This document outlines steps for an ESL speaking project assignment where students create digital posters called "glogs" about sustainability issues. It includes: 1) providing background on sustainability at UNT through a guest lecture and facility tour; 2) assigning students to create a glog identifying an environmental problem and solutions; 3) training students on using the Glogster website; 4) having students present their glogs to the class; and 5) assessing student presentations using a rubric. The goal is for students to research a sustainability problem, describe it using multimedia, and propose solutions to raise environmental awareness.
Interactive Whiteboards: Collaborativeand Practical Applications for Learner...guest6d478b05
The document discusses interactive whiteboards and their practical applications for teachers and learners. It defines an interactive whiteboard as an electronic whiteboard connected to a computer that can be controlled with touch or electronic markers. The document provides examples of how to use interactive whiteboards for collaborative learning activities like cloze exercises, peer editing, and developing critical thinking. It also includes links to video examples and discusses adapting other teaching techniques for use with interactive whiteboards.
Copy of the slides for the "Terrific Teacher Tech Tools" Presentation given on 4/2/11 at the Spring Suffolk County STANYS Conference.
Created under the terms of a Creative Commons 3.0 Non-Commercial, Attribution, Share-Alike License.
Designing your online or blended learning courseClive Buckley
This document provides guidance on designing effective online and blended learning courses. It emphasizes that online learning requires a different approach than traditional classroom teaching. Existing classroom materials and strategies often do not directly translate online without modification. The document suggests utilizing the affordances of technology to create interactive and collaborative learning experiences, such as forums, authentic projects, and time-sensitive activities. It also stresses the importance of community and facilitating engagement in the online environment.
The document discusses Universal Design for Learning (UDL) and how it can be implemented using Web 2.0 tools. UDL is a framework that aims to remove barriers to learning by anticipating student needs. The document provides examples of free Web 2.0 tools that align with the three principles of UDL: multiple means of engagement, representation, and action/expression. These tools allow for flexible methods of content delivery and student demonstration of knowledge.
The document discusses various tools and strategies for teaching research skills, encouraging student collaboration through technology integration, including search tools like Google and InstaGrok, communication platforms like Edublogs and cel.ly for texting, and project tools like Google Forms, Evernote, and Animoto for creating videos. It also provides examples of assignments where students collaborate on research projects and create public service announcement videos together online.
This document discusses various blogging projects that teachers have implemented in their classrooms to encourage collaboration. It provides examples of projects where students blogged to connect with senior citizens in their community, wrote collaborative stories that were published online, and participated in podcasting and weather reporting blogs. The document also describes several international blogging projects where students from different countries partnered on shared activities and cultural exchanges. Resources for starting global blogging projects are provided, including websites to find project ideas and connect with other classrooms.
The Power of Engagement and Tools for ConnectingKelvin Thompson
This document summarizes a presentation by Dr. Kelvin Thompson on engagement and connection tools. It provides an annotated list of engagement strategies and technologies discussed, including clickers, polling apps, Google Docs, wikis, and social media. It also covers challenges of embracing openness online, managing information flows, practicing connected learning, and helping students become connected learners. Resources and guidance are offered in each of these areas.
Blended Learning: (Re)Thinking and (Re)DesigningKelvin Thompson
This document provides a summary of a presentation on blended learning. It discusses various blended learning models and frameworks, as well as results from research on student outcomes in blended courses at the University of Central Florida. It also addresses implementation issues like BYOD policies, accessibility, and balancing the online and face-to-face components of blended courses. The presentation aims to help educators design effective blended learning courses.
Interactive Whiteboards: Collaborativeand Practical Applications for Learner...guest6d478b05
The document discusses interactive whiteboards and their practical applications for teachers and learners. It defines an interactive whiteboard as an electronic whiteboard connected to a computer that can be controlled with touch or electronic markers. The document provides examples of how to use interactive whiteboards for collaborative learning activities like cloze exercises, peer editing, and developing critical thinking. It also includes links to video examples and discusses adapting other teaching techniques for use with interactive whiteboards.
Copy of the slides for the "Terrific Teacher Tech Tools" Presentation given on 4/2/11 at the Spring Suffolk County STANYS Conference.
Created under the terms of a Creative Commons 3.0 Non-Commercial, Attribution, Share-Alike License.
Designing your online or blended learning courseClive Buckley
This document provides guidance on designing effective online and blended learning courses. It emphasizes that online learning requires a different approach than traditional classroom teaching. Existing classroom materials and strategies often do not directly translate online without modification. The document suggests utilizing the affordances of technology to create interactive and collaborative learning experiences, such as forums, authentic projects, and time-sensitive activities. It also stresses the importance of community and facilitating engagement in the online environment.
The document discusses Universal Design for Learning (UDL) and how it can be implemented using Web 2.0 tools. UDL is a framework that aims to remove barriers to learning by anticipating student needs. The document provides examples of free Web 2.0 tools that align with the three principles of UDL: multiple means of engagement, representation, and action/expression. These tools allow for flexible methods of content delivery and student demonstration of knowledge.
The document discusses various tools and strategies for teaching research skills, encouraging student collaboration through technology integration, including search tools like Google and InstaGrok, communication platforms like Edublogs and cel.ly for texting, and project tools like Google Forms, Evernote, and Animoto for creating videos. It also provides examples of assignments where students collaborate on research projects and create public service announcement videos together online.
This document discusses various blogging projects that teachers have implemented in their classrooms to encourage collaboration. It provides examples of projects where students blogged to connect with senior citizens in their community, wrote collaborative stories that were published online, and participated in podcasting and weather reporting blogs. The document also describes several international blogging projects where students from different countries partnered on shared activities and cultural exchanges. Resources for starting global blogging projects are provided, including websites to find project ideas and connect with other classrooms.
The Power of Engagement and Tools for ConnectingKelvin Thompson
This document summarizes a presentation by Dr. Kelvin Thompson on engagement and connection tools. It provides an annotated list of engagement strategies and technologies discussed, including clickers, polling apps, Google Docs, wikis, and social media. It also covers challenges of embracing openness online, managing information flows, practicing connected learning, and helping students become connected learners. Resources and guidance are offered in each of these areas.
Blended Learning: (Re)Thinking and (Re)DesigningKelvin Thompson
This document provides a summary of a presentation on blended learning. It discusses various blended learning models and frameworks, as well as results from research on student outcomes in blended courses at the University of Central Florida. It also addresses implementation issues like BYOD policies, accessibility, and balancing the online and face-to-face components of blended courses. The presentation aims to help educators design effective blended learning courses.
Online collaborative writing. Using blogs and wikis in the EFL classAlicia Artusi
This document discusses using learning technologies like blogs and wikis in the classroom. It provides examples of how to use blogs, such as exploring different blogs online or setting up class blogs for students. Wikis are discussed as tools that allow collaborative writing and editing. Key features of wikis mentioned are their ability to track changes over time. Examples are given for using wikis, such as having students contribute to a Wikipedia page or creating a class wiki for sharing course content. The document concludes with suggestions for further reading on using technologies like wikis for teaching.
A few examples of online activities done as part of the offline activities in the classroom with groups of 11-13 year-old students. Technology gives these activities an added value and all the activities were very popular with students
The document discusses 6 different tech tools that could be useful for a RELA classroom: 1) Google Research Tool for citing sources, 2) Quill for interactive grammar lessons, 3) Qlovi for independent reading aligned to standards, 4) Three Ring for capturing student work through photos, video, and audio, 5) eduClipper for organizing student portfolios, and 6) Ponder for close reading of online texts. The author notes some benefits and limitations of each tool.
This document provides a list of essential tech tools for teachers to use in the classroom, along with brief descriptions of how each tool can be used. It recommends creating blogs for students to reflect on learning, using Twitter to connect with students and other teachers, creating wikis for cooperative learning activities, and using video tools like YouTube, Flip cameras and Animoto for multimedia projects. Additional tools include Moodle for sharing resources and assessments, Google apps for collaboration and organization, Delicious for bookmark sharing, and podcasting for audio feedback and student projects. The goal is to enhance teaching with various digital tools to improve communication, encourage participation and make lessons more engaging.
K 2 building bridges to tomorrow 14-1 Meeting #2Sandy Wisneski
This document provides information about Meeting #2 for the Building Bridges project. It includes links and resources for those who missed the first meeting, as well as instructions for joining online groups. The purpose of handshakes between classrooms is discussed, with suggestions for creating and sharing them. A timeline for the project is outlined, and contacts are provided for those needing help. Teachers are asked to begin creating a handshake video or other multimedia greeting to exchange with their partner class.
This document discusses how social media and ICT can be used in MFL teaching and provides examples of 11 websites and tools that teachers can use with students, including Wordle, Image Chef, Tagxedo, Wallwisher, Linoit, Voicethread, Voki, Toondoo, Go Animate, Storybird, and Glogster. It describes how each tool can be used to introduce topics, practice vocabulary, analyze texts, help with presentations, and encourage collaboration. The document concludes by mentioning options for sharing student work via blogs and wikis and providing contact information for the author.
This document defines blogging and discusses its uses and applications. Blogs can display various media like text, graphics, video, and audio. They encourage skills like research, writing, reading, and communication between peers and teachers. Blogs can be created and accessed using many devices and applied in subjects like math, English, science, and social studies. The document provides tutorials and free blogging website links and contact information for more help.
This document outlines an agenda for a Golden Key International Honour Society regional summit on teamwork. It includes an opening greeting song and video, polls and activities about different team stages and behaviors, a team decision-making activity, a knowledge test, and a open online course resource. Participants are encouraged to provide feedback through an online evaluation link.
Project based learning in the elementary yearsSteve Chase
This document discusses project based learning (PBL) in elementary schools. It defines PBL as student-driven learning organized around an open-ended question or problem. The document explores different approaches to implementing PBL, including examples of kindergarten, elementary, and middle school projects. It also provides resources for planning PBL units, such as the Buck Institute for Education's project design rubric. The goal is to learn how to incorporate more PBL into teaching practice to enrich student learning.
Presentation slides maria ping teflin 2012Lola Devung
This document summarizes a study on the use of blogs for language learning in an English course at a university in Indonesia. 24 students enrolled in the course created blogs in small groups to facilitate English language teaching and learning. The study found that the blog content included a variety of resources organized by language skills, and students used platforms like Twitter to promote their blogs. A student survey indicated that blogging made the course more interesting and helped students improve various language skills, though peers did not provide much feedback on each other's blogs. The study concluded blogging was a useful activity for language learning and suggested further research and more educational use of online platforms.
Technology That Will Transform Social Studies Teaching and Learningbetseykenn
This document discusses how various technologies can be used to transform social studies teaching and learning. It provides examples of using class wikis, vocabulary explorations, unique biography reports, and interactive websites to engage students. Specific websites highlighted include Wikispaces for class wikis, Visuwords for vocabulary, ReadWriteThink for student interactives, Glogster for multimedia posters, and VoiceThread for collaborative slideshows. Tips are provided for setting up and using these technologies in the classroom.
Blended Learning: Making Sense of All the OptionsKelvin Thompson
Session Audio: http://bit.ly/audio_thompsoncollaborate2016
Slides from keynote session at OLC Collaborate Orlando 2016 at the University of Central Florida, Orlando, FL
Eggs, Ecosystems, and the Power of Connected LearningKelvin Thompson
AUDIO: access session audio to accompany these slides at http://bit.ly/audio_thompsonfldvipn2015 [copy/paste]
Keynote address at the 2015 Florida District Virtual Instruction Program Symposium (FLDVIPN2015)
Double Dipping: Using Technology to Extend Your ProgrammingAndy Petroski
This document discusses how to extend programming using technology. It recommends using free tools like Flickr, SlideShare, YouTube, blogs, Twitter, wikis to share content from events with presenters and attendees. It also lists some paid tools like Adobe Connect that can be used and their basic costs. The document promotes the use of hashtags to tag events and shares contact information for its author.
This document discusses key performance indicators (KPIs) and how to develop them. It provides information on different types of KPIs, including process, input, output, leading, lagging, outcome, qualitative and quantitative KPIs. The document also outlines steps for creating KPIs, including defining objectives, identifying key result areas and tasks, determining work procedures, and identifying measurement methods. Additionally, it discusses common mistakes to avoid when developing KPIs, such as creating too many KPIs or not linking them to strategy.
Residential electricity usage varies depending on climate and availability of other fuel sources (natural gas, fuel oil, etc.). This presentation looks at average usage by state and how electricity rates and electricity bills vary between different states.
The document summarizes the process of widening and strengthening an existing road from 3m to 7m wide and describes the quality control tests performed on materials. It involves excavating the existing crust, laying new granular sub-base and wet mix macadam layers which are compacted. A bituminous surface layer is then applied. Culverts and bridges are also constructed along the road. Pile foundations are installed for the new bridge by driving casings into the ground and filling with concrete.
This document provides an overview of storm sewer and culvert solutions presented in a webinar by Armtec Infrastructure Inc. It discusses flexible pipe materials like corrugated HDPE and steel-reinforced HDPE pipes. HDPE pipes are lightweight with uniform pressure distribution and lower bearing pressure than rigid pipes. Corrugated steel pipes discussed include helical-locked Hel-Cor pipes and spiral-ribbed Ultra-Flo pipes available in various diameters, thicknesses, and coatings. The document also outlines Armtec as a provider of drainage engineering support and design-build services for infrastructure projects.
The document summarizes a student group's summer training project constructing a box culvert for the North Western Railway in Banswara, India. It describes the project details, components and materials of the box culvert, laboratory and field tests conducted, concrete mix design, construction layout, execution process, and structural analysis considering various loads. The students gained hands-on experience applying their classroom knowledge to the real-world construction of the box culvert.
Corrugated Steel Bridge and Tunnel Solutions Agata Woźniak
Join Ron Prychitko & Lorne Mielty for an overview of various Bridge-Plate, Multi-Plate and Tunnel Liner Plate applications. Through the presentation of various case studies they will cover product selection criteria for corrugated steel plate structures and best practices including assembly and installation.
Case study examples will include bridges, culverts, wildlife passes, mine portals, pedestrian tunnels and more.
What You’ll Learn:
-Learn about unique applications that solve demanding -problems
-Advantages of soil/steel structures
-Construction process for structures
-Available product, application and design resources
-General Canadian Codes and Standards will be referenced
Who Should Attend
-Bridge / Structural Engineers
-Municipal & Transportation Engineers
-Municipal, Provincial and Federal Infrastructure personnel
-Developers
-Earthworks & Highways Contractors
-Mining Engineers & Contractors
-Road Superintendents
Online collaborative writing. Using blogs and wikis in the EFL classAlicia Artusi
This document discusses using learning technologies like blogs and wikis in the classroom. It provides examples of how to use blogs, such as exploring different blogs online or setting up class blogs for students. Wikis are discussed as tools that allow collaborative writing and editing. Key features of wikis mentioned are their ability to track changes over time. Examples are given for using wikis, such as having students contribute to a Wikipedia page or creating a class wiki for sharing course content. The document concludes with suggestions for further reading on using technologies like wikis for teaching.
A few examples of online activities done as part of the offline activities in the classroom with groups of 11-13 year-old students. Technology gives these activities an added value and all the activities were very popular with students
The document discusses 6 different tech tools that could be useful for a RELA classroom: 1) Google Research Tool for citing sources, 2) Quill for interactive grammar lessons, 3) Qlovi for independent reading aligned to standards, 4) Three Ring for capturing student work through photos, video, and audio, 5) eduClipper for organizing student portfolios, and 6) Ponder for close reading of online texts. The author notes some benefits and limitations of each tool.
This document provides a list of essential tech tools for teachers to use in the classroom, along with brief descriptions of how each tool can be used. It recommends creating blogs for students to reflect on learning, using Twitter to connect with students and other teachers, creating wikis for cooperative learning activities, and using video tools like YouTube, Flip cameras and Animoto for multimedia projects. Additional tools include Moodle for sharing resources and assessments, Google apps for collaboration and organization, Delicious for bookmark sharing, and podcasting for audio feedback and student projects. The goal is to enhance teaching with various digital tools to improve communication, encourage participation and make lessons more engaging.
K 2 building bridges to tomorrow 14-1 Meeting #2Sandy Wisneski
This document provides information about Meeting #2 for the Building Bridges project. It includes links and resources for those who missed the first meeting, as well as instructions for joining online groups. The purpose of handshakes between classrooms is discussed, with suggestions for creating and sharing them. A timeline for the project is outlined, and contacts are provided for those needing help. Teachers are asked to begin creating a handshake video or other multimedia greeting to exchange with their partner class.
This document discusses how social media and ICT can be used in MFL teaching and provides examples of 11 websites and tools that teachers can use with students, including Wordle, Image Chef, Tagxedo, Wallwisher, Linoit, Voicethread, Voki, Toondoo, Go Animate, Storybird, and Glogster. It describes how each tool can be used to introduce topics, practice vocabulary, analyze texts, help with presentations, and encourage collaboration. The document concludes by mentioning options for sharing student work via blogs and wikis and providing contact information for the author.
This document defines blogging and discusses its uses and applications. Blogs can display various media like text, graphics, video, and audio. They encourage skills like research, writing, reading, and communication between peers and teachers. Blogs can be created and accessed using many devices and applied in subjects like math, English, science, and social studies. The document provides tutorials and free blogging website links and contact information for more help.
This document outlines an agenda for a Golden Key International Honour Society regional summit on teamwork. It includes an opening greeting song and video, polls and activities about different team stages and behaviors, a team decision-making activity, a knowledge test, and a open online course resource. Participants are encouraged to provide feedback through an online evaluation link.
Project based learning in the elementary yearsSteve Chase
This document discusses project based learning (PBL) in elementary schools. It defines PBL as student-driven learning organized around an open-ended question or problem. The document explores different approaches to implementing PBL, including examples of kindergarten, elementary, and middle school projects. It also provides resources for planning PBL units, such as the Buck Institute for Education's project design rubric. The goal is to learn how to incorporate more PBL into teaching practice to enrich student learning.
Presentation slides maria ping teflin 2012Lola Devung
This document summarizes a study on the use of blogs for language learning in an English course at a university in Indonesia. 24 students enrolled in the course created blogs in small groups to facilitate English language teaching and learning. The study found that the blog content included a variety of resources organized by language skills, and students used platforms like Twitter to promote their blogs. A student survey indicated that blogging made the course more interesting and helped students improve various language skills, though peers did not provide much feedback on each other's blogs. The study concluded blogging was a useful activity for language learning and suggested further research and more educational use of online platforms.
Technology That Will Transform Social Studies Teaching and Learningbetseykenn
This document discusses how various technologies can be used to transform social studies teaching and learning. It provides examples of using class wikis, vocabulary explorations, unique biography reports, and interactive websites to engage students. Specific websites highlighted include Wikispaces for class wikis, Visuwords for vocabulary, ReadWriteThink for student interactives, Glogster for multimedia posters, and VoiceThread for collaborative slideshows. Tips are provided for setting up and using these technologies in the classroom.
Blended Learning: Making Sense of All the OptionsKelvin Thompson
Session Audio: http://bit.ly/audio_thompsoncollaborate2016
Slides from keynote session at OLC Collaborate Orlando 2016 at the University of Central Florida, Orlando, FL
Eggs, Ecosystems, and the Power of Connected LearningKelvin Thompson
AUDIO: access session audio to accompany these slides at http://bit.ly/audio_thompsonfldvipn2015 [copy/paste]
Keynote address at the 2015 Florida District Virtual Instruction Program Symposium (FLDVIPN2015)
Double Dipping: Using Technology to Extend Your ProgrammingAndy Petroski
This document discusses how to extend programming using technology. It recommends using free tools like Flickr, SlideShare, YouTube, blogs, Twitter, wikis to share content from events with presenters and attendees. It also lists some paid tools like Adobe Connect that can be used and their basic costs. The document promotes the use of hashtags to tag events and shares contact information for its author.
This document discusses key performance indicators (KPIs) and how to develop them. It provides information on different types of KPIs, including process, input, output, leading, lagging, outcome, qualitative and quantitative KPIs. The document also outlines steps for creating KPIs, including defining objectives, identifying key result areas and tasks, determining work procedures, and identifying measurement methods. Additionally, it discusses common mistakes to avoid when developing KPIs, such as creating too many KPIs or not linking them to strategy.
Residential electricity usage varies depending on climate and availability of other fuel sources (natural gas, fuel oil, etc.). This presentation looks at average usage by state and how electricity rates and electricity bills vary between different states.
The document summarizes the process of widening and strengthening an existing road from 3m to 7m wide and describes the quality control tests performed on materials. It involves excavating the existing crust, laying new granular sub-base and wet mix macadam layers which are compacted. A bituminous surface layer is then applied. Culverts and bridges are also constructed along the road. Pile foundations are installed for the new bridge by driving casings into the ground and filling with concrete.
This document provides an overview of storm sewer and culvert solutions presented in a webinar by Armtec Infrastructure Inc. It discusses flexible pipe materials like corrugated HDPE and steel-reinforced HDPE pipes. HDPE pipes are lightweight with uniform pressure distribution and lower bearing pressure than rigid pipes. Corrugated steel pipes discussed include helical-locked Hel-Cor pipes and spiral-ribbed Ultra-Flo pipes available in various diameters, thicknesses, and coatings. The document also outlines Armtec as a provider of drainage engineering support and design-build services for infrastructure projects.
The document summarizes a student group's summer training project constructing a box culvert for the North Western Railway in Banswara, India. It describes the project details, components and materials of the box culvert, laboratory and field tests conducted, concrete mix design, construction layout, execution process, and structural analysis considering various loads. The students gained hands-on experience applying their classroom knowledge to the real-world construction of the box culvert.
Corrugated Steel Bridge and Tunnel Solutions Agata Woźniak
Join Ron Prychitko & Lorne Mielty for an overview of various Bridge-Plate, Multi-Plate and Tunnel Liner Plate applications. Through the presentation of various case studies they will cover product selection criteria for corrugated steel plate structures and best practices including assembly and installation.
Case study examples will include bridges, culverts, wildlife passes, mine portals, pedestrian tunnels and more.
What You’ll Learn:
-Learn about unique applications that solve demanding -problems
-Advantages of soil/steel structures
-Construction process for structures
-Available product, application and design resources
-General Canadian Codes and Standards will be referenced
Who Should Attend
-Bridge / Structural Engineers
-Municipal & Transportation Engineers
-Municipal, Provincial and Federal Infrastructure personnel
-Developers
-Earthworks & Highways Contractors
-Mining Engineers & Contractors
-Road Superintendents
Culvert: A Robust Framework for Secondary Indexing of Structured and Unstruct...Jesse Yates
Ed Kohlwey's presentation at 2011 Hadoop Summit.
Secondary indexing is a common design pattern in BigTable-like databases that allows users to index one or more columns in a table. This technique enables fast search of records in a database based on a particular column instead of the row id, thus enabling relational-style semantics in a NoSQL environment. This is accomplished by representing the index either in a reserved namespace in the table or another index table. Despite the fact that this is a common design pattern in BigTable-based applications, most implementations of this practice to date have been tightly coupled with a particular application. As a result, few general-purpose frameworks for secondary indexing on BigTable-like databases exist, and those that do are tied to a particular implementation of the BigTable model.
We developed a solution to this problem called Culvert that supports online index updates as well as a variation of the HIVE query language. In designing Culvert, we sought to make the solution pluggable so that it can be used on any of the many BigTable-like databases (HBase, Cassandra, etc.). We will discuss our experiences implementing secondary indexing solutions over multiple underlying data stores, and how these experiences drove design decisions in creating the Culvert framework. We will also discuss our efforts to integrate HIVE on top of multiple indexing solutions and databases, and how we implemented a subset of HIVE's query language on Culvert.
This document contains information about Xhevdet Jeff Haliti and several of his projects. It includes his contact information and descriptions of renovating an existing 1967 building in the Netherlands to include apartment blocks, extending a nursing home in Hoogezand to provide somatic and psycho-geriatric care, and designing an apartment block with a brick exterior facade and balconies. Plans and drawings are included for the apartment block to show the layout and dimensions of the residential units.
The document summarizes the design of a beam and slab. For the beam, key details include a width of 200 mm, depth of 600 mm, concrete grade of 20 MPa, steel grade of 415 MPa, and design as a singly reinforced beam. Reinforcement is provided to resist both tension and shear forces. For the slab, the thickness is 125 mm, concrete grade is 20 MPa, steel grade is 415 MPa, and reinforcement is provided based on one-way or two-way loading conditions and span ratios. Design calculations are shown to check that provided reinforcement meets code requirements.
Randy McDonald, Armtec Drainage’s Director of Engineering and Frank Klita, Senior Sales Representative, for the exciting second part of our 2-part Culvert series – Culvert Design 201! This presentation will build on the basics of culvert design covered in Culvert Design 101 and will focus in- depth on the structural design of culverts. Additionally, the presenters will review considerations and best practices for culvert installations.
What You'll Learn
Culvert types & applications
Structural design of culverts and buried structures as per CHBDC (Canadian Highway Bridge Design Code) methods
Installation best practices
Review of applications across Canada
Let it Flow! Culvert Design 101 – Basic Hydraulics, Culvert Location & End Tr...Communications Branding
Patrick Biro and Roger Goobie for Culvert Design 101, an overview of culvert solutions! The presenters will begin by reviewing basic culvert hydraulics and will then discuss considerations in the selection of culvert locations. They will finish up with reviewing the necessity of, and best practices in, end-treatment selection. Various culvert products will be highlighted including Hel-Cor, BOSS 2000, and Multi-Plate.
Culvert Design 101 is the first of a 2-part series reviewing culvert design and solutions.
What You'll Learn
Culvert types & applications
Basic hydraulics
Best practices in culvert design and location
Appropriate end treatments for culverts
Review of case studies and applications across Canada
The document discusses how human activities negatively impact the natural environment. It provides background on key terms like environment, biosphere, ecosystem, and ecological footprint. It then examines several human impacts like population growth, industrialization, urbanization, agriculture, deforestation, desertification, land degradation, and various forms of pollution. Climate change issues from greenhouse gas emissions are also covered, along with terms like global warming and the carbon footprint. Overall, the document analyzes how unsustainable human resource use, pollution, and other activities threaten global ecological integrity and stability.
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
The document discusses ways to develop the use of information and communication technology (ICT) in modern foreign language teaching. It outlines 7 top tools to use with students, such as PowerPoint, Audacity and YouTube. It also discusses 7 tools for sharing good practice, including blogs, Diigo and Twitter. The document provides advice on promoting creativity in the classroom with ICT and strategies for bringing the world into the classroom using multimedia resources. The overall aim is to find ways to inspire teachers, create engaging lessons and share resources using ICT.
This 6-session English lesson plan has students choose a key date from British history, include it on a Google Calendar and map, then create an informative poster about it using Gloster. Students will publish their posters on the class blog. The aims are for students to learn about important British historical events through using their mobile devices. Students will be assessed using a rubric. The lesson plan provides a list of browser, audio, video, and other digital tools for the 15-16 year olds to use.
Building Online Community, Interaction, Collaboration, and Engagement through...maritezita
This document discusses using instructional videos, Facebook, and VoiceThread to build online community and engagement. It provides examples of how each tool can be used, such as creating a Facebook group for announcements and discussions, producing different types of instructional videos (e.g. screencasts, PowerPoint narrations, webcams), and setting up VoiceThreads for activities like introductions and discussions. Tips are provided for setting up and using each tool effectively in educational settings. The document encourages participants to try out the activities on the instructor's website and Facebook group.
Action Research: Increasing Student Engagement in an Online ClassCassandra Gaul
The document describes a research project that examined how implementing different instructional practices affected student engagement in discussion boards and synchronous sessions in an online 8th grade language arts class. Data was collected on discussion board posts and attendance in synchronous sessions both before and during the treatment period. The analysis found that students were slightly more engaged on discussion boards during the treatment, and that those who attended synchronous sessions enjoyed them, but attendance did not increase overall.
Media Literacy is a critical thinking skill must be taught and learned in our 24/7 media landscape. Media Literacy Week become more aware of the media messages that are being conveyed through the means of mass communications.
The document discusses knowledge clips and how to produce them. It defines a knowledge clip as a short video where an instructor briefly explains a specific subject or concept. It provides tips for preparing the content and environment, recording successfully, and editing knowledge clips. The document encourages participants to create their own clip to share how they would implement it and provides references for further reading.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
This document provides information about an upcoming global education project called "A Week in the Life". The project will involve elementary school students from around the world researching and sharing aspects of their daily lives. Teachers will meet weekly online to coordinate the project, while students collaborate in teams on topics like school, transportation, holidays and more using tools like Edmodo and a shared wiki. The overall goals are for students to learn about other cultures, develop collaboration skills, and answer essential questions about similarities and differences in children's lives globally.
The document discusses the importance of integrating technology into teaching by highlighting the gap between digital immigrant teachers and digital native students, and provides examples of technologies that can be used in the classroom such as YouTube, Animoto, Wordle, and online resources for evaluating websites and teaching grammar. Recommendations are made to use technologies like Flickr for creative writing assignments, virtual field trips, and promoting collaboration between students.
Keep Calm and Try New Tech discusses four new educational technology tools: infographics, podcasting, screencasting, and Flipgrid. Infographics provide visual representations of information. Podcasting allows students to create audio recordings. Screencasting involves recording presentations with audio narration. Flipgrid is a video discussion tool where students can post responses to prompts. The document provides examples of how these tools can be used in the classroom and library, such as having students create infographics, podcasts, or screencasts to present research projects or book reviews.
This document outlines a culminating project by Ana Lovely that includes four main sections:
1) An evaluation of available technology resources at the school/district, including tools for daily, weekly, and project use.
2) An evaluation of three available tools (PowerPoint, Quizlet, Email) and their affordances and limitations.
3) A lesson plan adapted to three levels of the TIM model where students research and present on a Spanish-speaking country.
4) A reflection on experiences using the TIM model for instructional planning.
The english language crystal ball: the past present and future of technology ...Paul Woods
The document discusses the past, present, and future of technology in English language teaching. It describes how technology has evolved from the late 19th century to today, with an increasing pace of change. The future is predicted to include handheld devices replacing books within 10 years and classrooms using interactive walls, screens, wireless devices, and high-speed internet. Teachers will need to integrate technology to engage students accustomed to digital methods. Translation technologies may allow real-time spoken translation between many languages.
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
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3. Glogs
“Short for graphics (or graphical) blog,
glog is the name used to describe a
publicly accessible graphical blog. A
person or organization's glog is actually an
interactive multimedia image that looks
similar to a poster, but readers of a glog
are able to interact with the content.”
(http://www.webopedia.com/TERM/G/glog.ht
ml)
http://tangxiaowen.edu.glogster.com/jazz-atunt/
4.
5. American Communication and Culture Program:
Multimedia Project
Assignment:
Create a minimum of two glogs, or digital posters, with a partner on the following
topics:
1. One aspect of American culture you are interested in
2. A cultural/social activity you participated in
Include some text and pictures as well as a sound file or a video You must write your
own words. Do not copy anything from the Internet! You should create your own
video or sound file. You may interview some people and record the conversation.
Ideally, you will also include pictures that you have taken.
6. Glogs
•
http://litianyun.edu.glogster.com/green-at-unt
“I can see the sustainability
of green in everywhere in
UNT from our dormitory to
the road to rubbish bin even
to toilet paper. Can you find
some other examples in our
daily life about UNT to save
the environment?”
8. Intensive Language program: Speaking Test
Project Steps:
1. Provide cncrete background information about a sustainability issue
2. Organize a tour of a local facility which uses sustainability measures, such as a tour
of a LEED certified building.
3. Assign the project: Create a glog on a sustainability issue that personally affects
you. Use text, pictures, and video to describe a problem in their home, school,
hometown or country. You should give sustainable solutions for the problems.
4. Assess glog presentations using a customized rubric
9. Step 1: Concrete Background Information about
Sustainability at UNT
1. Guest speaker from the Office of Sustainability: Environmental
Sustainability Efforts in at UNT and across the U.S.
• Handout to introduce main point of lecture and pre-teach vocabulary
• Ideas to think about before the lecture
• 30-minute presentation, recorded for future use
• Post-listening: Post-reconstructive cloze
2. Tour of platinum LEED certified football stadium
10. Step1: Concrete Background Information about
Sustainability at UNT
3. Other Resources
• Listening
o UNT dining services and sustainability:
http://www.youtube.com/watch?v=pARzZc7wdkU#t=171
o UNT recycling: http://www.youtube.com/watch?v=_8Fl5lQwtRw
• Reading and Reporting to Group Members
o Built environment and grounds: http://sustainable.unt.edu/built-environment and
http://sustainable.unt.edu/grounds
o Energy: http://sustainable.unt.edu/energy
o Recycling: http://sustainable.unt.edu/recycling
o Dining services: http://sustainable.unt.edu/dining-services
11. Step 2: Project Assignment
For your next speaking test, you are going to create a glog (digital poster) on
an environmental sustainability issue that personally affects you, and you will
present this glog to the class. Your glog must use text, pictures, and video to
describe an environmental problem in your home, school, hometown, or
country. It must also give sustainable solutions for the problem. For example,
in Texas we use too much electricity (more than any other state in the U.S.),
and much of this electricity comes from coal power plants. One possible
solution is to use more solar power in homes and businesses.
You need to work by yourself (no presentations by two students working
together).
12. Step 3: Glogster Training
• 30-minute training by instructor or student assistant
• How to log onto Glogster
• How to create a glog
Suggestions
• Create user IDs and passwords that students can easily remember. Use
lowercase only.
Yes: tomwangieli No: TomWangIELI or IELIStudent12
• Remind students to click the “finish” button when they finish their glog
• Ask students to email the link for their glog to their instructor one or two days
before their presentation.
13. Step 4: Glog Presentations
Your presentation should be 3 minutes. Think about these questions when you are
planning your presentation:
• How are you going to catch your audience’s attention?
• What are you going to say in the introduction?
• What are you going to talk about in the body of the presentation? You should
present the information that you include in your glog. You should also describe
the pictures and video.
• What are you going to say in the conclusion?
Presentation tips:
• You can use 3” by 5” cards for notes, but do not read your presentation to the
audience.
• Make eye contact with the audience throughout your presentation.
• Practice giving your presentation several times.
17. Step 5: Assessment
• Customized speaking rubric
o Vocabulary
o Content and organization
o Pronunciation and intonation
o Grammar
o Delivery
o Fluency
o Visual aides
18. Suggestions
Tell students to:
• clearly identify the topic. The glog should have a title (what and where).
• Identify (1) the problem and (2) offer suggestions. The problem should be at
the top or on the left of the glog, and the solutions should be at the bottom or
on the right.
• Choose videos in English if possible. If the video is in another language,
students should turn the volume down and summarize the clip when
presenting their glog. They should show more than 20-30 seconds of the
clip.
When the topic “Environment” comes up in ESL textbooks, what is usually discussed? An emerald forest with a turquoise river flowing through it? A peaceful lake? Cleat water? Fresh, clean air that one wants to breathe? Or do textbooks usually mention factory pollution, smog, and rivers overflowing with trash? You’ll probably agree that the second set of pictures is more likely to be found, and this was our dilemma at IELI. Our low intermediate Communication class has a unit on the environment entitled “Our Fragile Planet”. The topics that are covered include animal and plant extinction, deforestation, flooding of coastlines, the green house effect, etc. After reading, listening to, and talking about all these depressing issues, students have a speaking test related to the unit content, so they had to listen to their classmates discussing our dreary future, and most of them are bored. We were wondering how we could make this speaking test more positive, hopeful, and interesting. The light came last summer, when we hosted a group of Chinese university students who enrolled in a three-week American communication and culture program. These students had to complete a multimedia project using glogs, or digital posters. How many of you are familiar with glogs?
A glog, which is short for graphics blog, is a visual learning platform. It can also be described as a digital poster. How many of you are familiar with glogs? What is interesting about glogs is that they are interactive and are a nice change from PowerPoint. I’ll show you several examples of glogs in a few minutes. Students can include text, pictures, sound files, and videos in a very creative way.[Describe glog on the right if the audience is not familiar with glogs. ]
Glogs are available by signing up on glogster.edu.
Let’s go back to the multimedia project that students in the American Communication and Culture Program were asked to complete. Students had to work in pairs to create two glogs. The first glog had to be on an aspect of American culture they had recently learned about or were interested in. They had to research the information. In other words, they could not choose a topic the group was familiar with before coming to the US. For example, several students wanted to do something on music, but they couldn’t present on Rihanna or Taylor Swift because these two singers are very popular in China and all students knew about them. A group chose to research jazz after attending a jazz concert; they had never listened to jazz music before their arrival in the US. Students had to include some text, some pictures they had taken, and a sound file or video they had created. Interestingly, several groups chose to research sustainability at UNT, and they all presented the information in a very positive way. Let’s look at a couple of examples.
In thisglog, the students chose to focus on the color green at UNT, which symbolizes the football team and sustainability. Students interviewed an instructor and asked her to give examples of sustainability at UNT.
Let’s look at another glog. In this one, the students specifically chose to talk about sustainability, and what is remarkable here is the language they used, “the value of sustainability blows us away,” and the visuals they used with the blue sky and the green grass. We’re very far from the depressing, grey vision of a gloomy future. Anyway, these glogs were an inspiration to create a new type of speaking test in our intensive English program. We would ask students to address environmental issues by creating a multimedia project that would promote sustainability awareness and personal action.
This project was conducted in a low intermediate Communication class. This class meets for 100 minutes a day 5 days a week and covers reading, listening, vocabulary, and speaking skills. The project consists of 4 steps, which are first, giving information about a sustainability issue; second, organizing a tour of a local facility that uses sustainable measures, such as a tour of a LEED certified building; third, and this one is pretty obvious, assigning the project; and finally, assessing the students’ presentation.
Now, let’s look at the first step, providing concrete information about a sustainability issue. We chose to talk about sustainability at UNT because students can personally experience positive sustainable efforts on campus and we have a lot of resources available at UNT thanks to our Office of Sustainability. After students learned about environmental issues and human impact on the environment through reading and listening practices, they attended a lecture conducted by a representative of the office of sustainability at UNT. She talked about how the university is working to be more sustainable in how it uses resources. In the class that followed the lecture, students completed a post-reconstructive cloze in pairs. The purpose was to ensure that they had understood the main points of the presentation and to reinforce vocabulary. After the lecture, students participated in a tour of one of UNT’s LEED certified buildings. We chose the football stadium because it has received the highest LEED certification possible, platinum, it’s a facility that is typically American, and it’s near wind turbines, which is another sustainable measure that UNT uses and which was discussed during the presentation. The tour was conducted by a student worker from the Office of Sustainability.
Of course, if you can’t find speakers or don’t have access to sustainable facilities, you can use online resources. Here, I have listed some short video clips on several sustainable measures at UNT. You could also divide the class in groups of 3 or 4 students and assign a different online reading to each person in the group. The UNT website has information on sustainable buildings and grounds, energy, recycling, and dining services among others. All this webpages promote positive actions and results. Then students would be responsible for summarizing the information they read about and completing a worksheet in group. You can probably find a gazillion resources online.Create a handout for reading and reporting to group members?
After student received information on sustainability issues that they could relate to, they were given the assignment.[Show the student handout and go over assignment.]Students were asked to choose an issue that personally affects them to raise sustainability awareness.They were asked to describe a problem in their home, school, hometown, or country to promote personal action.Of course, recognizing a problem is not enough, so students had to provide concrete solutions.
After students received the assignment, they had to learn how to create glogs, and honestly, this was probably the easiest part of the entire project, so if you have never used Glogster, don’t worry! Students were given a step-by-step handout telling them how to log in and how to create glogs. [Show Noel’s handout.] Students had no problem designing glogs and including text, pictures, and videos. The only problems we encountered were with logging in and the “finish” button. When we created student IDs, we gave each student a number and used lowercase and capital letters. However, students could not remember their IDs or the number, or in many cases, even if they did, they couldn’t log in because they had not paid attention to the capital letters. This is why I suggest using lower case letters only. Students can always change their password later on. Another problem that some students had was forgetting to click on the “finish” button when they finished their glog. We had a few frustrated students who had to redesign their glog. One more suggestion. It’s a good idea to ask students to email you their glog a few days before their presentation. First, it will motivate students not to wait till an hour before the test to finish their glog. It will also create accountability, and it’s a way for the instructor to check whether students need to spend more time on their glog.
This project culminated in the presentation of the glogs. Students were asked to speak for 3 minutes, and like in every other presentation they have to give, they had to catch the listeners’ attention and have an introduction, body, and conclusion. Unlike a typical presentation, they had to explain the information they included in their glog. They had to describe the pictures and use the video in some way. Now let’s look at three glogs that students created. Each one has some good elements.
In the first one, the student included everything he was supposed to. He identified the problem through the use of a video and pictures and offered solutions through the use of text and pictures. What I find interesting in this one is how he used the video. He used this very short clip, about 10 seconds long, to introduce the topic. Although it is Arabic, one can clearly understand what the problem is. The information is logically presented.
Let’s look at another one. Here the student chose to talk about air pollution in Beijing and used the China Open as an example. She used some humor, and she contrasted apocalyptic pictures with some beautiful pictures. The video here was also in the student’s native language. Let’s look at one more example.
Here the student looked at some positive action that his government and companies have taken. He didn’t include everything he was supposed to – there is no video or mention of the problem – but it is directly related to the tour of a the LEED certified stadium that he participated in. You will notice that these three glogs have very short texts. The reason is that it was a speaking test; it wasn’t a writing test. Students were specifically told to include few words because we didn’t want them to present information, not to read information.
Because this project was a speaking test, the students had to be assessed. Instructors used a customized grading rubric [Show the rubric.] They graded the students on their vocabulary, content and organization, pronunciation and intonation, grammar, delivery, fluency, and visual aides. Discuss:Vocabulary: FYI, L. HelixonContent and Organization: plagiarismDelivery: memorization of speech, natural deliveryVisual Aide: It’s important to include this category because some students didn’t have a glog or had terrible glogs that had taken them 5 minutes to complete maximum.
After the presentations, we realized that we should have mentioned a few more points before students created their glogs and were assessed on their speaking skills. Some glogs didn’t have a title or had information that was not presented in any logical way, so it would be a good idea to remind students to include a title that specifies what the problem is and where it is found. We also found that many students used videos in their native language. While we would have liked them to choose video clips in English, it’s understandable that they first looked for videos on a complex topic in their native language because they were at a low intermediate level. If students choose videos that are not in English, I suggest that they describe it and turn the sound off during their presentation. Talking about videos, it would also be a good idea to tell students that they won’t be able to show the entire video. If students have three minutes to present their glog and show a two-minute video, then they can’t speak much. Remember that this project is a speaking test, so we want students to speak.We assigned this project for the first time in early October. Responses from both students and instructors were overall very positive.It created an interesting change from the typical PowerPoint presentation. Students were interested in finding out what their classmates had come up with. Students were able to use their creativity to discuss a problem that personally affects them and think about positive solutions. This project also raised their social awareness. Many students could relate to their classmates’ videos or pictures, and we saw many heads shaking in agreement. What I found interesting was that some students coming from more dictatorial countries didn’t hesitate to criticize their government. An instructor mentioned that students with strong speaking skills could not just rely on this strength; they actually had to prepare something, while students with lower speaking skills could shine with their glogs. One point worth mentioning if you’re not familiar with Glogster is that glog accounts are not free. Prices range from $10 to $125 per year and depend on many students and instructors are using it.Now I’ll be happy to answer questions you might have.