Its about the IDEA college.
IDEA : Institute Of Design Environment And Architecture.
It is located in Nashik.
By : Sagun Rakibe
sagunrakibe@idea.edu.in
This document discusses Academic Co-Creative Inquiry (ACCI), a teaching method developed by Ksenija Napan. It provides an overview of ACCI's principles including inquiry learning, flexibility, transparency, reciprocity, and engagement. The document also describes Napan's experience experimenting with and refining ACCI over 7 years. Additionally, it outlines how a group of educators trialed applying ACCI in their own teaching contexts and academic areas.
E class of 2015, it's all about inclusion presentationcathwilson81
This document outlines a session on inclusion and universal design for learning (UDL). The session includes an introduction to the presenter's practice setting and UDL. It explores the concepts of UDL, including multiple means of representation, expression, and engagement. The session discusses a learning activity in a virtual learning environment and shares feedback. It addresses continuing to champion inclusion through professional development opportunities and collaborating with others.
The document discusses the internationalization of higher education, including new players and approaches. It describes how internationalization involves student and faculty mobility, recruitment, joint programs and degrees, research collaboration, and being used as a strategic tool for quality. It also discusses the various players involved like institutions, governments, organizations, and companies, as well as associations at the national, regional, and international levels and their fields of influence. Finally, it addresses networks in international education and having an influence in the existing global environment of higher education.
Place-based education uses the local community and environment as a context for learning across subjects and helps increase academic achievement, social relationships, and environmental quality. The Our Place project will have students in Indiana, which ranks poorly for environmental quality, work on an inquiry-based environmental project to clean up their air and water while contributing to their community and learning cooperatively.
Active, Social, and Engaging Online Learning StrategiesGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 1: Active, Social, and Engaging Online Learning Strategies
The document summarizes a two-day Project-Based Learning Institute presentation by Dan Cordon. On the first day, Cordon discussed the key elements of project-based learning, including generating project ideas, refining driving questions, and balancing assessment strategies. He shared his experience implementing PBL as a teacher. The second day focused on launching projects, including entry events, forming student teams, and providing formative feedback. Cordon emphasized the importance of student voice and choice and ensuring individual accountability within teams.
This document discusses Academic Co-Creative Inquiry (ACCI), a teaching method developed by Ksenija Napan. It provides an overview of ACCI's principles including inquiry learning, flexibility, transparency, reciprocity, and engagement. The document also describes Napan's experience experimenting with and refining ACCI over 7 years. Additionally, it outlines how a group of educators trialed applying ACCI in their own teaching contexts and academic areas.
E class of 2015, it's all about inclusion presentationcathwilson81
This document outlines a session on inclusion and universal design for learning (UDL). The session includes an introduction to the presenter's practice setting and UDL. It explores the concepts of UDL, including multiple means of representation, expression, and engagement. The session discusses a learning activity in a virtual learning environment and shares feedback. It addresses continuing to champion inclusion through professional development opportunities and collaborating with others.
The document discusses the internationalization of higher education, including new players and approaches. It describes how internationalization involves student and faculty mobility, recruitment, joint programs and degrees, research collaboration, and being used as a strategic tool for quality. It also discusses the various players involved like institutions, governments, organizations, and companies, as well as associations at the national, regional, and international levels and their fields of influence. Finally, it addresses networks in international education and having an influence in the existing global environment of higher education.
Place-based education uses the local community and environment as a context for learning across subjects and helps increase academic achievement, social relationships, and environmental quality. The Our Place project will have students in Indiana, which ranks poorly for environmental quality, work on an inquiry-based environmental project to clean up their air and water while contributing to their community and learning cooperatively.
Active, Social, and Engaging Online Learning StrategiesGeorge Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 1: Active, Social, and Engaging Online Learning Strategies
The document summarizes a two-day Project-Based Learning Institute presentation by Dan Cordon. On the first day, Cordon discussed the key elements of project-based learning, including generating project ideas, refining driving questions, and balancing assessment strategies. He shared his experience implementing PBL as a teacher. The second day focused on launching projects, including entry events, forming student teams, and providing formative feedback. Cordon emphasized the importance of student voice and choice and ensuring individual accountability within teams.
This document provides an overview of four approaches to engagement at the University of Michigan: the Michigan Internship Learning Environment (MILE), digital badges, electronic portfolios, and digital storytelling. MILE is an online platform that supports and enhances off-campus learning experiences. Digital badges recognize and validate learning opportunities outside the classroom. Electronic portfolios help students reflect on their engaged learning experiences and integrate them with their coursework. Digital storytelling combines digital media like images, video and audio to create narrative stories. The document discusses how each approach is used at U-M and provides resources for further exploration.
This document summarizes a presentation about humanizing online courses. It discusses establishing instructor, social, and cognitive presence to improve the educational experience. Instructor presence is created through setting a supportive climate, such as introducing oneself and providing feedback. Social presence is developed by having students introduce themselves and incorporating collaborative learning. Cognitive presence encourages deep learning through critical thinking strategies like problem-based learning and reflection. The goal is for these three types of presence to work together to support discourse and learning according to the Community of Inquiry framework.
Flow India is an education organization that focuses on human-centered design and developing learning experiences to empower students with 21st century skills. They do this by making local culture accessible and relevant through experiential, interdisciplinary project-based learning. Their goal is to transform cultural capital into sustainable learning resources and embed this approach within the Indian learning system. They work with schools, institutions, and organizations to design innovative learning frameworks connecting students to the real world through engagement with culture.
This document proposes integrating sustainability and ecoliteracy principles into K-12 education through an inquiry-based learning model called DIPR (Discussion, Inquiry, Project, Reflection). It argues that the current education system is outdated and promotes lower-order thinking, while students are increasingly disconnected from nature. DIPR uses ecoliteracy as a foundation to engage students through interdisciplinary, project-based learning on sustainability topics. Professional development is needed to train teachers in facilitating DIPR lessons, with support from an EfS action team. When implemented well, DIPR can transition teachers into guides who foster student-driven, collaborative learning of 21st century skills.
This document discusses the use of ePortfolios and digital storytelling to support deep, lifelong learning through reflection. It begins by explaining key concepts like using portfolios for lifelong learning, identity development, metacognition, and digital storytelling. It then discusses the purposes of ePortfolios, including for learning, marketing, and assessment. EPortfolios can support self-directed learning by helping learners understand themselves, manage their learning, plan goals, evaluate progress, and understand how to learn. The document advocates using mobile devices and apps to more easily capture reflective moments and integrate reflection into everyday activities. It emphasizes that reflection is the "heart and soul" of ePortfolios and promotes lifelong, life-wide learning through dynamic stories
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Outlining the process, and background toward the revisioning of school to AUthenitc deep learning and a global thinking environment for secondary students. One schools journey.
This document discusses building deeper learning in schools through developing a vision of creating world class, global students. It discusses researching models like High Tech High that focus on authentic, project-based learning to develop skills like creativity, innovation, and global competence. The principal shared their journey of bringing this vision to their school by consulting with teachers, students, and parents to determine what classrooms should look like. Milestones included curriculum development, professional learning with international partners, and incorporating student voice, choice, and authentic products into learning.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
The document summarizes information about the National Digital Library of India (NDLI) and the NDLI Club. NDLI is a digital library developed by IIT Kharagpur that provides access to educational resources including textbooks, videos, lectures, question banks and more. It aims to provide equitable access to knowledge for all levels of learners. The NDLI Club is an online platform for students to participate in learning activities using NDLI resources and earn reward points. Participating institutions can register their NDLI Club to promote a culture of reading and learning through activity-based events.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
This document provides an agenda and logistical information for a pre-program session on January 14th, 2012 in Tokyo for the Exploring Social Innovation program. The schedule includes icebreakers, introductions to social innovation and the ESI program, guest speakers, and travel information. Ground rules are outlined which encourage participants to go beyond limits, be creative, and use English. Book recommendations are provided on topics like social entrepreneurship, design thinking, and Japanese social ventures. Finally, an overview is given of the 2012 ESI team project goals and timeline.
The document discusses empowering teachers through professional development. It introduces panelists from various educational organizations and outlines an agenda for questions and discussion around self-directed learning, setting goals, harnessing peer collaboration, the role of learning communities, how social media impacts learning, and how to involve educators not connected online. The future of professional learning is also posed as a question.
This document discusses futuristic tools that can be used to engage students in the classroom. It describes how classrooms have transformed from using outdated tools like slide rules and notebooks to using modern technology like iPads, smart boards, and apps. The document advocates providing students access to the latest tools to help them compete globally and prepare for the future. It highlights several tools the author has used in their classroom like touchscreen PCs, laptops, cameras, and a DJ set. The document outlines a process for discovering needs, defining goals, designing lessons, developing skills, and delivering results to inspire students using the most advanced tools.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...Judith Boettcher
This document outlines 10 best practices for teaching great online courses:
1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
This document provides an overview of four approaches to engagement at the University of Michigan: the Michigan Internship Learning Environment (MILE), digital badges, electronic portfolios, and digital storytelling. MILE is an online platform that supports and enhances off-campus learning experiences. Digital badges recognize and validate learning opportunities outside the classroom. Electronic portfolios help students reflect on their engaged learning experiences and integrate them with their coursework. Digital storytelling combines digital media like images, video and audio to create narrative stories. The document discusses how each approach is used at U-M and provides resources for further exploration.
This document summarizes a presentation about humanizing online courses. It discusses establishing instructor, social, and cognitive presence to improve the educational experience. Instructor presence is created through setting a supportive climate, such as introducing oneself and providing feedback. Social presence is developed by having students introduce themselves and incorporating collaborative learning. Cognitive presence encourages deep learning through critical thinking strategies like problem-based learning and reflection. The goal is for these three types of presence to work together to support discourse and learning according to the Community of Inquiry framework.
Flow India is an education organization that focuses on human-centered design and developing learning experiences to empower students with 21st century skills. They do this by making local culture accessible and relevant through experiential, interdisciplinary project-based learning. Their goal is to transform cultural capital into sustainable learning resources and embed this approach within the Indian learning system. They work with schools, institutions, and organizations to design innovative learning frameworks connecting students to the real world through engagement with culture.
This document proposes integrating sustainability and ecoliteracy principles into K-12 education through an inquiry-based learning model called DIPR (Discussion, Inquiry, Project, Reflection). It argues that the current education system is outdated and promotes lower-order thinking, while students are increasingly disconnected from nature. DIPR uses ecoliteracy as a foundation to engage students through interdisciplinary, project-based learning on sustainability topics. Professional development is needed to train teachers in facilitating DIPR lessons, with support from an EfS action team. When implemented well, DIPR can transition teachers into guides who foster student-driven, collaborative learning of 21st century skills.
This document discusses the use of ePortfolios and digital storytelling to support deep, lifelong learning through reflection. It begins by explaining key concepts like using portfolios for lifelong learning, identity development, metacognition, and digital storytelling. It then discusses the purposes of ePortfolios, including for learning, marketing, and assessment. EPortfolios can support self-directed learning by helping learners understand themselves, manage their learning, plan goals, evaluate progress, and understand how to learn. The document advocates using mobile devices and apps to more easily capture reflective moments and integrate reflection into everyday activities. It emphasizes that reflection is the "heart and soul" of ePortfolios and promotes lifelong, life-wide learning through dynamic stories
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Outlining the process, and background toward the revisioning of school to AUthenitc deep learning and a global thinking environment for secondary students. One schools journey.
This document discusses building deeper learning in schools through developing a vision of creating world class, global students. It discusses researching models like High Tech High that focus on authentic, project-based learning to develop skills like creativity, innovation, and global competence. The principal shared their journey of bringing this vision to their school by consulting with teachers, students, and parents to determine what classrooms should look like. Milestones included curriculum development, professional learning with international partners, and incorporating student voice, choice, and authentic products into learning.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
The document summarizes information about the National Digital Library of India (NDLI) and the NDLI Club. NDLI is a digital library developed by IIT Kharagpur that provides access to educational resources including textbooks, videos, lectures, question banks and more. It aims to provide equitable access to knowledge for all levels of learners. The NDLI Club is an online platform for students to participate in learning activities using NDLI resources and earn reward points. Participating institutions can register their NDLI Club to promote a culture of reading and learning through activity-based events.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
This document provides an agenda and logistical information for a pre-program session on January 14th, 2012 in Tokyo for the Exploring Social Innovation program. The schedule includes icebreakers, introductions to social innovation and the ESI program, guest speakers, and travel information. Ground rules are outlined which encourage participants to go beyond limits, be creative, and use English. Book recommendations are provided on topics like social entrepreneurship, design thinking, and Japanese social ventures. Finally, an overview is given of the 2012 ESI team project goals and timeline.
The document discusses empowering teachers through professional development. It introduces panelists from various educational organizations and outlines an agenda for questions and discussion around self-directed learning, setting goals, harnessing peer collaboration, the role of learning communities, how social media impacts learning, and how to involve educators not connected online. The future of professional learning is also posed as a question.
This document discusses futuristic tools that can be used to engage students in the classroom. It describes how classrooms have transformed from using outdated tools like slide rules and notebooks to using modern technology like iPads, smart boards, and apps. The document advocates providing students access to the latest tools to help them compete globally and prepare for the future. It highlights several tools the author has used in their classroom like touchscreen PCs, laptops, cameras, and a DJ set. The document outlines a process for discovering needs, defining goals, designing lessons, developing skills, and delivering results to inspire students using the most advanced tools.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...Judith Boettcher
This document outlines 10 best practices for teaching great online courses:
1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
Its about the IDEA college.
IDEA : Institute Of Design Environment And Architecture.
It is located in Nashik.
By : Sagun Rakibe
sagunrakibe@idea.edu.in
Different Architectural Structures World Wide for Architecture students.
It is beneficial for NATA aptitude test.
By : Sagun Rakibe
sagunrakibe@idea.edu.in
Different Architectural Structures World Wide for Architecture students.
It is beneficial for NATA aptitude test.
By : Sagun Rakibe
sagunrakibe@idea.edu.in
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
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
3. MoodleDigital Teaching
Digital Resources
Learning Management System
Learning at IDEA is a rich multimedia experience – Smart & Efficient
Assessment
Grades
Events
Resources
Database
Activities
Forum
Assignments
Digital Submission
Digital Assessment
4. Learning By Doing• One way to learn – ‘How to do
something is to do it yourself.’
• Students are asked to face an
open-ended challenge that has
real-world relevance.
• This exposes students to real-
world projects led by mentors.
• Students collaborate in small
teams and produce videos,
models, drawings and other
tangible things that reflect
what they have learned.
Do – Experience - Reflect –Learn
5. Vertical Studio
• Vertical divisions of groups.
• Each group guided under eminent
architects.
• Project Assignments related to Social,
Urban & Architectural intervention.
Simulated Office Environment in College
Guests – 2012
Ar. Gaurav Roy Chaudhary
Ar. Ajith Andagere
Ar. Manjusha Ukidave
Ar. Anand Katgaonkar
Ar. Dibakar Chakraborthy
Ar. Satish Pawar
Guests – 2011
Ar. Sarang Inamdar
Ar. Sonal Sundararajan
Ar. Dhananjay Salkar
Ar. Kaushik Mukherjee
Ar. Malay Deshmukh
Ar. Shirish Joshi
6. Exam Jury
Students are given an opportunity
to gain confidence & have an
experience of presenting their
works at public fora.
A positive feedback received from
the jury members, students &
faculty.
Communicating Your Ideas
Open Juries based on pattern
similar to the COA National
Thesis Competition.
7. SCORM
• An e-learning resource developed by
our institute in collaboration with
YCMOU.
• Basic Power Point slides & Audio
recorded lectures, are synced in &
played simultaneously.
Sharable Content Object Reference Model
SCORM objects are uploaded and
accessed on Moodle in IDEA
premises.
http://www.virtualuniversity.in/ilias/
ilias.php?baseClass=ilSAHSPresenta
tionGUI&ref_id=130
8. History Tours
• Historical sites are visited chrono-
logically within the choosen timeline.
• Visit helps students to understand–
- Socio-cultural influence
- Location of built form
- Period of construction
- Technology & materials used
- Response to the human needs.
A journey through the past
towards the designed future
Tour 2012 – With Prof.
Indraneel Chaterjee
Pandavlene Caves, Nasik
Kondhane Caves, Pune
Karla Caves, Pune
Bhaja Caves, Pune
Tour 2011 – With Prof. Nitya
Rajendran
Orissan temple architecture
Bhuvaneshwar
& Konark
Culture & Built Form
9. In-House Counselor
• Psychologist Mrs. Sarita Pathak
is our in-house counselor, who is
available in college twice a week.
Physical, Emotional & Mental well being go hand in hand
We give importance to create
balance between emotional
well being & physical well
being of a student.
10. Community Extension Projects
• We hosted a marathi play
‘Satyashodhak’ based on Mahatma
Phule’s life & philosophy.
• Directed by Atul Pethe & produced
by Comrade Mukta Manohar.
We watch world class Films /
Documentaries fortnightly.
• Films incorporate art forms like,
theatre, music, dance, architecture,
literature etc.
• An informal discussion on the film
is encouraged under the guidance of
Mr. Raghunath Phadnis a film critic.
Miscellaneous Creative activities
Drama – Satyashodhak - 2012
Film Club
11. Community Extension Projects
Design Dialogue - 2011
Guidance for Design education
• International President
FIA, National President of
IIID, Ar. Shrikant
Nivesarkar.
• An event to guide the SSC
& HSC students interested
in Design as their career.
Miscellaneous Creative activities
12. Community Extension Projects
Drawing Teachers’ meet
• The faculty of art & drawing
Schools in Nashik were invited in
order to create awareness about
various design career
opportunities.
• Senior art teachers of Nashik
were felicitated.
• Meet was very well received.
Miscellaneous Creative activities
Design Dialogue - 2012
13. Community Extension Projects
Design Dialogue – 26th Mar. 2013
Miscellaneous Creative activities
• Joint Studio for Urban
Studies in Nashik by
‘iihs’– Indian Institute For
Human Settlements
(Bangalore) & IDEA.
Joint Studio
5th – 12th Jan. 2013
14. T H A N K Y O U
IDEA (Institute Of Design Environment And Architecture)
B 38, NICE Industrial Area, Near ITI Circle, MIDC Satpur,
Nashik, Maharashtra – 422007. Phone : 91-0253-2351033.
By : Sagun Rakibe
sagunrakibe@idea.edu.in