Weblinks and resources related to H-PEA preconference session on "Beyond Survey Monkey:Using Internet-based telecommunication tools to collect evaluation data"
Wnl 166 the role of school libraries by sumita & susmitaKishor Satpathy
Paper Presented during International Conference on What’s next in libraries? Trends, Space, and partnerships held during January 21-23, 2015 at NIT Silchar, Assam. It is being jointly organized by NIT Silchar, in association with its USA partner the Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign.
This document discusses the structure and functions of the internet for distance education. It describes how the physical infrastructure of the internet allows for delivery of distance education to learners in various locations. The document discusses how the internet relates to transformations in teaching and learning paradigms. It identifies typical components of course management systems and how third-party products can enhance them. Trends in internet-based distance education and their implications are also described.
The document discusses the development of personal learning environments (PLEs) as a framework for distributed learning. PLEs allow learners to access information from multiple sources using various web tools. They are personal and learner-centric, tailored to individual needs. Key PLE elements include tools for content production, collaboration, communication, storage, aggregation of people and content. PLEs offer benefits like organizing materials personally, facilitating communication and collaboration, and supporting both formal and informal lifelong learning. Technological solutions proposed include using .NET technologies, jQuery, OAuth for single sign-on, and protocols like Web Sockets and PubSubHubbub to enable real-time interactions in a distributed system.
This presentation discusses tools that can be used for teaching and learning Chinese language in virtual environments. It introduces several online platforms that allow for virtual classrooms, collaboration, and immersive 3D virtual worlds. Examples are given of how Second Life has been used for Chinese language education, including virtual schools and camps. While virtual learning provides opportunities, it also presents new challenges compared to traditional in-person instruction.
This document provides an overview of blended and online language learning. It defines key terms like blended learning, CALL, CMC, and CMS. It discusses the rationale for blended instruction and cites factors like increased enrollment and flexibility. The document outlines advantages such as flexibility and cost savings, and disadvantages like potential declines in oral proficiency. It concludes with best practices for blended learning like using student-centered formats and integrating online and in-class work.
Synchronous online instruction has both advantages and disadvantages compared to face-to-face teaching. The advantages include more immediate feedback for students and quicker answers to their questions. However, too many questions can interrupt the class lesson. Outside distractions like cell phones can also be problematic. Tools like polling, chat windows, audio, and video can help increase participation and gauge comprehension. Effective facilitation strategies and focusing tools are important for synchronous online classes.
Web conferencing allows for live meetings, training, and presentations over the Internet. Participants connect to each other via their computers through video and audio. It provides two-way communication and allows for sharing of presentations and applications. While it provides conveniences like eliminating travel, high quality technical content can be difficult over web conferencing and installing software may be time consuming. A study found that most viewed it positively as an enabler for communication, though some had technical concerns and preferred face-to-face interaction. Training and technical support were seen as important for successful implementation.
Wnl 166 the role of school libraries by sumita & susmitaKishor Satpathy
Paper Presented during International Conference on What’s next in libraries? Trends, Space, and partnerships held during January 21-23, 2015 at NIT Silchar, Assam. It is being jointly organized by NIT Silchar, in association with its USA partner the Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign.
This document discusses the structure and functions of the internet for distance education. It describes how the physical infrastructure of the internet allows for delivery of distance education to learners in various locations. The document discusses how the internet relates to transformations in teaching and learning paradigms. It identifies typical components of course management systems and how third-party products can enhance them. Trends in internet-based distance education and their implications are also described.
The document discusses the development of personal learning environments (PLEs) as a framework for distributed learning. PLEs allow learners to access information from multiple sources using various web tools. They are personal and learner-centric, tailored to individual needs. Key PLE elements include tools for content production, collaboration, communication, storage, aggregation of people and content. PLEs offer benefits like organizing materials personally, facilitating communication and collaboration, and supporting both formal and informal lifelong learning. Technological solutions proposed include using .NET technologies, jQuery, OAuth for single sign-on, and protocols like Web Sockets and PubSubHubbub to enable real-time interactions in a distributed system.
This presentation discusses tools that can be used for teaching and learning Chinese language in virtual environments. It introduces several online platforms that allow for virtual classrooms, collaboration, and immersive 3D virtual worlds. Examples are given of how Second Life has been used for Chinese language education, including virtual schools and camps. While virtual learning provides opportunities, it also presents new challenges compared to traditional in-person instruction.
This document provides an overview of blended and online language learning. It defines key terms like blended learning, CALL, CMC, and CMS. It discusses the rationale for blended instruction and cites factors like increased enrollment and flexibility. The document outlines advantages such as flexibility and cost savings, and disadvantages like potential declines in oral proficiency. It concludes with best practices for blended learning like using student-centered formats and integrating online and in-class work.
Synchronous online instruction has both advantages and disadvantages compared to face-to-face teaching. The advantages include more immediate feedback for students and quicker answers to their questions. However, too many questions can interrupt the class lesson. Outside distractions like cell phones can also be problematic. Tools like polling, chat windows, audio, and video can help increase participation and gauge comprehension. Effective facilitation strategies and focusing tools are important for synchronous online classes.
Web conferencing allows for live meetings, training, and presentations over the Internet. Participants connect to each other via their computers through video and audio. It provides two-way communication and allows for sharing of presentations and applications. While it provides conveniences like eliminating travel, high quality technical content can be difficult over web conferencing and installing software may be time consuming. A study found that most viewed it positively as an enabler for communication, though some had technical concerns and preferred face-to-face interaction. Training and technical support were seen as important for successful implementation.
Designing Mobile Libraries for Research and InstructionStefanie Havelka
This document discusses how mobile information literacy is important for today's students. It suggests teaching students and faculty how to use mobile apps and websites to access and evaluate reliable information on the go. It provides examples of mobile databases and survey results on their use. It also outlines some challenges like limited mobile database availability and authentication, as well as ways to promote mobile resources like through signage, classes, and social media. The contact is Stefanie Havelka, Electronic Resources-Web Services Librarian at Lehman College.
Online instructing refers to any instruction that takes place over a computer network, most commonly the internet. It uses software that allows students and teachers to communicate asynchronously through email and discussion forums or synchronously through chat functions.
Online teaching most often occurs in distance education where learners and instructors are in different locations. However, it is increasingly being used in blended or hybrid courses that have both online and in-person components.
As compared to traditional classrooms, online instruction is time, distance, and device independent; interactive through various synchronous and asynchronous tools; utilizes multi-media elements; is open for students to access global information; and fosters a learner-centered democratic environment where students influence their learning.
Virtual learning: for students and adults. For high education and lifelong learning.
For teachers and students, for training organizations and universities.
Types, methods, tools.
A Massive Open Online Course (MOOC) is an online course that allows unlimited participation and open access via the web. The first MOOCs emerged from the open educational resources movement in 2008. There are two main types of MOOCs - cMOOCs which focus on connectivist and constructivist approaches, and xMOOCs which are more formal and behaviorist. MOOCs allow anyone with an internet connection to participate in online learning regardless of age, ability, or location. However, they also face some criticisms like low completion rates and requirements of self-regulation from participants.
This document discusses using blended learning in a media studies course with over 200 students. It describes dividing the course into lectures, discussion sections, and online modules to address space limitations and allow for collaborative work. The online components explore issues relevant to media studies through discussion boards, wikis, and collaborative documents. Students engaged with course topics in a richer way through the online elements. Some challenges were that the online modules took a lot of time and the course schedule was initially confusing. Overall, blended learning provided pedagogical benefits by giving students hands-on experience with web collaboration and online communities.
Using Webquests To Maximize Language Learningjenniffersol
Webquests are inquiry-oriented activities where students interact with online resources to complete tasks related to a topic. They have several key elements including an introduction, task, process, resources, evaluation, and conclusion. A good webquest provides students with a "hook" to engage their interest, uses age-appropriate online materials, can be collaborative, is highly visual, and links to other classroom content with a built-in evaluation. Webquests allow students to learn at their own pace and explore topics in more depth.
Updated byot why we took the plunge for inpeaJen LaMaster
The document discusses Brebeuf Jesuit Preparatory School's decision to implement a Bring Your Own Technology (BYOT) program. It notes that the school had sufficient infrastructure and faculty comfort with technology to support BYOT. The IT department was driven by user needs. Benefits of BYOT included increased student access to technology and specialized software. The school addressed BYOT implementation through training programs, clear policies, and open communication between departments. Moving forward, demands on technology will continue rising, requiring assessment of needs, resources, and keeping an open mind about new tools.
Using Webquests To Maximize Language Learning[1]DIEGOFMACIAS
Webquests are inquiry-oriented activities that use internet resources to maximize language learning. A good webquest has a clear task, relies on age-appropriate materials, can be collaborative, is highly visual, and includes built-in evaluation. Webquests allow students to work at their own pace, explore topics in more depth, and increase comfort with research. They provide a dynamic approach to teaching and learning.
The document discusses the changing needs of modern learners and different approaches to teaching and learning spaces in universities. It notes that today's students expect immediate access to information and are comfortable with visual and digital media. It then outlines three modes of knowledge production and pedagogy: teacher-centered (Mode 1), student-centered (Mode 2), and informal collaborative learning spaces (Mode 3). Finally, it provides several examples of universities that have implemented flexible and technology-enabled active learning spaces to support different pedagogical approaches and meet modern student needs.
K-12 online learning is growing rapidly and evolving in many directions, with blended learning being the fastest growing segment. Blended learning combines online and face-to-face instruction. There are many terms used to describe online and blended learning models without consistent definitions. Online learning generally refers to teacher-led instruction over the internet with students and teachers separated geographically, and can be synchronous or asynchronous. It may be accessed from both in and out of school settings.
According to the 2016 ECAR survey, 96% of undergraduates in the U.S. now own a smartphone and the trend is on the rise. How can educators design learning so as to improve access for the smartphone learner?
workshop and presentation at the European Conference on Information Literacy in Istanbul, Turkey, October 22-25, 2013 (http://www.ecil2013.org/index.php/page,109,workshops)
This document discusses the importance of social presence and engagement in online learning environments. It explains that learning is a social process and discusses how technology can be used to facilitate social interaction online. Several strategies for increasing social presence are presented, including using bios, orientation videos, video feedback, synchronous discussions, small group work and social media. The Community of Inquiry framework is also introduced as a way to conceptualize different types of online interactions between students, teachers and course content. The presenter advocates for finding the right balance of social and teaching presence to improve online learning experiences.
Social tagging involves using multiple keywords instead of hierarchical folders to organize bookmarks. A study at Anglia Ruskin University explored student awareness, use, and perceptions of social tagging. A survey found that just under half of students use social tagging sites, primarily Facebook, Twitter, and YouTube daily for personal rather than academic use. Focus groups preferred the library's subject guides for facilitating access to authoritative resources but found user-contributed tagging systems like those at Penn and LSE unreliable and not worth the time and effort to contribute to. The study concluded libraries should focus on applications that facilitate access to resources rather than user participation and collaboration and provide education on social tagging.
The document discusses using web2 applications to facilitate distance education. Web2 allows for increased interactivity as it enables many people to publish and share information in different formats. This matches well with the key features of distance education, such as interaction between students and instructors regardless of location or time. Some examples of web2 applications that could be used include social networks, wikis, podcasts, and polling tools to engage students and encourage collaboration and sharing of information. Research discussed found that web2-enabled learning will be more learner-driven, mobile, social, and lead to new forms of certification. A personalized teaching system based on web2 was also proposed.
Online instruction is defined as any formal educational process where the instructor and learner are in different physical locations and communicate using internet technology. It can take various forms such as sharing course information online, using simulations and games for practice, conducting discussions via threaded boards or chat rooms, holding virtual office hours, delivering electronic library resources, giving online assessments, and submitting assignments electronically.
There are two types of online learning: synchronous and asynchronous. Synchronous learning occurs in real-time with all participants interacting at the same time, such as a live online class. Asynchronous learning is self-paced and allows students to engage in exchanges without dependency on other participants' involvement at the same time, using email, discussion boards, or other technologies. Both approaches rely on self-motivation and discipline as well as effective written communication skills.
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
T-shirts are being designed to expand casual clothing options for fans of the Nõmme Kalju football club. The shirts will feature elements of the club like its pink colors and references to the ROOSA PANTRID fan group. Some designs evoke the team's identity as representatives of Estonia, Tallinn, and Nõmme through local symbols. In October, more pink elements may be added to uniforms to raise awareness for breast cancer as many clubs worldwide participate in a pink campaign that month. Retro jersey designs are also proposed that mimic 1980s styles.
Antonio Bordallo's Fashion Design Graduation Men's CollectionAntonio Bordallo
Men's Fashion collection developed by Antonio Bordallo as Graduation work for the Fashion Design course at Candido Mendes University (Rio de Janeiro, Brazil) on July 14th 2009.
The collection is inspired by Turé, a ritual of acknowledgement to the spirits, made by the indigenous in the region of Oiapoque river, on the extreme North of Brazil.
further information about the designer and the collection itself you can get through tonibordallo@yahoo.com.br
Apresentação de slides da coleção de Moda masculina desenvolvida por Antonio Bordallo, como trabalho final do curso de Graduação em Design de Moda, da Universidade Candido Mendes - Unidade Ipanema (Rio de Janeiro, Brasil ) no dia 14 de julho de 2009.
A coleção é inspirada no ritual da Turé, de agradecimento aos espíritos, feito pelos índios da região do Oiapoque,no extremo norte do Amapá
Mais informações sobre o designer e a coleção pode ser obtida através do email tonibordallo@yahoo.com.br
Designing Mobile Libraries for Research and InstructionStefanie Havelka
This document discusses how mobile information literacy is important for today's students. It suggests teaching students and faculty how to use mobile apps and websites to access and evaluate reliable information on the go. It provides examples of mobile databases and survey results on their use. It also outlines some challenges like limited mobile database availability and authentication, as well as ways to promote mobile resources like through signage, classes, and social media. The contact is Stefanie Havelka, Electronic Resources-Web Services Librarian at Lehman College.
Online instructing refers to any instruction that takes place over a computer network, most commonly the internet. It uses software that allows students and teachers to communicate asynchronously through email and discussion forums or synchronously through chat functions.
Online teaching most often occurs in distance education where learners and instructors are in different locations. However, it is increasingly being used in blended or hybrid courses that have both online and in-person components.
As compared to traditional classrooms, online instruction is time, distance, and device independent; interactive through various synchronous and asynchronous tools; utilizes multi-media elements; is open for students to access global information; and fosters a learner-centered democratic environment where students influence their learning.
Virtual learning: for students and adults. For high education and lifelong learning.
For teachers and students, for training organizations and universities.
Types, methods, tools.
A Massive Open Online Course (MOOC) is an online course that allows unlimited participation and open access via the web. The first MOOCs emerged from the open educational resources movement in 2008. There are two main types of MOOCs - cMOOCs which focus on connectivist and constructivist approaches, and xMOOCs which are more formal and behaviorist. MOOCs allow anyone with an internet connection to participate in online learning regardless of age, ability, or location. However, they also face some criticisms like low completion rates and requirements of self-regulation from participants.
This document discusses using blended learning in a media studies course with over 200 students. It describes dividing the course into lectures, discussion sections, and online modules to address space limitations and allow for collaborative work. The online components explore issues relevant to media studies through discussion boards, wikis, and collaborative documents. Students engaged with course topics in a richer way through the online elements. Some challenges were that the online modules took a lot of time and the course schedule was initially confusing. Overall, blended learning provided pedagogical benefits by giving students hands-on experience with web collaboration and online communities.
Using Webquests To Maximize Language Learningjenniffersol
Webquests are inquiry-oriented activities where students interact with online resources to complete tasks related to a topic. They have several key elements including an introduction, task, process, resources, evaluation, and conclusion. A good webquest provides students with a "hook" to engage their interest, uses age-appropriate online materials, can be collaborative, is highly visual, and links to other classroom content with a built-in evaluation. Webquests allow students to learn at their own pace and explore topics in more depth.
Updated byot why we took the plunge for inpeaJen LaMaster
The document discusses Brebeuf Jesuit Preparatory School's decision to implement a Bring Your Own Technology (BYOT) program. It notes that the school had sufficient infrastructure and faculty comfort with technology to support BYOT. The IT department was driven by user needs. Benefits of BYOT included increased student access to technology and specialized software. The school addressed BYOT implementation through training programs, clear policies, and open communication between departments. Moving forward, demands on technology will continue rising, requiring assessment of needs, resources, and keeping an open mind about new tools.
Using Webquests To Maximize Language Learning[1]DIEGOFMACIAS
Webquests are inquiry-oriented activities that use internet resources to maximize language learning. A good webquest has a clear task, relies on age-appropriate materials, can be collaborative, is highly visual, and includes built-in evaluation. Webquests allow students to work at their own pace, explore topics in more depth, and increase comfort with research. They provide a dynamic approach to teaching and learning.
The document discusses the changing needs of modern learners and different approaches to teaching and learning spaces in universities. It notes that today's students expect immediate access to information and are comfortable with visual and digital media. It then outlines three modes of knowledge production and pedagogy: teacher-centered (Mode 1), student-centered (Mode 2), and informal collaborative learning spaces (Mode 3). Finally, it provides several examples of universities that have implemented flexible and technology-enabled active learning spaces to support different pedagogical approaches and meet modern student needs.
K-12 online learning is growing rapidly and evolving in many directions, with blended learning being the fastest growing segment. Blended learning combines online and face-to-face instruction. There are many terms used to describe online and blended learning models without consistent definitions. Online learning generally refers to teacher-led instruction over the internet with students and teachers separated geographically, and can be synchronous or asynchronous. It may be accessed from both in and out of school settings.
According to the 2016 ECAR survey, 96% of undergraduates in the U.S. now own a smartphone and the trend is on the rise. How can educators design learning so as to improve access for the smartphone learner?
workshop and presentation at the European Conference on Information Literacy in Istanbul, Turkey, October 22-25, 2013 (http://www.ecil2013.org/index.php/page,109,workshops)
This document discusses the importance of social presence and engagement in online learning environments. It explains that learning is a social process and discusses how technology can be used to facilitate social interaction online. Several strategies for increasing social presence are presented, including using bios, orientation videos, video feedback, synchronous discussions, small group work and social media. The Community of Inquiry framework is also introduced as a way to conceptualize different types of online interactions between students, teachers and course content. The presenter advocates for finding the right balance of social and teaching presence to improve online learning experiences.
Social tagging involves using multiple keywords instead of hierarchical folders to organize bookmarks. A study at Anglia Ruskin University explored student awareness, use, and perceptions of social tagging. A survey found that just under half of students use social tagging sites, primarily Facebook, Twitter, and YouTube daily for personal rather than academic use. Focus groups preferred the library's subject guides for facilitating access to authoritative resources but found user-contributed tagging systems like those at Penn and LSE unreliable and not worth the time and effort to contribute to. The study concluded libraries should focus on applications that facilitate access to resources rather than user participation and collaboration and provide education on social tagging.
The document discusses using web2 applications to facilitate distance education. Web2 allows for increased interactivity as it enables many people to publish and share information in different formats. This matches well with the key features of distance education, such as interaction between students and instructors regardless of location or time. Some examples of web2 applications that could be used include social networks, wikis, podcasts, and polling tools to engage students and encourage collaboration and sharing of information. Research discussed found that web2-enabled learning will be more learner-driven, mobile, social, and lead to new forms of certification. A personalized teaching system based on web2 was also proposed.
Online instruction is defined as any formal educational process where the instructor and learner are in different physical locations and communicate using internet technology. It can take various forms such as sharing course information online, using simulations and games for practice, conducting discussions via threaded boards or chat rooms, holding virtual office hours, delivering electronic library resources, giving online assessments, and submitting assignments electronically.
There are two types of online learning: synchronous and asynchronous. Synchronous learning occurs in real-time with all participants interacting at the same time, such as a live online class. Asynchronous learning is self-paced and allows students to engage in exchanges without dependency on other participants' involvement at the same time, using email, discussion boards, or other technologies. Both approaches rely on self-motivation and discipline as well as effective written communication skills.
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
T-shirts are being designed to expand casual clothing options for fans of the Nõmme Kalju football club. The shirts will feature elements of the club like its pink colors and references to the ROOSA PANTRID fan group. Some designs evoke the team's identity as representatives of Estonia, Tallinn, and Nõmme through local symbols. In October, more pink elements may be added to uniforms to raise awareness for breast cancer as many clubs worldwide participate in a pink campaign that month. Retro jersey designs are also proposed that mimic 1980s styles.
Antonio Bordallo's Fashion Design Graduation Men's CollectionAntonio Bordallo
Men's Fashion collection developed by Antonio Bordallo as Graduation work for the Fashion Design course at Candido Mendes University (Rio de Janeiro, Brazil) on July 14th 2009.
The collection is inspired by Turé, a ritual of acknowledgement to the spirits, made by the indigenous in the region of Oiapoque river, on the extreme North of Brazil.
further information about the designer and the collection itself you can get through tonibordallo@yahoo.com.br
Apresentação de slides da coleção de Moda masculina desenvolvida por Antonio Bordallo, como trabalho final do curso de Graduação em Design de Moda, da Universidade Candido Mendes - Unidade Ipanema (Rio de Janeiro, Brasil ) no dia 14 de julho de 2009.
A coleção é inspirada no ritual da Turé, de agradecimento aos espíritos, feito pelos índios da região do Oiapoque,no extremo norte do Amapá
Mais informações sobre o designer e a coleção pode ser obtida através do email tonibordallo@yahoo.com.br
Antonio Bordallo's Fashion Design Graduation Men's CollectionAntonio Bordallo
Men's Fashion collection developed by Antonio Bordallo as Graduation work for the Fashion Design course at Candido Mendes University (Rio de Janeiro, Brazil) on July 14th 2009.
The collection is inspired by Turé, a ritual of acknowledgement to the spirits, made by the indigenous in the region of Oiapoque river, on the extreme North of Brazil.
further information about the designer and the collection itself you can get through tonibordallo@yahoo.com.br
Apresentação de slides da coleção de Moda masculina desenvolvida por Antonio Bordallo, como trabalho final do curso de Graduação em Design de Moda, da Universidade Candido Mendes - Unidade Ipanema (Rio de Janeiro, Brasil ) no dia 14 de julho de 2009.
A coleção é inspirada no ritual da Turé, de agradecimento aos espíritos, feito pelos índios da região do Oiapoque,no extremo norte do Amapá
Mais informações sobre o designer e a coleção pode ser obtida através do email tonibordalo@yahoo.com.br
Portfolio Fashion Designer Antonio Bordallo (Early '08)Antonio Bordallo
A brief and ancient portfolio showing my primary works in Fashion Design
Contact and full resume requirement through the email
tonibordallo@yahoo.com.br
Um breve e antigo portifólio apresentando alguns trabalhos de início de carreira como designer de Moda.
Contato e solicitação de envio de currículo completo através do email
tonibordallo@yahoo.com.br
The document announces a winner of a sport kit design contest promoted by a British website. It also lists the best selling t-shirt designs for the town of Monton in Estonia as well as other clothing designed for Monton. Finally, it provides contact information for the designer.
This document announces the winner of a sport kit design contest promoted by a British website. It also lists some pattern options for the design such as Polish handicraft cutouts, indigenous paintings, and generic patterns. Finally, it provides contact information for the person managing the contest.
This document outlines the design work and accomplishments of ToniBordallo, including winning a football shirt design contest promoted by a British website, developing patterns, uniform proposals for Brazilian football clubs, and crest designs. It also lists publications about their work in specialized media, lectures given about sportswear design in Brazil, and appearances on Brazilian TV shows and interviews to discuss football uniform design.
The document discusses the design and implementation of a virtual learning system using webinars. It begins with an introduction on virtual e-learning and how webinars can help provide online instruction. It then discusses some key advantages of e-learning and webinars, such as encouraging self-directed learning. The document also reviews previous literature on webinars and their effectiveness as a teaching tool. Finally, it outlines the objectives, significance and limitations of developing a webinar-based virtual learning system.
The presentation compares student access to computers and internet at Jupiter High School, Palm Beach County schools, and nationwide averages. It finds that while Jupiter High has a good 2:1 student to computer ratio, not all students have equal access within the school day. It also shows that Jupiter High teachers perform more educational research than the national average. The presentation provides strategies for evaluating resources and notes the various databases available to Jupiter High students. It discusses legal and ethical issues like copyright and how the school complies with CIPA requirements. Overall, the presentation utilizes assertions supported by facts, statistics, and graphics to analyze and compare access to technology resources.
This document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
This article discusses how a librarian at Arizona State University used Adobe Connect webinar software to provide online library instruction to students in the RN to BSN nursing program. The librarian conducted a student survey to determine preferred times for four 90-minute instruction sessions. Sessions covered navigating the library website and databases, interlibrary loan, and using the PICO framework to search CINAHL and PubMed. Students found the sessions convenient but had difficulties with audio functions. While Adobe Connect allowed reaching many students, the instruction format was later changed.
CTC Retreat: Streaming Media & Digital Asset ManagementMorgon Haskell
Strategic planning for digital assets is a must when we look at the growth and scale of videos used for teaching and learning here at UNC-CH. Whit Andrews, from Gartner, does not believe that any single vendor has emerged as a Strong Positive due to several factors. As a result we have been studying the trends in video production and delivery here at UNC and nationwide in order to find a vendor dedicated to meeting the needs of higher education. During this presentation I would like to look at a few case studies for video usage, review the overall growth in media storage, and talk about why we chose MediaCore to pilot their streaming media platform.
UNC Chapel Hill 2014 CTC Retreat - Media Streaming/Digital Asset ManagmentJonathan Pletzke
This document discusses digital asset management (DAM) for teaching and learning. It notes that video now accounts for 43% of online traffic and will rise to over 86% by 2016. 54% of internet users post original photos or videos they create online. The document discusses why video is important for learning, with 68% of instructors believing it stimulates discussion and 66% believing it increases student motivation. Examples of video types used for teaching at UNC include lecture capture, lab procedures, and screen capture. The rest of the document discusses UNC's use of a video platform for streaming, storage, security protocols, and evaluation of digital assets for teaching.
Synchronous online learning has advantages like simulating a physical classroom through live collaboration and immediate feedback, but also has disadvantages such as inflexibility, technological unfamiliarity, and access issues. The document outlines facilitation strategies for synchronous learning like using whiteboards, interactive presentations, and audio/video, as well as enhancement tools such as online messaging, web conferencing, and Google Docs. References are provided on synchronous learning advantages and facilitation.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative approaches to instruction.
FIN 6.0: Faculty Learning Communities (Web 2.0)tracyware12
This document summarizes the work of a faculty learning community exploring the use of Web 2.0 tools in teaching. It describes several tools used across different courses, including wikis, Google Maps, podcasts, and social networking. It also shares results from surveys of students on the effectiveness of these tools in enhancing learning and engagement. The community aims to increase faculty adoption of Web 2.0 technologies and collaborative work.
Online Learning Networks in Higher Educationcrutherford
This document summarizes a case study of the Brock Learning Network (BLN) at Brock University. The BLN is an online learning network that aims to increase student engagement. It utilizes various Drupal modules like blogs, forums, and profiles. Analysis found the BLN increased student-student and student-instructor interactions. This led to a more supportive campus environment and learning community. The BLN also engaged students in educationally purposeful activities linked to improved academic outcomes. Institutional networks like the BLN help separate professional and personal interactions while protecting intellectual property rights.
The document discusses integrating the Big6 framework for teaching information literacy skills into online courses. The Big6 is presented as a powerful approach for developing students' information and technology literacy. It is argued that the Big6 framework can be applied to both face-to-face and online classes to help students better understand how to effectively seek, evaluate, and use information. Examples are provided of how online lessons and courses can be structured around the six stages of the Big6 to help embed information literacy skills into technology-rich learning environments.
Dare you to move: Making mobile matter at College of CharlestonMichael M Grant
This document discusses how mobile devices can be used for learning at the College of Charleston. Mobile learning is described as both formal and informal, context aware, and authentic for learners. Mobile devices can be used to increase interaction with course content, provide increased access to student information and campus resources, create representations of knowledge, augment face-to-face instruction, support performance and decision making, and deploy instruction anywhere. Examples are provided of different mobile apps and tools that can be used for these purposes.
1) Distance learning is a formal education process where students and instructors are not in the same physical place, using technologies like video/audio or correspondence. In 2006-07, 66% of US postsecondary institutions offered distance courses.
2) Providing in-depth research consultations to distance students can be challenging without face-to-face interaction. VOIP services like Skype could help meet this need.
3) While some libraries offer Skype reference, usage is low and technical difficulties are common. Scheduled VOIP research consultations may better serve distance students' needs, though more research is still needed.
This document provides an introduction to online learning environments. It discusses the differences between traditional and online courses and compares on-ground and online course components. It also outlines the course development process, including considering curriculum standards, materials, goals, objectives, assessments, technologies, and experts. Examples of open online courses and templates are provided. Resources for online teaching and learning are recommended.
This document provides an overview of e-learning resources and technologies that can be used to support online and blended learning. It discusses virtual learning environments, learning resources like videos and web pages, and communication tools like forums, blogs and videoconferencing. It also addresses collaborative learning, synchronous conferencing options, and combining different technologies. Support resources at the University are outlined, including pedagogical consultancy, tools, and funding sources to support e-learning development and implementation.
Introduction To Elearning 2008 1205491916934560 3targue
This document provides an overview of e-learning resources and technologies that can be used to support online and blended learning. It discusses virtual learning environments, learning resources like videos and web pages, and communication tools like forums, blogs and videoconferencing. It also addresses collaborative learning, synchronous conferencing options, and combining different technologies. The document aims to guide educators on how to effectively integrate various e-learning tools into their teaching.
The document discusses using Web 2.0 tools like blogs, podcasts, and videos to engage students in online course development. It notes that students today are "digital natives" who are used to getting information digitally. Web-enhanced courses now make up over 20% of college courses and have seen increases in enrollment, sections offered, and student credit hours. The document promotes using Web 2.0 tools to encourage active learning, collaboration, and prompt feedback to engage today's students.
This document discusses best practices for online library services. It covers areas like access, acquisitions, systems, instruction, reference, databases, e-reserves, document delivery, and interlibrary loan. For each area, it provides recommendations. For example, for acquisitions it recommends purchasing electronic materials first when available and providing simultaneous use. For systems, it suggests accommodating varying technology access and facilitating direct integrated access through the course management system.
Similar to H-PEA: Internet-based telecom tools (20)
The document summarizes a presentation about Universal Design for Learning (UDL). It addresses three main questions: (1) What is UDL? UDL originated from universal design of the physical environment and aims to reduce barriers to learning by providing flexible options for diverse learners. (2) What are the three principles of UDL? The three principles are providing multiple means of representation, action and expression, and engagement. (3) What are some UDL resources? Examples of resources mentioned include interactive websites, apps, and online graphic organizers that incorporate UDL principles to make content more accessible.
Alzheimer's is a brain disease that causes degeneration of brain cells. It affects around 4 million people in the US and is predicted to affect over 1 in 85 people globally by 2050. Alzheimer's causes memory loss, confusion, and difficulty performing daily tasks. While age is the greatest risk factor, family history and genetics may also play a role. Currently, there is no cure and treatment aims to slow the progression of symptoms. Future research focuses on earlier diagnosis and discovering preventative measures to reduce risk.
This document provides instructions for an experiment to make a heavy balloon filled with carbon dioxide gas. Baking soda and vinegar are mixed, which produce carbon dioxide gas that fills a balloon. The balloon filled with carbon dioxide is expected to fall faster than a normal air-filled balloon when dropped from the same height, since carbon dioxide is heavier than air. The experiment is carried out and observations confirm that the carbon dioxide balloon does fall faster, supporting the initial hypothesis.
This document summarizes a presentation on Universal Design for Learning (UDL) strategies for K-12 settings. It discusses how UDL can support diverse learners and address common challenges in reading, writing, and memory/organization. It also describes the UDL guidelines and checkpoints and provides examples of lesson plans that incorporate multimedia technologies to meet UDL principles. The examples illustrate how digital tools like iMovie, PowerPoint, and educational apps can provide flexible options and scaffold the learning process for students with disabilities or diverse cultural backgrounds.
This document summarizes a presentation on a literature synthesis examining studies on Universal Design for Learning (UDL) interventions in K-12 settings. The presentation included:
1) An overview of 17 studies meeting the inclusion criteria, including 8 K-12 studies and 9 postsecondary studies.
2) Details and examples from 5 of the K-12 studies, describing the purpose, project/intervention, and findings.
3) Discussion of the need for more explicit description of how UDL principles are applied in studies and suggestions for linking specific project elements to UDL guidelines.
This document summarizes a collaboration between mathematics education and special education researchers to identify strategies for supporting struggling learners in inclusive mathematics classrooms. The researchers observed 1st and 6th grade classes using discovery-based curricula and identified challenges for struggling students. They developed categories for instructional events and potential supports. Analysis identified needs for Tier 1 and 2 supports, such as helping 1st graders learn how to learn and ask questions, and strategies for 6th graders to access the learning method. Next steps include further analyzing data and discussing additional support strategies with teachers.
This presentation discusses Universal Design for Learning (UDL). UDL aims to make instruction accessible for all students by reducing barriers through flexible design. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. An activity demonstrates applying UDL principles by having students take pictures to demonstrate vocabulary words. Resources mentioned include technology tools, Web 2.0 tools, and examples like UDL Book Builder and UDL Tech Toolkit.
1) Researchers developed and implemented online special education courses for Pacific island students using constructivist teaching methods and accounting for cultural considerations.
2) Data showed the courses were effective at meeting learning objectives and that students valued synchronous virtual class meetings, collaborative activities, and multimedia materials.
3) Lessons learned were that constructivist strategies, virtual classes, and culturally relevant multimedia resources can effectively support online cross-cultural learning when internet access poses challenges.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
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 ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
H-PEA: Internet-based telecom tools
1. Beyond Survey Monkey: Using Internet-based telecommunication tools to collect evaluation data By Kavita Rao and Chuck Giuli Hawaii Pacific Evaluation Association (H-PEA) Pre-conference Workshop Sept 10, 2009 Links to websites and resources
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Editor's Notes
Sept 10, 2009
KAVITA: Discuss what Elluminate is and does. Show some sample videos of people using Elluminate to interact. Sept 10, 2009
KAVITA: Discuss what Elluminate is and does. Show some sample videos of people using Elluminate to interact. Sept 10, 2009
CHUCK and KAVITA: Say hello and discuss our backgrounds and connection to evaluation work in Hawaii and the Pacific Sept 10, 2009