First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
In this workshop, I will go over NAMLE’s Core Principles, the Key Questions, and review strategies for simple ways to incorporate Media literacy into the curriculum. We will spend time decoding media messages and reviewing inquiry based learning methods. The goal would be for every workshop attendee to leave with a clear understanding on how to easily incorporate key media literacy concepts into their every day classroom work. It would be a lively, interactive workshop using current media examples to engage the audience. It would be appropriate for any teacher no matter what grade they teach.
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definitio...Arniel Ping
Learning Competencies
Learners will be able to…
1. define media literacy (SSHS);
2. discuss and value the importance of media literacy (SSHS);
3. explain the fundamental elements of media literacy (SSHS);
4. value the importance of critical thinking in media literacy (SSHS); and
5. apply critical thinking by identifying fallacies in arguments (SSHS).
Topic Outline
I- Media Literacy
A. Definition and Importance
B. Fundamental Elements of Media Literacy
C. Critical Thinking
1. Definition
2. Importance in Media Literacy
3. Fallacies of Thinking
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Topic
MIL - Media and Information Languages (Genre, Codes and Conventions)
Learning Competencies
1. evaluate everyday media and information with regard to codes, conventions, and messages; in regards to audience, producers, and other stakeholders (MIL11/12MILA-IIIf15)
2. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf16)
Media and Information Literacy (MIL) - 8. Opportunities ,Challenges, and Powe...Arniel Ping
Content
8. Opportunities, Challenges, and Power of Media and Information
a. Economic, Educational,
Social, and Political
b. Threats, Risks, Abuse, and
Misuse
Learning Competencies
The students will be able to…
1. realize opportunities and challenges in media and information (MIL11/12OCP-IIIh-24);
2. create infographics showing opportunities and challenges in media and information (SSHS); and
3. research and cite recent examples of the power of media and information to affect change (MIL11/12OCP-IIIh-25)
Presentation delivered by Moira Bent and Louise Gordon at the "Shhhh? The Reality of New Technologies and their Place in Libraries" event held at Teesside University on the 8th of May 2012 by CILIP ARLG Northern
Want to know the future of Social Media in learning?Learning Pool Ltd
Uncover what Learning Pool's online enthusiast Paul Webster thinks about social media's role in learning. From LinkedIn to Twitter to much more, Paul shares his gems on the future.
Using Web 2 0 Tools To "Enliven" Projects Nov 20Anna Koval
anna koval (me) and marie slim presented this at the 2009 california school library association conference. =)
for a hyperlinked, clickable version, please go to: http://bit.ly/5MSlsv
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Lo sviluppo torrenziale degli ultimi 20 anni di nuove tecnologie di rete e della contemporanea propensione ad utilizzarle (non sempre in maniera ottimale, ovviamente) apre le porte ad innumerevoli opportunità per progetti virtuosi di armonizzazione del territorio attraverso questo nuovo mix di tecnologia ed usi sociali governati ed incentivati.
Genius Loci EST Conference - O.Missikoff a renowned specialist of Digital Twin technology and applications, presents to the pubblic of a local conference what are potential applications of DT and what is it today state of the art of this tech sector.
C.Collicelli espone la storia e le caratteristiche dell'Alleanza Sviluppo Sostenibile in relazione al progetto Genius LOci per lo sviluppo del Turismo Sostenibile nella Tuscia
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
4. Premesse e obiettivi del corso
• Quali sono gli obiettivi di
questo corso?
1. Introdurre alla Computer Literacy –
ovvero alla Alfabetizzazione
Informatica per le Humanities
5. Premesse e obiettivi del corso
• Quali sono gli obiettivi di questo corso?
1. Introdurre alla Computer Literacy –
Alfabetizzazione Informatica per le Humanities
2. Introdurre alla Information Literacy per le
Humanities come piattaforma di abilità successiva
alla Computer Literacy
3. Fornire le basi “cognitive” per consentire ai
frequentanti di procedere in maniera autonoma a
creare da se le competenze di ordine superiore:
• Come si raccoglie informazione dal Web
• Come si selezione la sorgente più autorevole e affidabile
• Come si seleziona, tra i vari formati disponibili, il più
appropriato ai nostri scopi del momento
6. Premesse e obiettivi del corso
• Quali sono gli obiettivi di questo corso?
1. Introdurre alla Computer Literacy –
Alfabetizzazione Informatica per le Humanities
2. Introdurre alla Information Literacy per le
Humanities come piattaforma di abilità successiva
alla Computer Literacy
3. Fornire le basi “cognitive” per consentire ai
frequentanti di procedere in maniera autonoma a
creare da se le competenze di ordine superiore:
• Come si raccoglie informazione dal Web
• Come si selezione la sorgente più autorevole e affidabile
• Come si seleziona, tra i vari formati disponibili, il più
appropriato ai nostri scopi del momento
8. Premesse, obiettivi e metodi
• How will be achieved?
In grasping experience some of us perceive new information
through experiencing the concrete, tangible, felt qualities of the
world, relying on our senses and immersing ourselves in concrete
reality.
Others tend to perceive, grasp, or take hold of new information
through symbolic representation or abstract conceptualization –
thinking about, analyzing, or systematically planning, rather than
using sensation as a guide.
Similarly, in transforming or processing experience some of us tend
to carefully watch others who are involved in the experience and
reflect on what happens, while others choose to jump right in and
start doing things. The watchers favor reflective observation, while
the doers favor active experimentation.
9. Premesse, obiettivi e metodi
• How will be achieved?
Each dimension of the learning process presents us with a
choice. Since it is virtually impossible, for example, to
simultaneously
• drive a car (Concrete Experience) and
• analyze a driver’s manual about the car’s functioning
(Abstract Conceptualization), we resolve the conflict by
choosing.
Because of our hereditary equipment, our particular past life
experiences, and the demands of our present environment,
we develop a preferred way of choosing.
We resolve the conflict between concrete or abstract and
between active or reflective in some patterned, characteristic
ways.
We call these patterned ways “learning styles.”
Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, NJ.
Prentice Hall
Read more: Experiential Workplace Learning | E-Learning
Curve Blog
10. Strumenti cognitivi
• Quali strumenti utilizzeremo?
– strumenti “informatici” cioè basati
su computer:
• linguaggi di programmazione
• programmi
• organizzatori di contenuti
• strumenti di gestione grafica delle
informazioni
11. Strumenti cognitivi (2)
• Quali strumenti utilizzeremo?
– piattaforme Web per la gestione
di contenuti e di conoscenze:
• www.comphumanities.org
• elearning2.uniroma1.it
• www.editoriaescrittura.org
13. Web-learning 2.0 basics:
let me introduce to you some useful tool
1. Internet is a safe place… provided you
behave safely. Once you will begin to use the
Web 2.0 you will discover soon that a Web
2.0 user is overwhelmed by many access
passwords.
2. First of all, then, you need a keychain
3. My suggestion is: Lastpass; Open Source,
free,
14. Web-learning 2.0 basics: (cont.)
1. Internet is a safe place… provided you
behave safely. Once you will begin to use the
Web 2.0 you will discover soon that a Web
2.0 user is overwhelmed by many access
passwords.
2. First of all, then, you need a keychain
3. My suggestion is: LastPass ****; Open
Source, free,
15. Web-learning 2.0 basics: (cont.)
1. Internet is a huge place… and you can loose yourself
in the clouds…
2. Once you will begin to use the Web 2.0 you will
discover soon that a Web 2.0 user is overwhelmed
by many bookmarks ...
3. And the right one is ever in the wrong place. Let’s
transform Bookmarks into “placeless tags”: xmarks
will do this work for you
16. Web-learning 2.0 basics: (cont.)
1. Internet is a huge place… and you can loose
your own teaching material …
2. Once again you will need a placeless safe
location to save your didactic presentation ...
3. You’ve got thousands of slideshows
presentation … And the right one is ever in
the wrong place. Let’s transform PowerPoint
into “placeless slide repository”: Slideshare
will do this work for you
17. Web-learning 2.0 basics: (cont.)
1. Internet is such a huge repository … and you
can loose your own book reference list …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the
wrong place. Let’s transform “Biblioscape”
into a “placeless references repository”:
Citeulike will do this work for you
18. Web-learning 2.0 basics: (cont.)
1. Internet is such a huge repository … and you
can loose your own Contact List …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the
wrong place. Let’s transform “Outlook” into a
“placeless contact list and calendar”: Plaxo
will do this work for you
19. Web-learning 2.0 basics: (cont.)
1. Internet is such a huge repository … and you can
loose your own Contact List and Calendar …
2. Once again you will need a placeless safe
location to save your book references...
3. You’ve got thousands of reading list for your
students … And the right one is ever in the wrong
place. Let’s transform “Outlook” into a “placeless
contact list and calendar”: Google Calendar will do
this work for you as well
20. Web-learning 2.0 basics: (cont.)
• Social Network
– Social Network management systems can be a
support to learning activities
– You should try to encourage selection and usage
of a serious social network like environment
– Linkedin is a generalist yet “professional oriented”
SN environment
21. Web-learning 2.0 - Social Networks
– Edmodo | Secure Social Learning Network for Teachers and Students
• www.edmodo.com/; Edmodo provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school notices. Our goal is
to ...
– TeachersRecess - The Teacher Social Network and File Sharing ...
• www.teachersrecess.com/ The Teachers Social Network. ... Teachers Recess Community.
Use the Community to: • Make Friends • Find Colleagues • Network • Share Ideas and
More! FAQs - Wtf911 swaggsec bitchessss - Help - Register now!
– Home - Teachers Social Network
• www.teachersn.com/ - Get in touch with other teachers trough this social network site.
Exchange teaching experiences, ideas and teaching materials with other teachers and
students. Lesson Plans - Register - Web Site Terms and ... - About
– NEA - Online Social Networking for Educators
• www.nea.org/home/20746.htm - The vast majority of educators use social networking
discreetly and professionally to make connections that can enhance careers, not
jeopardize them.
– 25 Excellent Social Media Sites for Teachers | The Digital Learning ...
• toponlineuniversityreviews.com/.../25-excellent... - 25 Excellent Social Media Sites for
Teachers. Are you a teacher who wants to increase collaboration and skill development
to students? Teamwork can increase ...
22. Web-learning 2.0 - Social Networks
– http://www.educationalnetworking.com/List+of+Networks
– Guidelines for Educators Using Social Networking Sites - Home ...
• doug-johnson.squarespace.com/.../guidelines-f... -
• 7 Aug 2009 – The district strongly discourages teachers from accepting invitations to friend students
within these social networking sites. When students gain ...
– Free Educational Resources for Educators and Teachers ...
– www.teachade.com/ - Stati Uniti -
– The first social networking website designed specifically for educators. Because of the ability
to harness the online community, Teachade has become one of the ...
– Teachers and Social Networks: To Facebook Or Not To Facebook?
• blogs.gartner.com/.../teachers-and-social-netwo... -
• 6 Jun 2009 – First of all, there is no clear code of conduct for teachers on social media: some
automatically accept any student's or parent 's request, some ...
– Teaching and learning through social networks | TeachingEnglish ...
– www.teachingenglish.org.uk/.../teaching-learning-thro...
– In 2007, the British Council conducted market research into how the Internet has affected the
preferred learning ...
23. Web-learning 2.0 - Social Networks
– Impact of Social Networks on learning and
teaching activities
• http://ftp.jrc.es/EURdoc/JRC56958.pdf
45. Other Online Education Experiences
• Mass WebLearning: EdX
EdX Consortium:
MIT,
Harvard,
Berkely …
46. Other educational
resources on the Web
• Webinars for secondary schools
– http://www.evobeaker.com/products-k-
12/Webinars
• Other resources for teachers
– http://www.ies.be/training/bridging-the-gap
47. Resources and references
Resource type and name: References:
Plone; A definitive Guide to Plone
Exe LO Editor Manual http://wikieducator.org/Online_manual/E
mbedding_eXe_resources