This document discusses a journey through three religions. It was written by Marijan Biruš from Elementary school Sesvetska Sopnica. The document explores different religions but provides no other details in the given text.
The document summarizes research on how students' informal learning processes can be mapped when blogging. It presents the following:
(1) The context of studying blogging by students at the University of Technology Vienna. Over 23,000 students have blogs for informal use on the "twoday" service since 2004.
(2) The research questions: (1) Can students' learning be mapped to a model of learning? (2) What, if anything, do students learn from blogging?
(3) Davies' multidimensional model of experiential learning is proposed to map informal and incidental learning from blogging. Learning occurs beyond just cognition and cause/effect can't be directly traced
The document announces a day-long workshop on "Building World Class Organizations" to be jointly organized by the Government of Gujarat and AMA Centre for International Trade at the Marwadi Education Foundation's Group of Institutions campus on February 24, 2011. The workshop aims to discuss practices of world-class organizations and successful case studies, and addresses how to create a compelling vision, develop passion for work, focus on customers, lead innovation, ensure high quality, and involve all employees. It will be conducted by motivational trainer Mr. Vijay Batra and include psychometric tests to identify behaviors, understand moods, and create mind maps.
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
A wiki allows users to collaboratively create and edit many interlinked pages. Wikis can be used for collaboration between colleagues, friends, and students to share and edit work. RSS feeds and programs like iGoogle and Google Reader allow information from blogs, news, and websites to come directly to the user rather than searching for it. Blogs can be used in the classroom to have students write about what they are reading and further develop writing skills. Other web tools like Animoto, Glogster, and Wix can make student projects more fun and interesting. While becoming familiar with new online tools and managing multiple accounts was challenging, online learning allows educators flexibility to learn from home and feels less disconnected with a helpful instructor.
PowerPoint prezentacija 'Primjena Web 2.0 alata u obrazovanju' opisuje alat Gliffy koji služi za izradu dijagrama, grafikona, tehničkih crteža i tablica. Opisane su sve njegove karakteristike. Također, navedeni su primjeri korištenja alata u obrazovanju i osmišljena pripadajuća e-aktivnost. Na kraju su navedeni prednosti i nedostaci web alata.
Tema: Portal programa „Suradnici u učenju“, www.ucitelji.org
Autori: Tomislav Bronzin, Software Architect – CITUS d.o.o. i Željka Knezović, , Software Architect – CITUS d.o.o.
[TVZ Računarstvo] Dinamičke web aplikacije, predavanje 1. Stipe Predanic
Predavanje iz Dinamičkih web aplikacija, 1. predavanje
Video: https://www.youtube.com/watch?v=ESYAKShoqIM&index=1&list=PLYqeapOP_CtS0kbdbo_GXFgnS81JGAd8L
Tema: Uvod
Datum snimanja: 3.3.2016
"Moja, a Tvoja - MaTeMaTika" , Pula, 10.11.2017.Gordana Divic
Nacionalni eTwinning projekt predstavljen na državnom stručnom skupu učitelja i nastavnika matematike u Puli održanom od 10. do 12. studenoga 2017. godine.
This document discusses a journey through three religions. It was written by Marijan Biruš from Elementary school Sesvetska Sopnica. The document explores different religions but provides no other details in the given text.
The document summarizes research on how students' informal learning processes can be mapped when blogging. It presents the following:
(1) The context of studying blogging by students at the University of Technology Vienna. Over 23,000 students have blogs for informal use on the "twoday" service since 2004.
(2) The research questions: (1) Can students' learning be mapped to a model of learning? (2) What, if anything, do students learn from blogging?
(3) Davies' multidimensional model of experiential learning is proposed to map informal and incidental learning from blogging. Learning occurs beyond just cognition and cause/effect can't be directly traced
The document announces a day-long workshop on "Building World Class Organizations" to be jointly organized by the Government of Gujarat and AMA Centre for International Trade at the Marwadi Education Foundation's Group of Institutions campus on February 24, 2011. The workshop aims to discuss practices of world-class organizations and successful case studies, and addresses how to create a compelling vision, develop passion for work, focus on customers, lead innovation, ensure high quality, and involve all employees. It will be conducted by motivational trainer Mr. Vijay Batra and include psychometric tests to identify behaviors, understand moods, and create mind maps.
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
A wiki allows users to collaboratively create and edit many interlinked pages. Wikis can be used for collaboration between colleagues, friends, and students to share and edit work. RSS feeds and programs like iGoogle and Google Reader allow information from blogs, news, and websites to come directly to the user rather than searching for it. Blogs can be used in the classroom to have students write about what they are reading and further develop writing skills. Other web tools like Animoto, Glogster, and Wix can make student projects more fun and interesting. While becoming familiar with new online tools and managing multiple accounts was challenging, online learning allows educators flexibility to learn from home and feels less disconnected with a helpful instructor.
PowerPoint prezentacija 'Primjena Web 2.0 alata u obrazovanju' opisuje alat Gliffy koji služi za izradu dijagrama, grafikona, tehničkih crteža i tablica. Opisane su sve njegove karakteristike. Također, navedeni su primjeri korištenja alata u obrazovanju i osmišljena pripadajuća e-aktivnost. Na kraju su navedeni prednosti i nedostaci web alata.
Tema: Portal programa „Suradnici u učenju“, www.ucitelji.org
Autori: Tomislav Bronzin, Software Architect – CITUS d.o.o. i Željka Knezović, , Software Architect – CITUS d.o.o.
[TVZ Računarstvo] Dinamičke web aplikacije, predavanje 1. Stipe Predanic
Predavanje iz Dinamičkih web aplikacija, 1. predavanje
Video: https://www.youtube.com/watch?v=ESYAKShoqIM&index=1&list=PLYqeapOP_CtS0kbdbo_GXFgnS81JGAd8L
Tema: Uvod
Datum snimanja: 3.3.2016
"Moja, a Tvoja - MaTeMaTika" , Pula, 10.11.2017.Gordana Divic
Nacionalni eTwinning projekt predstavljen na državnom stručnom skupu učitelja i nastavnika matematike u Puli održanom od 10. do 12. studenoga 2017. godine.
Seminar iz kolegija Izvannastavne informatičke i tehničke aktivnosti o Web 2.0. alatu Google Drive-u. Prezentacije se sastoji od karakteristika Web 2.0. alata općenito i samog Google Drive-a. Nadalje, o primjeni alata u nastavi te je i opisan primjer e-aktivnosti u nastavi. Na kraju ističemo neke prednosti, ali i nedostatke Google Drive alata.
Oršula Cvitan
Daniela Jovašević
Valentina Družinec
This 3 sentence summary provides the high-level information from the document:
Teachers at a French school have increased their involvement in eTwinning projects from only 2 teachers working on projects last year to now having 9 teachers actively involved in eTwinning projects. The document discusses the place of eTwinning in their school projects and thanks the reader for a great learning experience related to increasing teacher participation in eTwinning.
An EFL teacher from Buenos Aires, Argentina named Vicky Saumell used the Bookr digital book creation tool (http://www.pimpampum.net/bookr) to have her students create their own books. She first modeled how to use the tool and then let the students create their own personalized books. The biggest challenge was relying on an internet connection. The project enhanced student learning by developing vocabulary, visual literacy, and motivation while also addressing copyright issues.
This document describes a TeachMeet International presentation about a science teacher who created a school news broadcast project using technology to enhance communication. The teacher films a 5-minute news broadcast weekly using a digital video camera and tripod, uploads it to the school network, and has all classes view it on their computers. The project has positively impacted pupils, teachers, school leadership, and the overall school through a simple, low-tech way to enhance communication and build relationships.
The document discusses how to ensure students are listening during class activities. It notes that attention and eliminating distractions are important for learning and memory. Some tips provided include having one student speak at a time, having students report what their classmates said, turning off phones and electronics, training students to make eye contact, using silence, dictating instructions unexpectedly, and having students listen for unexpected words in conversations. The overall message is that teachers should find ways to focus student attention in order to improve learning.
The teacher implemented a project called "Glogster EDU Best of the Best" to promote using Glogster EDU, an online tool, in teaching. She formed a Facebook group and wiki with over 50 teachers from Romania and other countries. The teacher trained 90 other teachers on using Glogster EDU. The project aims to develop 21st century skills in students like communication, creativity, and problem solving. It has motivated the teacher's students and enhanced the learning process.
The document discusses applying the Dogme teaching method in a Montessori kindergarten classroom. Some key points of Montessori teaching include student choice, uninterrupted work time, and learning through hands-on materials. Dogme emphasizes interactivity, engagement, and empowering students. The author argues that both methods are suitable to combine due to their focus on interactivity in learning. Specific examples are provided of how to incorporate Dogme techniques into a Montessori classroom, such as using personalized worksheets and setting up different activity stations for students to explore. In conclusion, the author believes Dogme teaching is applicable to their kindergarten class with some considerations.
The document discusses how a teacher in Croatia increased student motivation for learning German as a second language. The teacher used music, interactive whiteboards, and social networks to engage students. Students chose a German pop-rock song to learn vocabulary through. Using these techniques, students were relaxed, focused, worked together, and had fun practicing their German language skills in an amusing way. The teaching process became more interactive, dynamic and motivating as a result. The teacher accomplished the goal of increasing student motivation for learning German.
1. Google Docs na portalu Moja matura
Sonja Lušid Radoševid. prof.
IX. gimnazija , Udruga Samo jedan klik
Zagreb, Hrvatska
Twitter: @sonjalr
2. Ideja projekta
• Zainteresirati maturante za rješavanje zadataka
• Otkriti nešto više o korištenju int. zadataka
– Prikupiti što više rješenja i podataka o rješavačima
zadataka
– Dovesti u vezu broj pregledanih zadataka s brojem rješenih
zadataka
Bez uvođenja korisničkih
imena i šifri
16. Utjecaj projekta
• Mogudnost provedbe raznih ispitivanja
maturanata vezanih uz zadatke za pripremu
mature - poziv na suradnju!!!
• Primjena u nastavi
– Pradenje rada učenika
– Provjera znanja učenika