Some minor outputs. Major outputs are in the direction of use of technology to make learning more interactive and pleasurable. Impact assessment is growing.
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
The document discusses the use of technology in early childhood education. It presents findings from several research articles that suggest technology can help young children build social and language skills when used in groups with teacher guidance. The articles provide examples of how technology can be used, such as making graphs, telling stories with pictures and words, writing and recording, and documenting learning. However, technology should also allow children to use their senses and investigate, while enhancing skills and making connections between school and home.
The document discusses the difference between technology use and technology integration in education. Technology use refers to accessing electronic devices for non-academic purposes like playing games or listening to music. Technology integration means using technology like computers, digital cameras, or flash drives to actively engage in learning activities like writing papers, science projects, or saving assignments. While technology can be used for both academic and non-academic purposes, the author believes there is a clear difference between use and integration based on whether the technology supports learning objectives.
The document summarizes a workshop on using information and communication technologies (ICT) to support teaching and learning. It introduces the presenter Ceanlia Vermeulen and emphasizes that different tools and resources will work for different teachers and classrooms. It provides tips and examples of how ICT can enhance education, as well as potential benefits and shortcomings of incorporating ICT.
This document contains information about Mr. Eick's pre-calculus class, including an overview of topics to be covered, grading policies, required materials, classroom rules and procedures. The main topics to be covered are functions, transformations, complex numbers, rational functions, exponential and logarithmic functions, trigonometry, vectors, systems of equations/matrices, sequences, series and probability. Tests, quizzes, homework, projects and class participation will be graded. Students are expected to bring their notebook, calculator and pencils to each class and follow rules about tardiness, electronic devices, respecting others and school property.
This document provides biographical details about the mathematician Srinivasa Ramanujan in 3 sections. It outlines his early life and education in India, his collaboration with G.H. Hardy at Trinity College Cambridge from 1914-1919, and highlights some of his seminal contributions to mathematical constants, infinite series, and continued fractions. These include his formulas for computing pi to many decimal places and redefining Euler's constant. The document also mentions some of Ramanujan's mentors and the applications his work has found in fields like physics, computer science, and engineering.
This document describes an action plan for a waste segregation project in the GK Elizabeth Seton 1N-Y community. It includes a community profile, background on the need for the project based on a community assessment, objectives and activities, a schedule, assignments, resources, expenses, results and an evaluation. The project aimed to educate community members on proper waste segregation through workshops and a clean-up activity over four Saturdays to improve solid waste management in the area.
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
The document discusses the use of technology in early childhood education. It presents findings from several research articles that suggest technology can help young children build social and language skills when used in groups with teacher guidance. The articles provide examples of how technology can be used, such as making graphs, telling stories with pictures and words, writing and recording, and documenting learning. However, technology should also allow children to use their senses and investigate, while enhancing skills and making connections between school and home.
The document discusses the difference between technology use and technology integration in education. Technology use refers to accessing electronic devices for non-academic purposes like playing games or listening to music. Technology integration means using technology like computers, digital cameras, or flash drives to actively engage in learning activities like writing papers, science projects, or saving assignments. While technology can be used for both academic and non-academic purposes, the author believes there is a clear difference between use and integration based on whether the technology supports learning objectives.
The document summarizes a workshop on using information and communication technologies (ICT) to support teaching and learning. It introduces the presenter Ceanlia Vermeulen and emphasizes that different tools and resources will work for different teachers and classrooms. It provides tips and examples of how ICT can enhance education, as well as potential benefits and shortcomings of incorporating ICT.
This document contains information about Mr. Eick's pre-calculus class, including an overview of topics to be covered, grading policies, required materials, classroom rules and procedures. The main topics to be covered are functions, transformations, complex numbers, rational functions, exponential and logarithmic functions, trigonometry, vectors, systems of equations/matrices, sequences, series and probability. Tests, quizzes, homework, projects and class participation will be graded. Students are expected to bring their notebook, calculator and pencils to each class and follow rules about tardiness, electronic devices, respecting others and school property.
This document provides biographical details about the mathematician Srinivasa Ramanujan in 3 sections. It outlines his early life and education in India, his collaboration with G.H. Hardy at Trinity College Cambridge from 1914-1919, and highlights some of his seminal contributions to mathematical constants, infinite series, and continued fractions. These include his formulas for computing pi to many decimal places and redefining Euler's constant. The document also mentions some of Ramanujan's mentors and the applications his work has found in fields like physics, computer science, and engineering.
This document describes an action plan for a waste segregation project in the GK Elizabeth Seton 1N-Y community. It includes a community profile, background on the need for the project based on a community assessment, objectives and activities, a schedule, assignments, resources, expenses, results and an evaluation. The project aimed to educate community members on proper waste segregation through workshops and a clean-up activity over four Saturdays to improve solid waste management in the area.
The document summarizes a mobile learning (m-learning) project in Tanzania that aimed to address problems with e-learning accessibility by using mobile phones to provide educational content and facilitate communication. The project provided secondary teacher trainees with mobile phones containing study guides, presentations, videos and quizzes for three courses. While students found the mobile resources useful, project managers struggled to gain full support from course lecturers. For future scaled-up efforts, more involvement of and alternative roles for lecturers are recommended, along with expanding the mobile content. The project demonstrated the potential of m-learning to empower learners through accessible educational materials.
C judith barna_teacher_ed_sig_presentationnickyjohnson
- The document discusses language teacher training programs in France and their approach to integrating communication technologies (ICT). It analyzes the ICT curriculum and resources available to trainee teachers.
- A survey found that while schools have some basic ICT infrastructure like desktop computers, the number of computers accessible to language teachers and technology in classrooms is limited.
- Trainee teachers' research projects showed ICT is being used to increase communication and collaboration among students. However, the focus remains on delivering common materials rather than cooperative learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith BarnaThe Open University
- The document discusses language teacher training programs in France and their approach to integrating communication technologies. It analyzes the curriculum for trainee teachers at an IUFM in northern France.
- A survey found that while schools have some basic computer resources, infrastructure for teachers to integrate technology into teaching is still limited, with only 1.8 classrooms per school equipped for language teachers.
- Trainee teachers develop basic ICT skills but the focus remains on using technology to deliver materials rather than fostering communication and collaboration among students. More work is needed to help teachers structure non-traditional, technology-enhanced learning environments.
Implementation of PowerPoint in the Rural Undergraduate classroom (students)Mohan Raj Raj
PowerPoint can be effectively used in rural undergraduate classrooms to enhance teaching and learning. It uplifts education by making the process easier and equipping students to present ideas through various media like images, animations and sound. Students are able to better retain what they learn and visual learners benefit significantly. PowerPoint also aids teachers by allowing them to prepare lessons digitally and give more visually engaging presentations compared to traditional oral lectures. While implementing PowerPoint requires patience, it increases students' confidence through individual assignments and helps teach difficult concepts. When used properly, it helps students improve their communication and technology skills.
The document discusses the role of computers in foreign language teaching and learning. It identifies the computer's main roles as a teacher, tester, tool, data source, and communication facilitator. As a teacher, the computer teaches new language to students. As a tester, it tests students on language they have learned. As a tool, it assists students with tasks like word processing. As a data source, it provides students information to complete tasks. As a communication facilitator, it allows students to communicate with others in different locations. The document also discusses computer-assisted language learning and how multimedia programs combine listening and seeing, allowing students to control the pace of interaction.
This document summarizes presentations from an interactive teaching workshop. It discusses two projects called iTILT that explored using technology for language teaching. The first project focused on using interactive whiteboards and developing teaching materials for them. The second project examined using mobile technologies, video exchanges between students, and videoconferencing for interactive language teaching based on task-based learning. Examples of lessons using these technologies were provided and criteria for designing materials for interactive teaching were discussed. The document emphasizes how the projects explored shifting from a focus on technologies themselves to their integration into pedagogical approaches like task-based language teaching.
The document summarizes an investigation into students' use of laptops in the classroom for learning a software application. It discusses 4 classroom sessions where different teaching methods were used and evaluated. Observations found that having laptops allowed for hands-on experimentation but the pacing and balance of teacher instruction vs student practice needed improvement. Student engagement increased when they could actively work on their laptops. Recommendations included breaking lessons into smaller segments of instruction followed by experimentation to better manage laptop use and maximize learning.
AVATAR is a two year European Multilateral project under the Lifelong learning programme 2007-2013, Sub programme Comenius aimed at teaching secondary school teacher to use virtual worlds in education.
AVATAR multi-actors include seven organizations from six EU countries: (Coordinator) Consorzio FOR.COM (Italy), FH Joanneum University of Applied Sciences (Austria), Burgas Free University (Bulgaria), University of Southern Denmark (Denmark), Universidad Nacional de Educaciòn a Distancia (Spain), University of Hertfordshire Higher Education Corporation (UK), SOPHia In Action Consulting (Italy)
For more information see http://www.avatarproject.eu
The document discusses why language teachers should be concerned with new technologies. It provides several reasons why technology is important, including that it makes learning more enjoyable, offers multimedia resources to engage students, and provides opportunities for one-on-one learning. Technology also offers access to authentic materials online and opportunities for communication with native speakers. The document also discusses how effective technology can be for language learning when used properly, and provides examples of how technology can be incorporated into the classroom.
ICT refers to the use of technology in education. It aims to familiarize students with computers. ICT can be useful for teachers as it provides many resources like videos, texts and images that can be used in class. It also allows teachers to bring authentic materials. For students, ICT is a source of information for research and can be used to create presentations. However, ICT may not be effective if the teacher is not trained to use it properly or if it distracts from the content. The author believes ICT should be used as it provides resources for lessons, allows assessing students' language skills, and engages students in a more attractive way of learning.
This document outlines the practicum phase of an Educational Technology course. It discusses three main components: basic Microsoft Word and PowerPoint tutorials, and an Internet tutorial. The Word tutorial covers menus, formatting text, page layouts and printing. The PowerPoint tutorial teaches presentation creation with graphics, templates and printing slideshows. The Internet tutorial focuses on effective web searching and information retrieval. The overall goal is to equip students and teachers with technology skills needed for 21st century education.
The document discusses the library orientation strategy at the University of Johannesburg, which has 47,500 students. It outlines a three phase orientation process including distributing CDs and screen presentations, generic training on databases and research, and developing subject specific skills through projects integrated with coursework. Assessment reports and statistics from initial projects show positive student feedback on developing their information competency skills.
This presentation discusses a collaborative pen-based workspace used for teaching and learning mathematics at Seneca College. It utilizes DyKnow software and HP tablet PCs to allow for interactive lessons, collaborative practice between students, and asynchronous review of electronic notes. Evaluations found that the technology engaged visual learners and shy students, helped keep students organized, and improved focus and test performance compared to traditional lectures. However, consistent internet access and adjusting to digital notes instead of paper were challenges. The project was funded through various grants and aimed to enhance foundational math education through an innovative teaching methodology supported by technology.
The document discusses the practicum phase of an Educational Technology 2 course. It provides details on the requirements and structure of the practicum, which involves hands-on tutorials in Microsoft Word, PowerPoint, and using the internet. The tutorials are intended to train students and teachers to integrate technology into their teaching. The document also discusses using tablets instead of textbooks in schools and some challenges associated with implementing tablet programs in the Philippine education system.
The document summarizes the vision and activities of the Centre of Excellence for New Media at Innova Junior College in Singapore. The center spearheads research on using new media technologies in teaching and learning. It equips students with new media literacies and skills through facilities like a media center, studio, and installation space. Students gain hands-on experience creating podcasts, videos, and other new media projects. The center has conducted international conferences and partnerships to share best practices in virtual world education and integrating new media across disciplines.
The document provides a report on ICT integration training conducted at Khokhovela Higher Primary School from July 20-23, 2010. The training aimed to equip both teachers and students with basic computer skills and familiarize them with digital learning resources. Over the course of the workshop, teachers learned skills in Microsoft Word and students were introduced to educational software programs. While progress was slow due to the participants' lack of experience, both teachers and students demonstrated enthusiasm for learning and expressed interest in continuing their computer education. The report concludes with feedback on the workshop and recommendations for future trainings.
This document introduces a special section on educational multimedia. It discusses that while multimedia in education has achieved success, there are still open questions to explore, as new technologies and their use cases emerge. Three selected articles are summarized that represent current trends - automating lecture recording, adding handwriting to intelligent tutors, and application-specific music transcription. The selection covers different topics from different world regions and involves multidisciplinary collaboration, illustrating the potential and challenges in the field.
This document provides an overview of an M.A. course titled "The Use of Technology in English As a Second Language Teaching". The aims of the course are to familiarize students with different technologies for ESL teaching, recognize the need to incorporate specific technologies, and apply different technologies for teaching skills and topics. The course methodology involves interactive lab sessions where students experiment with tools. The class agendas cover topics like CALL, computer-enhanced language learning, using technology like PowerPoint, movie maker, blogs, and incorporating digital cameras, mp3s and cellphones into ESL lessons.
This document summarizes a presentation about using pen-based tablet PCs and interactive software in a collaborative learning environment for teaching foundational mathematics. It outlines the development of a teaching collaborative using tablets, an online textbook, and learning objects. The technology allows for wireless mobile teaching labs, a collaborative interactive workspace, and two-way synchronous communication. Features of the software like sharing control, submitting work, and annotating diagrams support visual and collaborative learning. Evaluation found benefits like increased participation and organization, though technical issues need addressing.
This document outlines the requirements and content of the practicum phase of the Educational Technology II course. The practicum involves hands-on tutorials in Microsoft Word, PowerPoint, and using the Internet as a tool for inquiry. Students will spend 6 hours learning basic Word functions, 6 hours on basic PowerPoint skills, and 4 hours on internet searching techniques. Upon completion, students will be able to create and format documents in Word, build presentations in PowerPoint, and effectively search for online information. The overall goal is to help teachers integrate technology into the teaching and learning process.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The document summarizes a mobile learning (m-learning) project in Tanzania that aimed to address problems with e-learning accessibility by using mobile phones to provide educational content and facilitate communication. The project provided secondary teacher trainees with mobile phones containing study guides, presentations, videos and quizzes for three courses. While students found the mobile resources useful, project managers struggled to gain full support from course lecturers. For future scaled-up efforts, more involvement of and alternative roles for lecturers are recommended, along with expanding the mobile content. The project demonstrated the potential of m-learning to empower learners through accessible educational materials.
C judith barna_teacher_ed_sig_presentationnickyjohnson
- The document discusses language teacher training programs in France and their approach to integrating communication technologies (ICT). It analyzes the ICT curriculum and resources available to trainee teachers.
- A survey found that while schools have some basic ICT infrastructure like desktop computers, the number of computers accessible to language teachers and technology in classrooms is limited.
- Trainee teachers' research projects showed ICT is being used to increase communication and collaboration among students. However, the focus remains on delivering common materials rather than cooperative learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith BarnaThe Open University
- The document discusses language teacher training programs in France and their approach to integrating communication technologies. It analyzes the curriculum for trainee teachers at an IUFM in northern France.
- A survey found that while schools have some basic computer resources, infrastructure for teachers to integrate technology into teaching is still limited, with only 1.8 classrooms per school equipped for language teachers.
- Trainee teachers develop basic ICT skills but the focus remains on using technology to deliver materials rather than fostering communication and collaboration among students. More work is needed to help teachers structure non-traditional, technology-enhanced learning environments.
Implementation of PowerPoint in the Rural Undergraduate classroom (students)Mohan Raj Raj
PowerPoint can be effectively used in rural undergraduate classrooms to enhance teaching and learning. It uplifts education by making the process easier and equipping students to present ideas through various media like images, animations and sound. Students are able to better retain what they learn and visual learners benefit significantly. PowerPoint also aids teachers by allowing them to prepare lessons digitally and give more visually engaging presentations compared to traditional oral lectures. While implementing PowerPoint requires patience, it increases students' confidence through individual assignments and helps teach difficult concepts. When used properly, it helps students improve their communication and technology skills.
The document discusses the role of computers in foreign language teaching and learning. It identifies the computer's main roles as a teacher, tester, tool, data source, and communication facilitator. As a teacher, the computer teaches new language to students. As a tester, it tests students on language they have learned. As a tool, it assists students with tasks like word processing. As a data source, it provides students information to complete tasks. As a communication facilitator, it allows students to communicate with others in different locations. The document also discusses computer-assisted language learning and how multimedia programs combine listening and seeing, allowing students to control the pace of interaction.
This document summarizes presentations from an interactive teaching workshop. It discusses two projects called iTILT that explored using technology for language teaching. The first project focused on using interactive whiteboards and developing teaching materials for them. The second project examined using mobile technologies, video exchanges between students, and videoconferencing for interactive language teaching based on task-based learning. Examples of lessons using these technologies were provided and criteria for designing materials for interactive teaching were discussed. The document emphasizes how the projects explored shifting from a focus on technologies themselves to their integration into pedagogical approaches like task-based language teaching.
The document summarizes an investigation into students' use of laptops in the classroom for learning a software application. It discusses 4 classroom sessions where different teaching methods were used and evaluated. Observations found that having laptops allowed for hands-on experimentation but the pacing and balance of teacher instruction vs student practice needed improvement. Student engagement increased when they could actively work on their laptops. Recommendations included breaking lessons into smaller segments of instruction followed by experimentation to better manage laptop use and maximize learning.
AVATAR is a two year European Multilateral project under the Lifelong learning programme 2007-2013, Sub programme Comenius aimed at teaching secondary school teacher to use virtual worlds in education.
AVATAR multi-actors include seven organizations from six EU countries: (Coordinator) Consorzio FOR.COM (Italy), FH Joanneum University of Applied Sciences (Austria), Burgas Free University (Bulgaria), University of Southern Denmark (Denmark), Universidad Nacional de Educaciòn a Distancia (Spain), University of Hertfordshire Higher Education Corporation (UK), SOPHia In Action Consulting (Italy)
For more information see http://www.avatarproject.eu
The document discusses why language teachers should be concerned with new technologies. It provides several reasons why technology is important, including that it makes learning more enjoyable, offers multimedia resources to engage students, and provides opportunities for one-on-one learning. Technology also offers access to authentic materials online and opportunities for communication with native speakers. The document also discusses how effective technology can be for language learning when used properly, and provides examples of how technology can be incorporated into the classroom.
ICT refers to the use of technology in education. It aims to familiarize students with computers. ICT can be useful for teachers as it provides many resources like videos, texts and images that can be used in class. It also allows teachers to bring authentic materials. For students, ICT is a source of information for research and can be used to create presentations. However, ICT may not be effective if the teacher is not trained to use it properly or if it distracts from the content. The author believes ICT should be used as it provides resources for lessons, allows assessing students' language skills, and engages students in a more attractive way of learning.
This document outlines the practicum phase of an Educational Technology course. It discusses three main components: basic Microsoft Word and PowerPoint tutorials, and an Internet tutorial. The Word tutorial covers menus, formatting text, page layouts and printing. The PowerPoint tutorial teaches presentation creation with graphics, templates and printing slideshows. The Internet tutorial focuses on effective web searching and information retrieval. The overall goal is to equip students and teachers with technology skills needed for 21st century education.
The document discusses the library orientation strategy at the University of Johannesburg, which has 47,500 students. It outlines a three phase orientation process including distributing CDs and screen presentations, generic training on databases and research, and developing subject specific skills through projects integrated with coursework. Assessment reports and statistics from initial projects show positive student feedback on developing their information competency skills.
This presentation discusses a collaborative pen-based workspace used for teaching and learning mathematics at Seneca College. It utilizes DyKnow software and HP tablet PCs to allow for interactive lessons, collaborative practice between students, and asynchronous review of electronic notes. Evaluations found that the technology engaged visual learners and shy students, helped keep students organized, and improved focus and test performance compared to traditional lectures. However, consistent internet access and adjusting to digital notes instead of paper were challenges. The project was funded through various grants and aimed to enhance foundational math education through an innovative teaching methodology supported by technology.
The document discusses the practicum phase of an Educational Technology 2 course. It provides details on the requirements and structure of the practicum, which involves hands-on tutorials in Microsoft Word, PowerPoint, and using the internet. The tutorials are intended to train students and teachers to integrate technology into their teaching. The document also discusses using tablets instead of textbooks in schools and some challenges associated with implementing tablet programs in the Philippine education system.
The document summarizes the vision and activities of the Centre of Excellence for New Media at Innova Junior College in Singapore. The center spearheads research on using new media technologies in teaching and learning. It equips students with new media literacies and skills through facilities like a media center, studio, and installation space. Students gain hands-on experience creating podcasts, videos, and other new media projects. The center has conducted international conferences and partnerships to share best practices in virtual world education and integrating new media across disciplines.
The document provides a report on ICT integration training conducted at Khokhovela Higher Primary School from July 20-23, 2010. The training aimed to equip both teachers and students with basic computer skills and familiarize them with digital learning resources. Over the course of the workshop, teachers learned skills in Microsoft Word and students were introduced to educational software programs. While progress was slow due to the participants' lack of experience, both teachers and students demonstrated enthusiasm for learning and expressed interest in continuing their computer education. The report concludes with feedback on the workshop and recommendations for future trainings.
This document introduces a special section on educational multimedia. It discusses that while multimedia in education has achieved success, there are still open questions to explore, as new technologies and their use cases emerge. Three selected articles are summarized that represent current trends - automating lecture recording, adding handwriting to intelligent tutors, and application-specific music transcription. The selection covers different topics from different world regions and involves multidisciplinary collaboration, illustrating the potential and challenges in the field.
This document provides an overview of an M.A. course titled "The Use of Technology in English As a Second Language Teaching". The aims of the course are to familiarize students with different technologies for ESL teaching, recognize the need to incorporate specific technologies, and apply different technologies for teaching skills and topics. The course methodology involves interactive lab sessions where students experiment with tools. The class agendas cover topics like CALL, computer-enhanced language learning, using technology like PowerPoint, movie maker, blogs, and incorporating digital cameras, mp3s and cellphones into ESL lessons.
This document summarizes a presentation about using pen-based tablet PCs and interactive software in a collaborative learning environment for teaching foundational mathematics. It outlines the development of a teaching collaborative using tablets, an online textbook, and learning objects. The technology allows for wireless mobile teaching labs, a collaborative interactive workspace, and two-way synchronous communication. Features of the software like sharing control, submitting work, and annotating diagrams support visual and collaborative learning. Evaluation found benefits like increased participation and organization, though technical issues need addressing.
This document outlines the requirements and content of the practicum phase of the Educational Technology II course. The practicum involves hands-on tutorials in Microsoft Word, PowerPoint, and using the Internet as a tool for inquiry. Students will spend 6 hours learning basic Word functions, 6 hours on basic PowerPoint skills, and 4 hours on internet searching techniques. Upon completion, students will be able to create and format documents in Word, build presentations in PowerPoint, and effectively search for online information. The overall goal is to help teachers integrate technology into the teaching and learning process.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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 ...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.