project aims to develop the digital literacy skills of teaching administrators (TAs) at UCL. The project team will review TAs' current digital processes and skills, analyze future needs, plan innovations to a knowledge base, pilot workshops, and evaluate the effects on enhancing the student experience. They aim to certify the program through the AUA and cascade literacy skills to colleagues and students. Activities will include investigating key digital tools and case studies to identify areas for development, with a goal of accreditation and professionalization of TAs' digital roles.
Technology plays an important role in modern education by engaging students and preparing them for an increasingly digital world. The document discusses strategies for integrating technology in the classroom in a way that enhances but does not replace traditional teaching. Some key strategies include using technology to supplement curriculum goals, giving students hands-on experience, and linking students to online resources. The roles of both teachers and students change with technology integration, with students taking a more active role in creating and sharing information while teachers facilitate projects and provide guidelines.
Mobile learning: Does it make a difference -VITTA Nov 2010Cecilie Murray
This document discusses mobile learning and provides examples of research and implementation. It begins with an overview of what mobile learning is and research findings. It then provides several good practice examples from schools that have implemented mobile learning programs using iPods, iPads, and other mobile devices. The document concludes with recommendations for educational apps and resources for continuing professional learning about mobile learning.
This study examined the characteristics of attractive educational quest design in a 3D game-based learning environment. The researchers defined an attractive quest as one that captures student interest, sustains effort, and results in meaningful learning. They analyzed 73 quests across various characteristics and found that task-based quests connecting to a final project were most attractive, engaging students' interest and leading to high completion rates. Certain digital tools like video and blogs also made quests more attractive, while traditional tools like word processors were less engaging. The findings provide guidance to educators on designing compelling quest-based learning activities.
This document discusses emerging trends in education that are being driven by new technologies and models. It covers topics such as the rise of online and self-directed learning through platforms like Khan Academy and MOOCs. Competency-based models and stackable credentials that decouple learning from traditional courses are also discussed. The use of data and analytics to personalize learning and improve student outcomes is highlighted. New partnerships and business models between educational institutions and other organizations are changing the traditional value chains in higher education.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
The document outlines the Globaloria curriculum and platform for teaching game design. It provides details on the curriculum which includes two units - Game Design I and Game Design II. Game Design I involves students creating single scene games while Game Design II focuses on creating multi-level games. The platform includes a learning management system for educators to track student progress as well as social networking tools and tutorials to support student learning. Sample school implementations integrating the curriculum into classes like science and math are also described.
O documento discute a busca universal pela felicidade e como as pessoas tentam encontrá-la através de riquezas, prazeres e realizações, mas sempre ficam insatisfeitas. Apresenta Jesus ensinando nas Bem-Aventuranças o segredo da felicidade verdadeira, que é estável e independe das circunstâncias.
This document discusses the codes and conventions of comedy films. It outlines that comedy films are meant to make audiences laugh, through gags or situational humor. There are two main formats - comedian-led films focused on delivering jokes, and situation comedies based around characters in strange or mistaken situations. Various subgenres are mentioned, including slapstick, romantic comedy, and teen comedy. Specific techniques like verbal jokes, physical gags, and observational humor are explored.
Dokumen tersebut membincangkan tiga jenis perniagaan runcit besar-besaran yaitu kedai serantau, francais, dan pasar raya. Ia juga menyebut empat jenis bantuan perniagaan yang terdiri dari komunikasi, pengangkutan, perbankan, dan promosi.
- The document describes the platform and curriculum for Globaloria, an online program that teaches game design and coding through project-based learning.
- Students can access public resources on Globaloria.com or a private, password-protected school learning platform to complete courses. Five courses of varying difficulty levels are offered.
- An example introductory course is described in detail, including 3 units where students research, design, and publish 1 hidden object game and 1 action game integrated with classroom content. Learning objectives focus on skills like research, presentation, collaboration, and programming.
- Educators have tools like class pages, a progress manager, and feedback rubrics to manage student projects and monitor progress. Training resources are also available
This document provides an overview of computer network technology concepts. It discusses what computer networks are used for, including data sharing, program sharing, and resource sharing. It also reviews key aspects of network components and topology. Specifically, it covers network types (LANs, MANs, WANs), transmission media, and multiplexing techniques. It explains the differences between circuit switching and packet switching, and surveys current network services. The overall purpose is to discuss the basic concepts of computer network technology and emphasize those required to stay informed of new developments in the field.
This document provides information for a boys and girls athletic meeting, including items for sale, guidelines for middle school athletic events, athletic policies, and important dates. It lists practice shirts, shorts, and other items for sale. It outlines rules for attending games, using facilities, and respecting officials, coaches, and administrators. Academic expectations, practice requirements, playing time considerations, and completing full seasons are also addressed. Parents are thanked for attending and asked to submit forms and purchase any items.
The document discusses a lab experiment on network devices and Packet Tracer. It aims to familiarize students with switches, routers, and the network simulator Packet Tracer. The document provides details on router and switch components and functions, and guides students through building a simple topology in Packet Tracer.
Fetc 2014 video game design with industry certificationMike Ploor
High school and middle school video game design classes are enhanced using industry certifications in Microsoft Office, Adobe Creative Suite, AutoDesk and Microsoft ITA.
Tcea 2014 Video Game Design for New TEKSMike Ploor
This document provides information about a video game design session at the TCEA 2014 Convention in Austin, Texas. The session will take place on Tuesday, February 4th at 8:00 am in room 11AB. It will be presented by D. Michael Ploor and will cover video game design for new TEKS (Texas Essential Knowledge and Skills). The session will discuss character elements and why changes are needed in video game design education.
Leadership for Engaging Students Digitally: It's not about the Angry Birds!ewilliams65
How can leaders effectively leverage technology for learning? If we have pockets of best practices, how do we scale up? What specific action steps can leaders take to build a shared vision, facilitate professional learning, provide access 24/7/365, and create polices that support rather than undercut technology use? This file includes numerous links to useful resources.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
The document discusses the importance of integrating information and communication technology (ICT) into elementary school classrooms. It defines several 21st century learning competencies like technological literacy, visual literacy, and information literacy that are important for students to develop. It also summarizes research showing that effective ICT integration requires systemic inclusion in lesson plans, basic student proficiency, using technology to support core curricula, and school plans detailing how technology supports learning. The document provides models for ICT-enhanced lesson plans, including specifying learning objectives, materials, instructional procedures, and assessment. It emphasizes using ICT tools to foster higher-order thinking skills like analysis, evaluation, and designing projects.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
This document outlines a 7-year plan to implement digital portfolios for students at Dumont High School. It begins with establishing a baseline of current technology use and student/teacher skills. A technology committee and student portfolio assessment committee will be formed to develop criteria and assess portfolios. The Intro to Technology curriculum will be revised to teach skills for creating digital portfolios. Over several years, student access to technology and teacher training will increase, with portfolio requirements being phased in starting with the class of 2011.
Using Learning Analytics Data to Understand Project-Based LearningRebecca Reynolds
The document provides background information on the Globaloria program, which aims to develop students' contemporary learning abilities through game design. It discusses implementation of Globaloria in several US states, including West Virginia. Specifically, it examines data from a high school class that participated in Globaloria during the 2010-2011 school year, focusing on one team called the Carrot Wizards. The data sources provided allow analysis of factors at different levels (e.g. individual, team, classroom) that may have influenced student learning outcomes. Preliminary analysis of wiki log files shows patterns of wiki use over time varied across teams, with the Carrot Wizards team exhibiting more early and late activity than others.
This document discusses integrating technology into the classroom, including hardware, software, and digital media. Chapter 4 discusses computer hardware components and providing recommendations. Chapter 7 focuses on teachers discovering computers and ways to incorporate emerging technologies like blogs, podcasts, and videos. The document provides links to resources on using technology for literacy, assistive technologies, evaluating websites and software, and integrating technology into curriculums. It also discusses using alternative assessments and considering students' needs.
Globaloria is a K-12 blended learning platform that uses game design and project-based learning to engage students in STEM, computing, coding, and game design. Through hands-on projects, students learn computer science and engineering skills while mastering industry-standard tools. Teachers receive blended training to lead dynamic STEM-rich classrooms supported by real-time assessment and tools. Since 2006, Globaloria has worked with over 8,000 students across 8 states to provide large-scale STEM education innovation through flexible implementation models.
This document discusses emerging technology trends in education that are transforming classrooms. It highlights trends that will have major impacts in the next 1-5 years according to education technology reports. These include increased use of mobile devices, apps, tablets, game-based learning, and learning analytics in the next 1-3 years and augmented reality and natural user interfaces in the next 4-5 years. The document provides examples of how these technologies can engage students and help teachers better meet student needs through differentiation and personalized learning.
From Gutenberg to Zuckerberg and Beyond: Technologies to Empower 21st Century...Beata Jones
This document summarizes a presentation on using technology to empower honors students in the 21st century. It discusses transitioning from traditional classroom learning to a student-driven, technology-enabled environment. A framework is presented for integrating technology, pedagogy, content and learning outcomes. Examples are provided of how various technologies can support honors course objectives like written communication, critical thinking, and creative work. Technologies presented include blogs, Google Drive, Prezi and more. The document concludes by emphasizing building communities of support through digital tools and personal learning environments.
This document discusses game-based learning and the use of games in education. It begins by introducing the TPACK framework, which identifies the knowledge teachers need to effectively teach with technology, including content knowledge, pedagogical knowledge, and technological knowledge. The document then discusses survey results showing teachers' current use of games and their beliefs about the benefits of games for learning. Some key benefits identified include motivation, collaboration, problem-solving skills, and engagement. The document provides guidance on designing games, including brainstorming plots, settings, and characters, and using a storyboard. It also discusses developing 21st century skills through game-based learning and having students design their own games.
This document outlines a plan for a startup that aims to develop personalized learning games and technology. The startup seeks to address two needs in education: 1) an engine to power game-based personalized learning and 2) specific offerings that use games to teach standards as well as real-world problem solving. The startup will build fun games and curriculum to incorporate them into a larger learning program. They will develop an assessment engine and analytics platform to measure learning through games. Their competitive advantages include engaging student activities focused on real-world problems and speed of development. The startup plans to target teachers, administrators and parents and release games on app stores to build relationships with schools. They will pursue a revenue model including paid tiers, in-app purchases
Globaloria EdSurge "Tech for Schools" Summit PresentationMary Jo Madda
Globaloria is a K-12 blended learning platform that uses game design and project-based learning to engage students in STEM, computing, coding, and game design. Through hands-on projects, students learn computer science and engineering skills while mastering industry-standard tools. Teachers receive blended training to lead dynamic STEM-rich classrooms. Globaloria can be integrated flexibly into schools and after-school programs. Since 2006, it has involved over 8,000 students across 8 states in developing skills for college and career success.
This document outlines a course on using digital technologies to transform teacher education. It discusses how digital technologies are already embedded in today's world and that learning through experience is preferred. The course covers four modules: social media for education, games and augmented reality in education, technology mediated assessment, and digital disciplines learning. The modules aim to cover commonly used tech, emergent tech, assessment opportunities and challenges, and digital learning across subjects. Learners will engage through self-paced learning, online group sessions, participation in local education groups, developing digital journals, and always-on access to resources through the learning management system.
EEE Project - Discovering the Campus 2012Javier Melero
This document outlines a puzzle game designed to familiarize first-year undergraduate students with the University of Pompeu Fabra campus. [1] The game uses a virtual map of campus buildings containing slots with questions that students answer using QR codes located around campus. [2] Research questions are posed about representing the game using a conceptual model for puzzle games, how hints could scaffold learning, and evaluating the use of the game and etiquetAR mobile app. [3] Future work is discussed to integrate the game into a broader learning experience supported by a virtual learning environment and automatically generating suggestions based on student event logs.
Learning Analytics and how to use in educational or serious games for improving the use of the games
game traces
evidence based education
Talk at the Ecole Normal Superior, Lyon, France
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2. What is ?
A Social Learning Network Where Students
Develop STEM Knowledge and Global
Workforce Skills Through Game Design
Students Drive:
• Design
• Research
• Programming
• Team work
• Production process
• Take an original idea to a
final product
• Self-paced digital curriculum
3. What is ?
A Blended Learning System Where Students
and Educators are Supported
by Experts and Peers at Every Step
Students Learn :
• Technological Literacy
• Scientific Thinking
• STEM academic content
• College and Career
readiness skills for a global
knowledge/digital
economy
4. : How Students Explain It
Click picture to watch this video
5. Unique and Scalable STEM Education
7,000 youth to date; Millions to come
7 States
Districts:
urban, rural,
suburban
(low income)
7,000 students
500 educators
300 ed leaders
700,000 hours
85% School
Retention
6. Game-Based Learning
Can Drive STEM Learning
Game-based-learning platforms can help
address challenges facing our education system:
1. Engagement
Video games are played by more than 90% of school children.
2. Literacy & STEM
Literacy can be facilitated by interactive media, and STEM learning can
grow from games to support formal learning.
3. Jobs Skills
U.S. students are falling behind in math (25th place) and science (17th)
and in college degrees (12th). 4 Million STEM jobs are unfilled.
7. Game Making for Learning
for Everyone
All kinds of students - Girls, Boys, At-Risk,
Low-Income, High Performers – engage in deep
content learning on STEM & Computing
2 Implementation Models:
1. School-Based Program: 100-150 hrs
Bridges the digital participation gap by
reaching youth in the only place where
many have access to high-speed.
2. Afterschool & Summer Program: 40-80 hrs
Shorter courses available to reach youth
everywhere -- Clubs and Camps.
8. Integrate into Your School
for Grade and Credit
1. Required Subject Class
(Woven into a core class such as Math, English or Civics)
2. Subject Enrichment Class
(Deepens subject mastery enrichment, i.e. Algebra Support)
3. Elective Class
(Combined with an elective class like Art or Web Design)
4. Game Design Class / Tech Career Pathway
(Stand alone course, Game Design or CTE Completer)
10. Alignment with Common Core
to Develop STEM and Computing Knowledge
STEM Academic
Content
Common
Computing
Core State
Game Design
Standards
Example: Example:
Developing Chemistry Designing, Prototyping
Knowledge, Scientific and Programming a
Reasoning, and Mathematical Science Game or
Problem-Solving Simulation
ISTE Standards and CSTA
11. Digital Curriculum Example
for learning Game Design & Social Media
Topics presented in multimedia units featuring video tutorials, code snippets
and proprietary, step-by-step assignments and instructions.
12. Digital Platforms for
Learning, Sharing, Training and Managing
Digital textbook Hub space Private space Dynamic, custom Restricted access
& workbooks (150- where students where educators tools and reports site Workshop
hour game-design and educators do training, used to track team uses to
curriculum), from all receive year- and manage manage and
individual & social participating round PD participant data, monitor all
learning spaces, schools and support, find class progress, systems that
tutorials library, clubs share teaching and game comprise the
live help, class resources and resources and competition member
management connect get platform submissions experience
tools management tips
13. Globey Awards
Annual awards to motivate and engage
• Integral to Globaloria Curriculum
• Chaired by distinguished judges from high-tech and
gaming, government, and education
• Designed to motivate students to fully master the
curriculum
• Judges select winners, based on process, not just final
product
• Regional Award Ceremony in each state
• Winners and Finalists receive prizes, Game Designer’s
kit with laptop, Flash, drawing tablet, video games,
digital cameras, and more
15. Empowering Educators
Step-by-Step Training and Mentoring for Teachers
• Multi-year professional development
• Ongoing virtual expert support
• Mentoring & coaching
• National educator community
• Curriculum and evaluation aligned with
State and Common Core standards
•Choose the right integration model for
each classroom
16. The Results Are In:
Improves Teaching
and Learning Across the Country
• Independent research is at the core of the Workshop’s mission
• 50 reports published in past 5 years: www.WorldWideWorkshop.org/Reports
• Since 2006 Workshop’s research partners conduct evaluation and impact
studies on cognitive, developmental, social, instructional, cultural, and various
knowledge areas
• Researchers use a variety of methodologies, including controlled
experimental designs, case studies, longitudinal and design-based research
• Globaloria research informs education reform and drives ongoing
enhancements of the platform
18. Results: Boosts Girls’
Interest in Technology
Gains in Technology-Learning Self-Efficacy
16.0
Change in overall self-efficacy
14.0 14.7
(in percentage points)
12.0
10.0
9.5
8.0
6.0
4.0
2.0 3.0
2.2
0.0
6th grade 6th grade 7th grade 7th grade
boys girls boys girls
See: www.WorldWideWorkshop.org/Reports
19. Results: Empowers
Youth for STEM Careers
% of Students with STEM Career Goals
before and after Globaloria
1 Year of Globaloria
2 Years of Globaloria
3 Years of Globaloria
0% 20% 40% 60% 80%
Pre-Program Post-Program
See: www.WorldWideWorkshop.org/Reports
21. STEM Game: Math Blocks
Created by Middle School Students
Click image to play this student game online
22. STEM Game: Elemental Elegance
Created by High School Students
Click image to play this student game online
23. What’s Included
1. Digital Platforms and Digital Curriculum
(Fully Hosted and Maintained)
2. Professional Development
(In-person and On-site, Personal Mentors, and Expert Help)
3. Virtual Expert Support and Blended Learning Motivation
(Live Help Desk, On-demand Expert Support, Competitions and Awards)
Click Here for School Application and Technology Requirements
24. Turnkey Solution
PRODUCT CATEGORY SERVICE DESCRIPTION
1. Digital Platforms and Digital Curriculum Annual Subscription Fee by School
• Access to Five Interconnected Platforms
(1.School; 2.Professional Development; 3. Central; Building
4.Learning Management; 5.Network Administration) Unlimited Use
• Digital Curriculum and Digital Workbooks (project spaces) for individual
students and for teams; year-long and aligned with state standards and
Globaloria-Hosted
common core standards, grade levels, and school subjects
• Digital Curriculum for Educators & Administrators
Discounts for Multi-year
• Customized Blended-Learning Environment and Tools
• Student Assessment and Evaluation Rubrics and assessment methodology
• On the Cloud, fully hosted and entirely maintained Discounts for Volume
• Network is safe and secure, monitored with passwords and ongoing
supervision, and capable of scaling
• Students’ progress and teachers activities are tracked
• Dynamic, continuous upgrades
2. Professional Development Annual Fee for Educators & Leaders
• Comprehensive Blended (online and onsite) Teacher Training System for
educators, schools leaders, administrators, interns, and educator mentors In Person Training: 4-day Academy for New
• Research-proven, Multi-Year Training Globaloria Academies, and Educators; 2-day Academy for 2nd-year educators;
complementary Year-Long Support ½-day Academy for New Education Leaders; ½-day
• Step-by-Step Training System tailored for continual learning and to foster Academy for 2nd-year Education Leaders; ½-day
long-term, personal growth and system-wide change Academy for New Educator Mentors
• Mentor Training System to empower educators to be Coaches and Mentors Virtual: Monthly virtual webinars, and full access
• Dynamic Digital Curriculum for Professional Development designed for self- to webinar and tutorial archives for all educators
learning, collaboration and networked peer-mentoring and peer-training
1-Year Virtual Mentoring & Coaching Curriculum
3. Virtual Expert Support and Blended Learning Annual Subscription Fee for
Motivation Educators & Students
• On-demand support and online tutoring of educators and students
• Live Help Desk for troubleshooting & problem-solving Unlimited Use
• Expert Feedback System (ongoing and on demand) for Student Game
Prototypes, Demos, & Final Game Presentations
• Game design Competition System for students
10/10/2012 CONFIDENTIAL
• Leadership Inspiration Awards program for school leaders and educators