Imloverview
•Download as PPT, PDF•
1 like•349 views
The document discusses new forms of literacy required in the digital age. It introduces the concept of multimedia literacy, which combines traditional literacies with media, digital, and technological literacies. It then outlines the University of Southern California's Institute for Multimedia Literacy's educational programs which aim to teach these new literacies through courses, workshops, and research programs that take a multidisciplinary approach.
Report
Share
Report
Share
Recommended
Rethinking adult literacy provision 2003 & beyond
This document discusses rethinking adult literacy provision for 2003 and beyond. It summarizes that literacy is multimodal, involving visual and linguistic design. It asks how multimodal and multiliteracy models of teaching and learning can be implemented and how new technologies can enhance literacy programs by engaging marginalized learners. Some uses of new technologies mentioned include websites, online communities, and digital media. Factors limiting innovation include a lack of technical skills and access. Success factors focus on starting with learner interests through multimodal and partnership approaches that blur educational boundaries. The document suggests piloting alternative models, documenting innovative practices, creating an online community, and developing joint resources.
Effective technology integration for 21st century learners
The document discusses effective technology integration for 21st century learners. It outlines how classrooms need to incorporate technology to prepare students for the future. Various technologies are described that can be used in the classroom, including email, databases, word processing and presentation programs to increase communication and support multiple forms of learning both in and out of school. The document stresses the importance of teacher professional development and collaboration to successfully integrate technology.
Striving for Digital Equity: Re-conceptualizing the digital divide for teache...
Striving for Digital Equity: Re-conceptualizing the digital divide for teache...Heather Tillberg-Webb
This document discusses strategies for teacher educators to promote digital equity among students. It suggests moving beyond just access to technology and focusing on effective and culturally relevant use. Key recommendations include establishing relationships with community organizations to expand access, encouraging students to critically analyze and create online content, and ensuring curriculum applies technology standards and addresses diverse learner needs. An example is provided of having students produce a culturally relevant math video that reflects on the importance of math in their lives.Autonomous Learners' Communication in Practice: Single and Dual Language Virt...
Hagley, E. (2014, September). Autonomous Learners' Communication in Practice: Single and Dual Language Virtual Exchange. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There are many reasons people choose to learn a foreign language. Chief among
them is to communicate with people from other countries. The U.S in particular,
but also many other countries, are putting considerable effort into linking their
students with students in other countries so they can communicate using the
power of the Internet. By doing so they are breaking down cultural and social
barriers that impede communication and mutual understanding, which are the
building blocks of successful economic development and peace. The English
language, in particular, gives learners the opportunity to participate in online
exchanges, as it is the language which is generally spoken around the world.
However, autonomous learners often can't safely find others who want to practice
with them. Of course there are options available such as Facebook and Skype but
these can be problematic, with privacy and safety issues abounding. Language
teachers want to offer their students a safe and reliable place to use their English
in real world situations, not just with classmates, but with people from other
countries too. How can they do this? With the advent of the WWW it is much
easier to accomplish.
This presentation will outline two means of opening up the standard classroom to
the world and giving autonomous learners the ability to use the language they
are studying in a number of real world settings. The first method is via Single
Language Virtual Exchange (SLVE). This is where all students participating in the
exchange are English as a Foreign Language (EFL) students and thus learn English
only. They use it to interact with students in other countries who are also
studying EFL. Examples outlined in this presentation include students in Japan
collaborating with students in Vietnam and Colombia. The model used, the many
benefits, along with some problems and a number of outcomes of the exchanges,
will be presented and discussed.
The second means of Telecollaboration to be described is the Dual Language
Virtual Exchange (DLVE). EFL students in Japan work on projects with Japanese as a Foreign Language (JFL) students in the U.S and Australia. This type of exchange
could, of course, be used in the respective countries with Korean or Chinese as a
Foreign Language students too. As with SLVE, DLVE has both benefits and
limitations, which will also be discussed.
Literacy in the 21st century powerpoint
The document discusses the evolution of literacy from traditional to modern forms. Traditional literacy focused on formal communication through education, news, and journals, while modern literacy has emerged through technology and focuses on instant, abbreviated messages on platforms like Moodle. Some argue modern literacy has "cheapened" traditional skills, but others say we must embrace new forms of communication demanded by today's networked, technological society. The document suggests teachers should incorporate both traditional and modern literacies in the classroom to prepare students for a knowledge-based economy while still valuing literacy's history.
IEARN Telecollaborative Projects
The presentation presents the following points :
What’s telecollaboration ?
What’s telecollaborative project work ?
What’s IEARN ?
Characteristics of IEARN projects
The Way We Play Project
Steps to start a project on IEARN
Tips for IEARN project management
Saturday , Feb 20th , 2010
El Amria High School .Beni Mellal .Morocco
Mbarek Akaddar http://allsharing.ning.com
Power point presentation_case_study_(task_5)
This case study examines using digital storytelling to improve the academic literacy skills of first-year Extended Curriculum Programme (ECP) students at the Cape Peninsula University of Technology (CPUT) in South Africa. The ECP students have difficulties with the complex reading and writing demands of their subjects. The study implemented digital storytelling workshops to help students develop their academic writing through drafting, revising, and providing peer feedback on stories about themselves and workplace topics. The workshops aimed to create an enabling environment for developing multiple literacies. The case study argues that digital storytelling provides a scaffolding technique and formative assessments to improve the students' academic literacy skills.
Module 3 PowerPoint
This document discusses assistive and adaptive technology, differentiated instruction, universal design for learning, culturally responsive teaching, and equitable access to technology. It defines these concepts and provides examples of how teachers can promote cultural understanding and awareness in the classroom. The document emphasizes that schools should strive to provide all students with timely access to high-quality hardware, software, connections, and technologically advanced educators in order to address the digital divide.
Recommended
Rethinking adult literacy provision 2003 & beyond
This document discusses rethinking adult literacy provision for 2003 and beyond. It summarizes that literacy is multimodal, involving visual and linguistic design. It asks how multimodal and multiliteracy models of teaching and learning can be implemented and how new technologies can enhance literacy programs by engaging marginalized learners. Some uses of new technologies mentioned include websites, online communities, and digital media. Factors limiting innovation include a lack of technical skills and access. Success factors focus on starting with learner interests through multimodal and partnership approaches that blur educational boundaries. The document suggests piloting alternative models, documenting innovative practices, creating an online community, and developing joint resources.
Effective technology integration for 21st century learners
The document discusses effective technology integration for 21st century learners. It outlines how classrooms need to incorporate technology to prepare students for the future. Various technologies are described that can be used in the classroom, including email, databases, word processing and presentation programs to increase communication and support multiple forms of learning both in and out of school. The document stresses the importance of teacher professional development and collaboration to successfully integrate technology.
Striving for Digital Equity: Re-conceptualizing the digital divide for teache...
Striving for Digital Equity: Re-conceptualizing the digital divide for teache...Heather Tillberg-Webb
This document discusses strategies for teacher educators to promote digital equity among students. It suggests moving beyond just access to technology and focusing on effective and culturally relevant use. Key recommendations include establishing relationships with community organizations to expand access, encouraging students to critically analyze and create online content, and ensuring curriculum applies technology standards and addresses diverse learner needs. An example is provided of having students produce a culturally relevant math video that reflects on the importance of math in their lives.Autonomous Learners' Communication in Practice: Single and Dual Language Virt...
Hagley, E. (2014, September). Autonomous Learners' Communication in Practice: Single and Dual Language Virtual Exchange. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There are many reasons people choose to learn a foreign language. Chief among
them is to communicate with people from other countries. The U.S in particular,
but also many other countries, are putting considerable effort into linking their
students with students in other countries so they can communicate using the
power of the Internet. By doing so they are breaking down cultural and social
barriers that impede communication and mutual understanding, which are the
building blocks of successful economic development and peace. The English
language, in particular, gives learners the opportunity to participate in online
exchanges, as it is the language which is generally spoken around the world.
However, autonomous learners often can't safely find others who want to practice
with them. Of course there are options available such as Facebook and Skype but
these can be problematic, with privacy and safety issues abounding. Language
teachers want to offer their students a safe and reliable place to use their English
in real world situations, not just with classmates, but with people from other
countries too. How can they do this? With the advent of the WWW it is much
easier to accomplish.
This presentation will outline two means of opening up the standard classroom to
the world and giving autonomous learners the ability to use the language they
are studying in a number of real world settings. The first method is via Single
Language Virtual Exchange (SLVE). This is where all students participating in the
exchange are English as a Foreign Language (EFL) students and thus learn English
only. They use it to interact with students in other countries who are also
studying EFL. Examples outlined in this presentation include students in Japan
collaborating with students in Vietnam and Colombia. The model used, the many
benefits, along with some problems and a number of outcomes of the exchanges,
will be presented and discussed.
The second means of Telecollaboration to be described is the Dual Language
Virtual Exchange (DLVE). EFL students in Japan work on projects with Japanese as a Foreign Language (JFL) students in the U.S and Australia. This type of exchange
could, of course, be used in the respective countries with Korean or Chinese as a
Foreign Language students too. As with SLVE, DLVE has both benefits and
limitations, which will also be discussed.
Literacy in the 21st century powerpoint
The document discusses the evolution of literacy from traditional to modern forms. Traditional literacy focused on formal communication through education, news, and journals, while modern literacy has emerged through technology and focuses on instant, abbreviated messages on platforms like Moodle. Some argue modern literacy has "cheapened" traditional skills, but others say we must embrace new forms of communication demanded by today's networked, technological society. The document suggests teachers should incorporate both traditional and modern literacies in the classroom to prepare students for a knowledge-based economy while still valuing literacy's history.
IEARN Telecollaborative Projects
The presentation presents the following points :
What’s telecollaboration ?
What’s telecollaborative project work ?
What’s IEARN ?
Characteristics of IEARN projects
The Way We Play Project
Steps to start a project on IEARN
Tips for IEARN project management
Saturday , Feb 20th , 2010
El Amria High School .Beni Mellal .Morocco
Mbarek Akaddar http://allsharing.ning.com
Power point presentation_case_study_(task_5)
This case study examines using digital storytelling to improve the academic literacy skills of first-year Extended Curriculum Programme (ECP) students at the Cape Peninsula University of Technology (CPUT) in South Africa. The ECP students have difficulties with the complex reading and writing demands of their subjects. The study implemented digital storytelling workshops to help students develop their academic writing through drafting, revising, and providing peer feedback on stories about themselves and workplace topics. The workshops aimed to create an enabling environment for developing multiple literacies. The case study argues that digital storytelling provides a scaffolding technique and formative assessments to improve the students' academic literacy skills.
Module 3 PowerPoint
This document discusses assistive and adaptive technology, differentiated instruction, universal design for learning, culturally responsive teaching, and equitable access to technology. It defines these concepts and provides examples of how teachers can promote cultural understanding and awareness in the classroom. The document emphasizes that schools should strive to provide all students with timely access to high-quality hardware, software, connections, and technologically advanced educators in order to address the digital divide.
Sumar Proiect Duiven Calafat Eng.
The document outlines an educational innovation project between schools in Duiven, Netherlands and Calafat, Romania. The project aims to promote European awareness, cultural awareness, communication skills, use of information technology, social skills, study skills, European literature, and teacher professional development. It establishes teams to organize sports, culture, technology, and nature activities. Progress will be monitored and results disseminated. The process emphasizes involvement of teachers, flexibility, and mobilizing stakeholders over control.
21st Century Literacies and 21st Century Learners - Developing Information Li...
This document discusses 21st century literacies and learners. It covers topics like information literacy, media literacy, and the skills needed to support educational outcomes in the digital age. These include communication skills, managing self, and professional competencies like managing people and tasks, communicating effectively, and mobilizing innovation and change. The document also examines how today's learners or "Net Geners" engage with social media and digital tools, and the role of libraries in teaching new literacies to serve networked individuals.
Workshop spring 2010-revised
The document discusses teaching Generation Z students, who grew up with technology like smartphones, laptops, and video games. It notes that Generation Z students are adept at multitasking and using new media skills like remixing content, but schools need to better integrate technology into teaching to make it truly useful. New media literacies are important for technology-savvy students to fully participate in today's society and schools should focus on developing students' critical understanding and evaluation of online information.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
21st Century Literacies
A staff development prorgram for the teachers in the Philadelphia Public School made by Renee Hobbs, Kelly Mendoza, Sherri Hope Culver, Jiwon Yoon, Mike Robb Grieco and Tanya Jackson
Avatars in education, voki
This document discusses using avatars in the classroom to address problems with traditional English classes. It notes that English classes can be boring, teachers have negative attitudes towards technology, and activities are too controlled. Avatars on platforms like Voki could motivate and inspire students by allowing them to design personalized digital characters to convey and express ideas. Using avatars introduces new technological approaches that create engaging learning environments beyond the traditional classroom.
Integrating the old and the new. Digital Storytelling
The document discusses using digital storytelling (EDS) in the EFL classroom. It outlines the benefits of EDS, including that it can engage and motivate students by combining traditional and innovative storytelling with multimedia tools. EDS is described as a personal educational tool that helps develop students' language, research, technology and presentation skills while improving their command of English through focus on elements like purpose, narration, pacing and grammar. Examples of potential EDS projects in EFL classrooms cover sharing travel experiences, self-presentation, exploring intercultural topics and analyzing discourse structures. The conclusion states that EDS is a multi-purpose tool that can help students enjoy the learning process.
Youth Access: A New Approach to 21st Century Learning
This document discusses 21st century learning and the essential competencies of digital and media literacy. It outlines five competencies: access, analyze & evaluate, create, reflect, and act. Educators need new skill sets like facilitation, flexibility, and commitment to lifelong learning. Constructionism is an approach where students learn by designing projects within a community using technological tools to create new ways of thinking. The document advocates for 21st century learning spaces that are participatory, research-driven, promote active learning locally and globally, are youth-centered, and integrated/interdisciplinary. It provides references on topics like constructionism and digital literacy.
Michigan Cec 2010 Tech For Struggling Students
This document discusses using assistive technology and Universal Design for Learning (UDL) principles to help struggling students. UDL calls for presenting information in multiple ways, allowing multiple means for students to demonstrate understanding, and providing multiple options for student engagement. The document recommends considering technology tools that can be used to implement these UDL strategies.
Can Digital Storytelling Enhance Learning
Digital storytelling can enhance learning by creating interest in new topics through technology, facilitating class discussions, and allowing teachers to customize content. It benefits students by helping them develop information literacy skills and communicate collaboratively using different applications. Digital storytelling also helps students write more effectively by allowing them to combine visuals and audio, and offers opportunities to integrate the arts through images and music.
Kids in the Cloud Namibian R
The document discusses media, information, and computer literacy skills for grades 1-7. It covers using technology like web pages, videos, and communication tools in the classroom. It defines media literacy as accessing, analyzing, evaluating, creating and interacting with messages across different formats. Information literacy is locating, evaluating, and effectively using information. Computer literacy involves utilizing computers and technology efficiently. The objectives are to develop lifelong learning, encourage asking questions, and teach students to locate, evaluate, and responsibly use and publish information through hands-on media projects.
Kids in the Cloud
The document discusses media, information, and computer literacy skills for grades 1-7. It covers using technology like web pages, videos, and communication tools in the classroom. It defines media literacy as accessing, analyzing, evaluating, creating, and participating with messages across different forms. Information literacy is locating, evaluating, and effectively using information, while computer literacy involves utilizing computers and technology efficiently. The goals are to develop critical thinking, problem solving, effective communication, and active citizenship skills through hands-on learning with tools like WordPress, Gmail, blogs, and publishing online content.
Personal Technologies As Masks2
This document discusses using personal technologies to develop professional skills in computing students. It proposes using tools like Skype, RSS feeds, wikis and blogs to give students experience coordinating online. This allows them to learn enculturation and professional practices virtually, at scale. It argues this approach privileges learning tool usage over content delivery. Students must learn to maintain personal organization and commitments online. Their online persona and identity may differ from physical interactions, with implications for how they develop social commitments through mediated communication.
Week 5 using fb
USING FACEBOOK TO PROMOTE KOREAN EFL LEARNERS’ INTERCULTURAL COMPETENCE by Seunghee Jin, Pennsylvania State University
ED TECH REPORT
The document discusses the importance of educational technology. It outlines several benefits of technology in education including improved instructional effectiveness, active learning, critical thinking, cooperative learning, communication skills, multicultural education, and multisensory delivery. Technology can also improve students' writing, reading, and math skills and decrease dropout rates. It allows access to knowledge from around the world. The document also discusses how technology supports learning by representing real-world contexts, social interaction, and as an intellectual partner that helps students articulate, represent, and make meaning.
GloCALL 2015 keynote November Agnes Kukulska-Hulme
"Running Wild: Our-of-class mobile language learning" - Agnes Kukulska-Hulme's keynote speech in South Korea 2015
The role of technology in future education
The document discusses using technology as a bridge rather than a fence in schools. It argues that technology can act as a common language for students and provide a wealth of information through digital search engines. When used as a bridge, technology can increase communication between teachers and students and prepare students for future schooling and careers. The document concludes by stating schools should build a secure structure to bridge the gap between traditional and digital generations using technology.
A10.perez.nicole.catedra integradora
The document discusses emerging trends in 21st century language teaching influenced by new technologies. Technologies like artificial intelligence, mobile devices, and online networks are allowing for more adaptive, autonomous, and social forms of language learning. Learners can now connect globally, access open resources, and self-regulate their learning through technologies that support collaboration, communication, critical thinking, and creativity.
BITSPilani.Hyderabad campus workshop
The document discusses skills needed for the modern workforce and strategies for incorporating internet resources into the classroom. It advocates supplementing textbooks with tools that develop skills like collaboration, communication, critical thinking and problem solving. Specific strategies are proposed, like using online tools for writing assignments, projects and discussions to prepare students for careers that require adaptability, teamwork and managing information. The document argues that technology should be integrated pedagogically, not as a special task, to cultivate multiliteracies through activities involving instruction, practice and reflection.
Pro Technology Group2 Draft1
This document discusses the benefits of technology in K-12 education. It argues that technology provides opportunities for students from different backgrounds to learn in multiple ways by expressing themselves creatively. It also allows for constructivist learning by encouraging students to build knowledge through social experiences and realistic contexts. The document outlines how technology supports various learning theories and provides specific examples of how tools like GeoGebra and assistive technologies benefit students. It concludes by emphasizing that technology enables the development of 21st century skills and more accessible, data-driven curriculum.
Posted Nc Lc Ppt Intros
This document contains biographies and quotes from various educators from across North Carolina. It lists their names, positions, schools, and in some cases additional details about their experience, interests, and families. The educators work in a variety of K-12 roles including instructional technology, media and library services, science teaching, and exceptional children's teaching.
UCD eBooks day
The document summarizes key points from a workshop on eBooks held at UCD Library. It discusses developments in eBooks, findings from eBook research projects like SuperBook and the JISC National eBooks Observatory, and survey results about student and faculty use and perceptions of eBooks. Key themes included the impact of eBooks on libraries, varying use by subject and age, and how reading behaviors are changing in the digital environment.
More Related Content
What's hot
Sumar Proiect Duiven Calafat Eng.
The document outlines an educational innovation project between schools in Duiven, Netherlands and Calafat, Romania. The project aims to promote European awareness, cultural awareness, communication skills, use of information technology, social skills, study skills, European literature, and teacher professional development. It establishes teams to organize sports, culture, technology, and nature activities. Progress will be monitored and results disseminated. The process emphasizes involvement of teachers, flexibility, and mobilizing stakeholders over control.
21st Century Literacies and 21st Century Learners - Developing Information Li...
This document discusses 21st century literacies and learners. It covers topics like information literacy, media literacy, and the skills needed to support educational outcomes in the digital age. These include communication skills, managing self, and professional competencies like managing people and tasks, communicating effectively, and mobilizing innovation and change. The document also examines how today's learners or "Net Geners" engage with social media and digital tools, and the role of libraries in teaching new literacies to serve networked individuals.
Workshop spring 2010-revised
The document discusses teaching Generation Z students, who grew up with technology like smartphones, laptops, and video games. It notes that Generation Z students are adept at multitasking and using new media skills like remixing content, but schools need to better integrate technology into teaching to make it truly useful. New media literacies are important for technology-savvy students to fully participate in today's society and schools should focus on developing students' critical understanding and evaluation of online information.
Fit for purpose through telecollaboration: a framework for multiliteracy trai...
The need to prepare learners for meaningful participation in technology-based activities and thus the need for digital competence (DC) has not only surfaced in the scholarly literature related to the learning and teaching of languages (Hubbard, 2004, 2013; Thorne & Reinhardt, 2008; McBride, 2009; Hauck, 2010), DC has also been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union (Official Journal L 394 of 30.12.2006). It is seen as a so called transversal key competence which enables learners acquiring other key competences (e.g. languages, mathematics, learning to learn, and creativity) and required by all citizens to ensure their active participation in society and the economy.
The authors will argue that telecollaborative exchanges are an ideal setting for learner preparation to this effect. They will also put forward the idea that training in this key competence should be designed in a way that allows learners to comfortably move along the continuum from informed reception of technology-mediated input, via thoughtful participation in opinion-generating activities through to creative contribution. Particular consideration will be given to the fact that both the input and the output representing the beginning and the end of the described continuum are usually of a multimodal nature, i.e. draw on a variety of semiotic resources (Kress & van Leeuven, 2001) or modes such as “words, spoken or written; image, still and moving; musical […] 3D models […]” (Kress, 2003). Current and future learners who can comfortably alternate in their roles as “semiotic responders” and “semiotic initiators” (Coffin & Donohue, forthcoming) will reflect the success of training programmes which take account of multimodality as a core element of digital communicative literacy skills, also referred to in the literature as new media literacy or multiliteracy.
The purpose of this contribution, then, is to look at the concept of multiliteracy from a language instruction perspective. In the first part, the concept of multiliteracy itself will be investigated and will provide the backdrop for our suggested pedagogical approach to meet the need for learner preparation and training. Next, based on the theoretical framework of multimodal meaning making (Kress, 2000), a model for designing instruction grounded in multiliteracy will be proposed. Its main purpose is to help language educators guide learners through the aforementioned stages of multiliteracy skills development. Finally we will give some pointers as to how the model could be applied in a variety of multimodal language learning contexts.
21st Century Literacies
A staff development prorgram for the teachers in the Philadelphia Public School made by Renee Hobbs, Kelly Mendoza, Sherri Hope Culver, Jiwon Yoon, Mike Robb Grieco and Tanya Jackson
Avatars in education, voki
This document discusses using avatars in the classroom to address problems with traditional English classes. It notes that English classes can be boring, teachers have negative attitudes towards technology, and activities are too controlled. Avatars on platforms like Voki could motivate and inspire students by allowing them to design personalized digital characters to convey and express ideas. Using avatars introduces new technological approaches that create engaging learning environments beyond the traditional classroom.
Integrating the old and the new. Digital Storytelling
The document discusses using digital storytelling (EDS) in the EFL classroom. It outlines the benefits of EDS, including that it can engage and motivate students by combining traditional and innovative storytelling with multimedia tools. EDS is described as a personal educational tool that helps develop students' language, research, technology and presentation skills while improving their command of English through focus on elements like purpose, narration, pacing and grammar. Examples of potential EDS projects in EFL classrooms cover sharing travel experiences, self-presentation, exploring intercultural topics and analyzing discourse structures. The conclusion states that EDS is a multi-purpose tool that can help students enjoy the learning process.
Youth Access: A New Approach to 21st Century Learning
This document discusses 21st century learning and the essential competencies of digital and media literacy. It outlines five competencies: access, analyze & evaluate, create, reflect, and act. Educators need new skill sets like facilitation, flexibility, and commitment to lifelong learning. Constructionism is an approach where students learn by designing projects within a community using technological tools to create new ways of thinking. The document advocates for 21st century learning spaces that are participatory, research-driven, promote active learning locally and globally, are youth-centered, and integrated/interdisciplinary. It provides references on topics like constructionism and digital literacy.
Michigan Cec 2010 Tech For Struggling Students
This document discusses using assistive technology and Universal Design for Learning (UDL) principles to help struggling students. UDL calls for presenting information in multiple ways, allowing multiple means for students to demonstrate understanding, and providing multiple options for student engagement. The document recommends considering technology tools that can be used to implement these UDL strategies.
Can Digital Storytelling Enhance Learning
Digital storytelling can enhance learning by creating interest in new topics through technology, facilitating class discussions, and allowing teachers to customize content. It benefits students by helping them develop information literacy skills and communicate collaboratively using different applications. Digital storytelling also helps students write more effectively by allowing them to combine visuals and audio, and offers opportunities to integrate the arts through images and music.
Kids in the Cloud Namibian R
The document discusses media, information, and computer literacy skills for grades 1-7. It covers using technology like web pages, videos, and communication tools in the classroom. It defines media literacy as accessing, analyzing, evaluating, creating and interacting with messages across different formats. Information literacy is locating, evaluating, and effectively using information. Computer literacy involves utilizing computers and technology efficiently. The objectives are to develop lifelong learning, encourage asking questions, and teach students to locate, evaluate, and responsibly use and publish information through hands-on media projects.
Kids in the Cloud
The document discusses media, information, and computer literacy skills for grades 1-7. It covers using technology like web pages, videos, and communication tools in the classroom. It defines media literacy as accessing, analyzing, evaluating, creating, and participating with messages across different forms. Information literacy is locating, evaluating, and effectively using information, while computer literacy involves utilizing computers and technology efficiently. The goals are to develop critical thinking, problem solving, effective communication, and active citizenship skills through hands-on learning with tools like WordPress, Gmail, blogs, and publishing online content.
Personal Technologies As Masks2
This document discusses using personal technologies to develop professional skills in computing students. It proposes using tools like Skype, RSS feeds, wikis and blogs to give students experience coordinating online. This allows them to learn enculturation and professional practices virtually, at scale. It argues this approach privileges learning tool usage over content delivery. Students must learn to maintain personal organization and commitments online. Their online persona and identity may differ from physical interactions, with implications for how they develop social commitments through mediated communication.
Week 5 using fb
USING FACEBOOK TO PROMOTE KOREAN EFL LEARNERS’ INTERCULTURAL COMPETENCE by Seunghee Jin, Pennsylvania State University
ED TECH REPORT
The document discusses the importance of educational technology. It outlines several benefits of technology in education including improved instructional effectiveness, active learning, critical thinking, cooperative learning, communication skills, multicultural education, and multisensory delivery. Technology can also improve students' writing, reading, and math skills and decrease dropout rates. It allows access to knowledge from around the world. The document also discusses how technology supports learning by representing real-world contexts, social interaction, and as an intellectual partner that helps students articulate, represent, and make meaning.
GloCALL 2015 keynote November Agnes Kukulska-Hulme
"Running Wild: Our-of-class mobile language learning" - Agnes Kukulska-Hulme's keynote speech in South Korea 2015
The role of technology in future education
The document discusses using technology as a bridge rather than a fence in schools. It argues that technology can act as a common language for students and provide a wealth of information through digital search engines. When used as a bridge, technology can increase communication between teachers and students and prepare students for future schooling and careers. The document concludes by stating schools should build a secure structure to bridge the gap between traditional and digital generations using technology.
A10.perez.nicole.catedra integradora
The document discusses emerging trends in 21st century language teaching influenced by new technologies. Technologies like artificial intelligence, mobile devices, and online networks are allowing for more adaptive, autonomous, and social forms of language learning. Learners can now connect globally, access open resources, and self-regulate their learning through technologies that support collaboration, communication, critical thinking, and creativity.
BITSPilani.Hyderabad campus workshop
The document discusses skills needed for the modern workforce and strategies for incorporating internet resources into the classroom. It advocates supplementing textbooks with tools that develop skills like collaboration, communication, critical thinking and problem solving. Specific strategies are proposed, like using online tools for writing assignments, projects and discussions to prepare students for careers that require adaptability, teamwork and managing information. The document argues that technology should be integrated pedagogically, not as a special task, to cultivate multiliteracies through activities involving instruction, practice and reflection.
Pro Technology Group2 Draft1
This document discusses the benefits of technology in K-12 education. It argues that technology provides opportunities for students from different backgrounds to learn in multiple ways by expressing themselves creatively. It also allows for constructivist learning by encouraging students to build knowledge through social experiences and realistic contexts. The document outlines how technology supports various learning theories and provides specific examples of how tools like GeoGebra and assistive technologies benefit students. It concludes by emphasizing that technology enables the development of 21st century skills and more accessible, data-driven curriculum.
What's hot (20)
21st Century Literacies and 21st Century Learners - Developing Information Li...
21st Century Literacies and 21st Century Learners - Developing Information Li...
Fit for purpose through telecollaboration: a framework for multiliteracy trai...
Fit for purpose through telecollaboration: a framework for multiliteracy trai...
Integrating the old and the new. Digital Storytelling
Integrating the old and the new. Digital Storytelling
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
GloCALL 2015 keynote November Agnes Kukulska-Hulme
GloCALL 2015 keynote November Agnes Kukulska-Hulme
Viewers also liked
Posted Nc Lc Ppt Intros
This document contains biographies and quotes from various educators from across North Carolina. It lists their names, positions, schools, and in some cases additional details about their experience, interests, and families. The educators work in a variety of K-12 roles including instructional technology, media and library services, science teaching, and exceptional children's teaching.
UCD eBooks day
The document summarizes key points from a workshop on eBooks held at UCD Library. It discusses developments in eBooks, findings from eBook research projects like SuperBook and the JISC National eBooks Observatory, and survey results about student and faculty use and perceptions of eBooks. Key themes included the impact of eBooks on libraries, varying use by subject and age, and how reading behaviors are changing in the digital environment.
Reflexiones En La Cruz
Este documento presenta reflexiones sobre la condición humana y el mundo. Expresa que el mundo está enfermo del pecado y se autodestruye a pesar de tener la cura en Cristo. También critica la búsqueda de la identidad y el valor en bienes materiales en lugar de Dios, y enfatiza la necesidad de perdonar a los demás como Cristo nos perdonó a nosotros. Finalmente, anima a las personas a cambiar empezando por uno mismo a través del arrepentimiento, perdón y siguiendo a Cristo.
Building a No Nonsense website
This document discusses what makes a great website by understanding customers. To understand customers, a business should create customer profiles through surveys, analytics, and reviews to understand customer needs, abilities, desires, and personas. The business should then test paper prototypes and conduct usability testing before and after launch to ensure the website meets customer wants such as being effortless, allowing shopping around, providing help when needed, using plain English, and giving customers control.
E Skills Education Upn
The document discusses how to think about education in the future. It mentions remote learning, e-learning, m-learning and the digital divide. It argues that students need to develop new skills like being collaborative, innovative, and able to adapt to changing work environments. It also discusses the need for open access to information and sharing knowledge in networks without limitations. The future will require being highly digitally literate and able to solve unknown problems in different contexts through continuous learning and experimenting with new technologies.
Highlights of Science Buzz, Sept. 2007
This presentation consists of screen shots representing some of the highlights of the Science Buzz website/exhibit as of September, 2007.
Viewers also liked (6)
Similar to Imloverview
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
From Digital essays to the formal model, building the capability of digital n...
The document discusses adapting teaching methods to engage digital native students in foundation certificate education programs. It proposes using digital essays and technology tools to develop students' critical thinking skills and understanding of formal academic writing. Specific strategies include having students brainstorm topics, storyboard digital essays, and transfer processes from digital to traditional essays. The goal is to incorporate students' digital capabilities while still achieving academic rigor.
Virtual Exchange - Successfully connecting top-down policies with bottom-up i...
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
Workshop spring 2010-revised
The document discusses teaching Generation Z students, who have grown up with technology like the internet, smartphones, and video games. It outlines new media skills students need, such as media literacy, networking, and evaluating online information. The challenges for schools are integrating these technological skills into education and teaching students how to critically analyze and remix digital content.
Engaging Digital Natives With Digital Storytelling
This presentation accompanied a full-day training workshop on digital storytelling with Pinnacle Studio 10. Visit http://jdorman.wikispaces.com/digitalstorytelling for more information.
Digital Natives: How to Engage the 21st Century
This is the PowerPoint to a presentation I gave at the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD)'s 84th Annual Convention. It includes current terms of digital technology and how to integrate new and relevant technology avenues into health and physical education classrooms. Such avenues include but are not limited to social media, podcasts, blogs, and more!
Drivers for driven learners in the driving seat - Wim Van Petegem
Prof. Wim Van Petegem:
Director, Catholic University of Leuven, Teaching and Learning Department, Belgium
Dl slides 1
Date: Venue
The document discusses developing digital literacy. It provides biographies of speakers Helen Beetham, Rhona Sharpe, and Greg Benfield who will discuss lessons learned from previous JISC studies on digital literacy and capabilities needed for the 21st century. The event will explore how higher education can help students develop digital literacies through activities and discussion of new ways of knowing and graduate attributes.
Future learners, future learning spaces
The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
Week 11 - Positioning Technology within 21st Century Education
This document discusses approaches to teacher education for the 21st century. It emphasizes developing skills like digital literacy, collaboration, problem solving and global awareness in students. Singapore's teacher education program is used as a case study, focusing on mastery of content and pedagogy, practical experience, innovation, values of empathy and ethics. Technology is integrated into the curriculum to enhance learning, and characteristics like resilience and life-long learning are cultivated in future educators. The goal is to prepare teachers to develop these skills in their own students and address the needs of an increasingly globalized world.
Digital storytelling by
This document discusses a study on the use of digital storytelling in nursing education. Some key points:
1) Digital storytelling was used with nursing students to help them develop empathy for patients and a nursing identity. Students created short videos linking personal experiences to caring for people with disabilities.
2) Workshops helped students develop scripts and videos. Focus groups found themes of developing nursing skills, understanding patients, collaboration, and knowledge acquisition through multiple modes of learning.
3) Challenges included communication issues, access to technology, and lack of time and support. Recommendations included integrating digital storytelling into the curriculum with more training and support. The study found digital storytelling can help nursing students develop compassion
Penny Gill's DST presentation
This document discusses a study on the use of digital storytelling in nursing education. Some key points:
1) Digital storytelling was used with nursing students to help them develop empathy for patients and a nursing identity. Students created short videos linking personal experiences to caring for people with disabilities.
2) Workshops helped students develop scripts and videos. Focus groups found themes of developing nursing skills, understanding patients, collaboration, and knowledge acquisition through multiple modes of learning.
3) Challenges included communication issues, access to technology, and lack of time and support. Recommendations included integrating digital storytelling into the curriculum with more training and support. The study found digital storytelling can help nursing students develop compassion
Slide presentation on digital literacy
Digital literacy involves more than just the ability to read and write, and now means the ability to understand information across different media formats. It requires skills in deciphering complex images, sounds, and language. Digitally literate people can move between different media types and present information in a way their audience can easily understand. Central competencies of digital literacy include reading and understanding different formats, creating and sharing digital information, evaluating information, and practicing information and media literacy. These skills are widely needed but unevenly possessed globally. As technology advances rapidly, digital literacy as a field continues to evolve and teachers and students must constantly update their skills to stay engaged.
Curriculum pathway to curriculum innovation
This document discusses digital literacy and its importance in curriculum innovation. It defines digital literacy as the ability to understand, use, and create information in multiple formats from a variety of online sources. The document argues that digital literacy is less about specific tools and more about developing ways of thinking, seeing, crafting narratives, and applying skills across disciplines. It suggests integrating technology and pedagogy to build teachers' and students' knowledge, skills, and abilities through collaboration and open sharing of new ideas. The goal is for digital literacy to become a norm across curriculums through professional development and informal learning.
Edfound14 F Storyboarding 2010
The concept behind writing an Essay. Using technology to enhance the understanding of academic essay rigor.
Conole Policy Eden
The document summarizes findings from a study on student experiences with technology and learning. It found that students use a wide range of tools for different purposes like researching, communicating, and completing assignments. Students have integrated learning styles and prefer personalized, interactive learning approaches over fixed content. While students adapt technologies for their own purposes, this does not always align with institutional policies, highlighting a need for more flexible approaches to learning.
The student experience: How does it align with policy directives?
The document summarizes findings from the JISC Learner Experience Programme (LXP) regarding students' use of technology. The LXP studied students across different disciplines and found extensive use of various tools for tasks like researching, communicating, and completing assignments. Students had personalized approaches and used tools in unintended ways compared to institutional policies. This points to a mismatch between policy directives focused on lifelong learning and the realities of students' technology use in a rapidly changing social and educational context.
The Multi-Faceted Focus of International Collaborations
This was a talk I gave at the COIL Conference at Purchase College SUNY, NY on Nov 14, 2008. It discusses the importance of considering culture and collaboration when designing international collaborations and details what needs to be considered in the process.
ITE primer for digital literacies
Digital Futures is a resource that aims to help educators understand and explore what it means to be digitally literate. It discusses how the definition of literacy has changed over time and explores different views on literacy, including as a set of cognitive skills, as a social practice, and critical literacy. The resource also examines how digital literacy can be incorporated into school-based literacy teaching by using technologies to encourage creativity, critical thinking, and home-school connections. Challenges of using digital technologies in schools are also addressed, as well as visions for the future of education.
Digital literacy by Dr Qaisar Abbas
The document discusses a study on the effect of digital literacy on the academic performance of students at higher education levels in Pakistan. It begins with introducing digital literacy and its importance in today's digital world. It then outlines the objectives, research questions, methodology, and results of the study. The key findings are:
1. Students had a high level of digital literacy skills in some areas but a moderate level in others like managing and communicating information.
2. There was no significant relationship found between students' level of digital literacy and their academic performance measured by CGPA.
3. A positive correlation was found between students' level of digital literacy and their communication skills.
Similar to Imloverview (20)
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...
From Digital essays to the formal model, building the capability of digital n...
From Digital essays to the formal model, building the capability of digital n...
Virtual Exchange - Successfully connecting top-down policies with bottom-up i...
Virtual Exchange - Successfully connecting top-down policies with bottom-up i...
Engaging Digital Natives With Digital Storytelling
Engaging Digital Natives With Digital Storytelling
Drivers for driven learners in the driving seat - Wim Van Petegem
Drivers for driven learners in the driving seat - Wim Van Petegem
Week 11 - Positioning Technology within 21st Century Education
Week 11 - Positioning Technology within 21st Century Education
The student experience: How does it align with policy directives?
The student experience: How does it align with policy directives?
The Multi-Faceted Focus of International Collaborations
The Multi-Faceted Focus of International Collaborations
More from hollywillis
103 week 7
This document provides an overview of different research cultures and methods in arts, design, and science. It discusses key differences in phenomena of study, appropriate methods, and cultural values between science, humanities, and design research. Design research is depicted as iterative process of framing problems, responding to hunches, hypothesizing, planning, acting through experimenting and prototyping, observing, and evaluating. The document also introduces the concept of "world building" methodology and provides an example of merging the cities of Los Angeles and Rio de Janeiro.
466 feminist new_media
This document summarizes the history and strategies of feminist counter cinema and feminist video art from the 1970s to the 1990s. It discusses how feminist films addressed women as viewers through techniques like disjunction between image and voice, new narrative spaces, and new forms of address. It provides examples of influential feminist films and videos from each decade. It also profiles the pioneering artist Lynn Hershman Leeson and her work across different mediums including performance, interactive media, photography, video, and feature films.
Iml 466 situationists
Dada and 1960s media art like Fluxus disrupted traditional art forms. Marcel Duchamp created readymades like "Fountain" that questioned what qualified as art. The Situationists advocated suppressing art and critiqued capitalist society's division of producers and consumers. Guy Debord wrote "The Society of the Spectacle" describing how life under capitalism had been reduced to meaningless consumption and spectacle. Key Situationist concepts included the derive (drifting through urban areas), psychogeography (how environments influence emotions), and detournement (subverting existing cultural works).
Dogme 95
The document discusses several film movements focused on realism, including Italian Neo-Realism, French New Wave, and Dogme 95. Italian Neo-Realism aimed to turn reality into stories rather than create fictional stories about reality. French New Wave films emphasized location shooting and handheld camera work. Dogme 95 was a pledge created by Lars von Trier and Thomas Vinterberg with strict rules including on-location shooting with available light and handheld cameras to strive for realism. Several films are highlighted as examples of these movements toward capturing reality.
Digital scholar 2
The document discusses new digital tools for academic research and writing. It explores how scholars can develop an online presence through blogging, using social networks, building websites and profiles, and curating and sharing research. These new tools allow scholars to collaborate more openly and disseminate their work to a wider audience. The document also examines how digital tools are transforming scholarly communication and enabling more participatory and transformative scholarship.
Data vis
1) Data visualization is the process of transforming abstract data into visual representations to help people understand relationships and patterns. It has a long history dating back to early pioneers like William Playfair and Jacques Bertin.
2) There is a prevalence of data visualization today due to the huge amount of data being generated by databases and social media. The process typically involves parsing, filtering, representing, mining, refining, and interacting with data.
3) Data visualization is significant because it lowers barriers to understanding large and complex data, and is an important 21st century skill for citizenship as data proliferates.
Locative media
The document summarizes discussions from a Mobilities Seminar on mobile media, technology, and design for social change. It discusses locative media projects that use mobile technologies to augment urban spaces and alter how people navigate and experience cities. It provides examples of locative media art projects that have used mobile phones, text messages, and movement tracking to create interactive experiences across physical urban spaces.
Examples multimedia
This document discusses different genres of multimedia scholarship including argumentation, essayistic, narrative, annotation/citation, and spatial arguments. It provides examples of projects that fall under each genre. The document concludes with criteria for assessing multimedia projects which include evaluating the conceptual core, research core, form and content, and creative realization. The longterm goals are also outlined as emphasizing research competency, integrating with other scholarly practices, and facilitating transdisciplinarity, multiple perspectives, cultural relevance, and technological innovation.
I witness review
The document discusses design challenges and interventions for the iWitness website to support two goals for users: 1) To engage archive materials with depth and sophistication, becoming mini-experts, and 2) To develop reflective understanding of their own position in relation to testimonies. It identifies 5 key moments for interventions: the first visit, return, testimony viewing, activity completion, and activity design. It provides examples of connections and suggestions for short, medium, and long-term interventions including tutorials, relevant connections, tracking user activities, and a user workspace.
Iml overview 2009
The document discusses the need for new strategies and capacities to meet the changing demands of the 21st century world. It introduces the Institute for Multimedia Literacy (IML) and its mission to empower students through media to be critical, competent citizens and scholars for the 21st century. The IML offers courses, programs, projects and collaborations focused on new media literacy.
Sophie 2 Overview 2
This document introduces Sophie's Foundation, software for creating networked books. It allows authors to add temporality and interactivity to books by creating spaces for readers and writers to interact. The software aims to make the expressive powers of computers available without programming skills. It seeks to make the social experience of reading more concrete by allowing communication between authors and readers across time and space. The document provides information on Sophie's interface and includes video tutorials and instructions for creating books on the Sophie platform.
Sophie 2 Overview 2
This document introduces Sophie's Foundation, software for creating networked books. It allows authors to add temporality and interactivity to books by creating spaces for readers and writers to interact. The software aims to make the expressive powers of computers available to all users, not just programmers. It seeks to free up creativity and make the social experience of reading more concrete by allowing communication between authors and readers across time and space. The document provides information on Sophie's interface and features and concludes by encouraging users to create demonstration books on the Sophie platform.
Video Installation
Gesamtkunstwerk refers to a total work of art that brings together all art forms. Richard Wagner coined the term in 1849 to describe his vision for opera. In the 1960s, artists began experimenting with new media and viewing environments that incorporated multiple projections and screens to expand visual horizons and intensify the viewing experience. Pioneering artists like Stan Vanderbeek, Ray and Charles Eames, Andy Warhol, and Bill Viola created immersive multimedia installations that blurred boundaries between viewer and artwork.
Urban.Screens
The document discusses various light and media installations around the world that turn buildings and cityscapes into interactive works of art. It mentions projects by artists such as Rafael Lozano-Hemmer and Krzysztof Wodiczko that have projected images and text onto buildings to transform and question the spaces. Examples of installations mentioned include SPOTS in Berlin, Blickenlights in Berlin, and Body Movies in Rotterdam.
Marey Muybridge
The document provides an overview of the history of visual technologies and their applications from the 1820s to modern day. It references key figures like Joseph Niepce, Eadweard Muybridge, Étienne-Jules Marey, Eakins, and Paul Pfeiffer who pioneered techniques in photography, motion studies, and time-lapse photography. The document also includes over 100 images related to these innovations in capturing and representing movement over time.
Visual Argumentation
Visual argumentation refers to using visual elements like images, graphics, and design to present a premise, reasoning, and conclusion. Analyzing visual arguments requires identifying elements within images, understanding their context, establishing a consistent interpretation, and examining how perspectives change over time. The document discusses various theories and approaches for analyzing visual rhetoric, including semiotics, cultural studies, media studies, information visualization, and visual tropes. It provides examples of how logos and pathos can be conveyed visually and lists several key references on visual rhetoric.
Visual Argumentation
Visual argumentation refers to using visual elements like images, graphics, and design to present a premise, reasoning, and conclusion. Analyzing visual arguments requires identifying elements within images, understanding their context, establishing a consistent interpretation, and examining how perspectives change over time. The document discusses various theories and approaches for analyzing visual rhetoric, including semiotics, cultural studies, media studies, information visualization, and visual tropes. It provides examples of how logos and pathos can be conveyed visually and lists several key references on visual rhetoric.
Scholarly Multimedia
The document discusses different modes of scholarly multimedia, including telling (storytelling), mapping and visualization, gaming, and immersive experiences. It provides examples for each mode, such as interactive maps, alternate reality games, modified video games, and virtual environments. The overall focus is on how new media allows for increased connectivity, collaboration, and new ways of researching, writing, presenting and publishing information beyond traditional print formats.
Rock The Academy Multimedia
- The document discusses integrating multimedia across college curriculums, mandated in 2006 through a collaboration between the College of Letters, Arts and Sciences and the Institute for Multimedia Literacy.
- It outlines principles for multimedia integration, including deep integration of multimedia labs and concepts, an expanded definition of literacy, and equal emphasis on critical skills and production.
- Sample classes that have incorporated multimedia are described, along with the multimedia equipment and software available for student use.
More from hollywillis (20)
Recently uploaded
Digital Marketing Trends in 2024 | Guide for Staying Ahead
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
National Security Agency - NSA mobile device best practices
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
5th LF Energy Power Grid Model Meet-up Slides
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Taking AI to the Next Level in Manufacturing.pdf
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Building Production Ready Search Pipelines with Spark and Milvus
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
How to Get CNIC Information System with Paksim Ga.pptx
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
UiPath Test Automation using UiPath Test Suite series, part 6
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Columbus Data & Analytics Wednesdays - June 2024
Columbus Data & Analytics Wednesdays, June 2024 with Maria Copot 20
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
TrustArc Webinar - 2024 Global Privacy Survey
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
Fueling AI with Great Data with Airbyte Webinar
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...Edge AI and Vision Alliance
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.Recently uploaded (20)
Digital Marketing Trends in 2024 | Guide for Staying Ahead
Digital Marketing Trends in 2024 | Guide for Staying Ahead
National Security Agency - NSA mobile device best practices
National Security Agency - NSA mobile device best practices
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Building Production Ready Search Pipelines with Spark and Milvus
Building Production Ready Search Pipelines with Spark and Milvus
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
How to Get CNIC Information System with Paksim Ga.pptx
How to Get CNIC Information System with Paksim Ga.pptx
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
UiPath Test Automation using UiPath Test Suite series, part 6
UiPath Test Automation using UiPath Test Suite series, part 6
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
Imloverview
- 1. University of Southern California Spring, 2007
- 2. New Media, New Literacies What is Literacy? Understandings required to function within a given context A historically specific term A social technology that produces cultural fitness A community-specific metric What is Multimedia Literacy? Traditional Literacies : remain foundational Cultural, Social, Economic, Institutional, National Media Literacy: analytic and critical Digital Literacy: Analog, binary logic, integrative, non-linear: parallel processing, multitasking Technological Literacy: Tool use, devices, applications Combinatory Modes of Expression: image, sound, dynamic media Interactive Paradigms: Interface design, Gaming
- 3. Training the Student-Scholar The Importance of Multidisciplinarity Working the Paradigm Shift Transforming Literacy in a Digital Age Teaches intellectual flexibility, intellectual confidence, and intellectual generosity Engages multiple intelligences Teaches important skills of synthesis and critique (what’s been done, what’s missing) Requires students to demonstrate deep knowledge: that they know something from multiple perspectives IML Educational Programs
- 4. IML Educational Programs GE Courses: Multimedia Across the Curriculum Honors Program in Multimedia Scholarship Faculty Workshops: Transforming Teaching Using Multimedia Transforming Scholarship Using Multimedia Digital Dissertation Fellowships Working the Paradigm Shift Transforming Literacy in a Digital Age
- 5. IML Educational Programs Honors Program in Multimedia Scholarship Working the Paradigm Shift Transforming Literacy in a Digital Age Year 1: IML 101 and 104 The Languages of Multimedia I and II Year 2: IML affiliated GE course Year 3: IML 346 Multimedia Project Methodology Year 4: IML Senior Thesis
- 6. IML Educational Programs GE Courses: Multimedia Across the Curriculum Works from a foundation of Core literacies; these are then adapted to particular courses 2006-07: 7 Classes/300 students 2007-08: 10 classes/400 students 2008-09: 20 classes/800 students Working the Paradigm Shift Transforming Literacy in a Digital Age
- 7. IML Educational Programs Two Faculty Workshops: (1) Transforming Teaching Using Multimedia (2) Transforming Scholarship Using Multimedia (1) To TEACH with multimedia materials (2) To CREATE multimedia educational materials (3) To TEACH students how to CREATE multimedia scholarship Working the Paradigm Shift Transforming Literacy in a Digital Age
- 9. Transforming Scholarship across the Disciplines The Importance of Multi-disciplinarity IML Educational Programs Working the Paradigm Shift Transforming Literacy in a Digital Age To create new knowledge across the disciplines To identify the horizons of new research To create deep knowledge: to know something is to “ know it” from multiple perspectives To be a leader among peers To create the institutional foundation for the training of the next generation of scholars, scientists, engineers, humanists, teachers, artists, and global citizens
- 10. Working the Paradigm Shift Transforming Literacy in a Digital Age Educational Programs Transformative Research Publication & Outreach Technologies of Literacy How the University Contributes to Significant Cultural Change
- 14. When Old Technologies Were New Mobile Multimedia, circa 1784 www.iml.annenberg.edu
- 15. 1 Traditional Literacy Cultural Literacy Critical Media Analysis Dynamic Media Multimodal Expression Interactivity Design Gaming 0 Digital Literacy Technological Literacy