My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://pearltrees.com/shellyterrell/genius-hour/id12643519
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/lessonplanning
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/portfolios & http://www.pearltrees.com/shellyterrell/digital-portfolios/id13562228
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://www.pearltrees.com/shellyterrell/lecture/id12547352
1) The document provides ideas for effective technology integration in education, including making learning mobile, encouraging collaborative problem solving and group work, facilitating virtual learning opportunities, and creating digital friendly materials.
2) It emphasizes using technology to empower student creativity, productivity, and learning through means like mobile learning, social media sharing, video production, concept mapping, digital storytelling, and more.
3) The overall message is that educational technology allows students and teachers to realize their full potential by making learning match modern lifestyles and giving opportunities to learn in new and engaging ways.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources http://shellyterrell.com/lessonstarters
My books- Learning to Go https://gumroad.com/l/learn2go The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techtips
This document provides an overview of digital tools that can be used for research in the digital age. It discusses how digital note-taking tools like Evernote allow students to organize, annotate, tag, and search research notes. It also mentions social bookmarking and curation tools like Diigo and Storify that allow students to aggregate and curate resources. Finally, it discusses collaborative tools like Google Docs, Spreadsheets, and services like Subtext that enable students to work on research projects together online.
Books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343 Resources at http://shellyterrell.com/emoji Resources, http://shellyterrell.com/back2school
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/lessonplanning
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/portfolios & http://www.pearltrees.com/shellyterrell/digital-portfolios/id13562228
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://www.pearltrees.com/shellyterrell/lecture/id12547352
1) The document provides ideas for effective technology integration in education, including making learning mobile, encouraging collaborative problem solving and group work, facilitating virtual learning opportunities, and creating digital friendly materials.
2) It emphasizes using technology to empower student creativity, productivity, and learning through means like mobile learning, social media sharing, video production, concept mapping, digital storytelling, and more.
3) The overall message is that educational technology allows students and teachers to realize their full potential by making learning match modern lifestyles and giving opportunities to learn in new and engaging ways.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources http://shellyterrell.com/lessonstarters
My books- Learning to Go https://gumroad.com/l/learn2go The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techtips
This document provides an overview of digital tools that can be used for research in the digital age. It discusses how digital note-taking tools like Evernote allow students to organize, annotate, tag, and search research notes. It also mentions social bookmarking and curation tools like Diigo and Storify that allow students to aggregate and curate resources. Finally, it discusses collaborative tools like Google Docs, Spreadsheets, and services like Subtext that enable students to work on research projects together online.
Books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343 Resources at http://shellyterrell.com/emoji Resources, http://shellyterrell.com/back2school
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/games
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://ShellyTerrell.com/techtips
This document discusses global digital storytelling projects for students and provides resources for teaching students how to create digital stories. It encourages using digital storytelling as a way for students to share their voice and culture. It provides tips for brainstorming story elements, storyboarding, developing characters, and recommended digital tools and apps for creating and sharing stories. Assessment rubrics and opportunities for students to share stories globally are also mentioned.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://ShellyTerrell.com/STEAM
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/math
This document provides tips and tools for creating digital books and ebooks. It suggests starting with an outline and conducting research. It then lists various free and online tools for creating digital stories, textbooks, cookbooks, scrapbooks, and books for different ages. These include apps, websites, and free image sources. Lastly, it provides contact information for the author in case the reader has additional questions.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://30goals.com
Effectively managing online projects requires establishing clear roles, responsibilities, and communication. Potential issues include lack of flexibility, cultural misunderstandings, and failure to communicate deadlines or manage conflicts. It is important to be aware of different time zones, keep people updated, and compromise when needed. Collaborative tools like Voicethread, Popplet, Linoit, and Padlet can help online teams work together effectively.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/CLIL
This document provides many ideas for how to use Google+ for teaching and collaboration in the classroom. It suggests creating class pages and circles to share content with specific audiences. Ideas include using visuals and multimedia to spark discussion, writing prompts, polls, hangouts, collaborative document editing, guest speakers, and mobile access to Google tools. It also recommends having students and parents sign an acceptable use policy for participating in online activities.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources- http://shellyterrell.com/bytesized
This document provides a list of tools and apps for science experiments and activities in K-8 classrooms. It includes apps for conducting experiments on the human body, sun, lake, and nano HD. Other apps allow students to access interactive science glossaries, learn about how things work, and explore elements and physics. Additional apps support writing, reading, and creating video guides and tutorials. The document promotes using tablets for hands-on science learning and documentation.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/CLIL
This document contains information about the Explore-Flip-Apply instructional model. It discusses starting a lesson with an exploration activity using primary sources, maps, videos or other materials. It then discusses having students watch videos or do other work at home to fill in gaps, and applying what they learned in class through activities like answering questions, role playing, analyzing sources or leading discussions. Examples provided include students researching ancient China and having an in-class discussion playing the roles of Chinese emperors. The document also contains information on Google search skills and Bloom's Taxonomy.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://Pearltrees.com/shellyterrell/pbl-icts/id8129715#
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/parents
USMIEE Denver 2016 - Empower Students To Change the WorldMichael Soskil
This document provides information about empowering students to change the world through global learning opportunities. It discusses how connecting classroom learning to students' emotional experiences and the real world can foster intrinsic motivation and long-term learning. Various global collaboration projects are described that give students chances to communicate, problem-solve, and learn about other cultures through technologies like Skype and video exchanges. The goal is to help students feel empowered to make positive impacts on issues in the world.
NEPA Reading Association Anniversary Dinner 2016Michael Soskil
This document discusses how connecting classrooms globally can enhance student learning. It provides examples of how teachers have created global connections through activities like cultural exchanges, collaborative projects, and virtual field trips using tools like Skype and Twitter. The document emphasizes that global learning helps students develop skills like cultural understanding, collaboration, and problem solving. It also suggests that connecting students to real-world issues can motivate long-term learning and help students feel empowered to make positive impacts.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://www.pearltrees.com/shellyterrell/poster-tools/id8397701
This document provides ideas and resources for creating online posters to use for teaching. It lists various types of posters that can be made, such as goal collages, reflections on readings, interviews, CVs and portfolios, poetry, presentations, and more. It also includes links to a variety of free online poster creation tools and apps that can be used, such as Glogster, Bighugelabs, ThingLink, and Muzy. Assessment rubrics are recommended for evaluating student-created posters.
These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
The document discusses Genius Hour and Project Based Learning. Genius Hour allows students to explore their own interests and encourages creativity by giving students choice in what they learn for a set time each day. Project Based Learning has students explore real-world problems and challenges through active, engaged learning to gain deeper subject knowledge. The purpose is to engage students through context of projects to foster life-long learning, curiosity, creativity, and collaboration. Origins include practices at Google and in response to technology and education research.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/games
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://ShellyTerrell.com/techtips
This document discusses global digital storytelling projects for students and provides resources for teaching students how to create digital stories. It encourages using digital storytelling as a way for students to share their voice and culture. It provides tips for brainstorming story elements, storyboarding, developing characters, and recommended digital tools and apps for creating and sharing stories. Assessment rubrics and opportunities for students to share stories globally are also mentioned.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://ShellyTerrell.com/STEAM
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/math
This document provides tips and tools for creating digital books and ebooks. It suggests starting with an outline and conducting research. It then lists various free and online tools for creating digital stories, textbooks, cookbooks, scrapbooks, and books for different ages. These include apps, websites, and free image sources. Lastly, it provides contact information for the author in case the reader has additional questions.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://30goals.com
Effectively managing online projects requires establishing clear roles, responsibilities, and communication. Potential issues include lack of flexibility, cultural misunderstandings, and failure to communicate deadlines or manage conflicts. It is important to be aware of different time zones, keep people updated, and compromise when needed. Collaborative tools like Voicethread, Popplet, Linoit, and Padlet can help online teams work together effectively.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/CLIL
This document provides many ideas for how to use Google+ for teaching and collaboration in the classroom. It suggests creating class pages and circles to share content with specific audiences. Ideas include using visuals and multimedia to spark discussion, writing prompts, polls, hangouts, collaborative document editing, guest speakers, and mobile access to Google tools. It also recommends having students and parents sign an acceptable use policy for participating in online activities.
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources- http://shellyterrell.com/bytesized
This document provides a list of tools and apps for science experiments and activities in K-8 classrooms. It includes apps for conducting experiments on the human body, sun, lake, and nano HD. Other apps allow students to access interactive science glossaries, learn about how things work, and explore elements and physics. Additional apps support writing, reading, and creating video guides and tutorials. The document promotes using tablets for hands-on science learning and documentation.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/CLIL
This document contains information about the Explore-Flip-Apply instructional model. It discusses starting a lesson with an exploration activity using primary sources, maps, videos or other materials. It then discusses having students watch videos or do other work at home to fill in gaps, and applying what they learned in class through activities like answering questions, role playing, analyzing sources or leading discussions. Examples provided include students researching ancient China and having an in-class discussion playing the roles of Chinese emperors. The document also contains information on Google search skills and Bloom's Taxonomy.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://Pearltrees.com/shellyterrell/pbl-icts/id8129715#
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/parents
USMIEE Denver 2016 - Empower Students To Change the WorldMichael Soskil
This document provides information about empowering students to change the world through global learning opportunities. It discusses how connecting classroom learning to students' emotional experiences and the real world can foster intrinsic motivation and long-term learning. Various global collaboration projects are described that give students chances to communicate, problem-solve, and learn about other cultures through technologies like Skype and video exchanges. The goal is to help students feel empowered to make positive impacts on issues in the world.
NEPA Reading Association Anniversary Dinner 2016Michael Soskil
This document discusses how connecting classrooms globally can enhance student learning. It provides examples of how teachers have created global connections through activities like cultural exchanges, collaborative projects, and virtual field trips using tools like Skype and Twitter. The document emphasizes that global learning helps students develop skills like cultural understanding, collaboration, and problem solving. It also suggests that connecting students to real-world issues can motivate long-term learning and help students feel empowered to make positive impacts.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://www.pearltrees.com/shellyterrell/poster-tools/id8397701
This document provides ideas and resources for creating online posters to use for teaching. It lists various types of posters that can be made, such as goal collages, reflections on readings, interviews, CVs and portfolios, poetry, presentations, and more. It also includes links to a variety of free online poster creation tools and apps that can be used, such as Glogster, Bighugelabs, ThingLink, and Muzy. Assessment rubrics are recommended for evaluating student-created posters.
These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
The document discusses Genius Hour and Project Based Learning. Genius Hour allows students to explore their own interests and encourages creativity by giving students choice in what they learn for a set time each day. Project Based Learning has students explore real-world problems and challenges through active, engaged learning to gain deeper subject knowledge. The purpose is to engage students through context of projects to foster life-long learning, curiosity, creativity, and collaboration. Origins include practices at Google and in response to technology and education research.
2014 ISACS Conference "A Beginners Guide to the Flipped Classroom"George Phillip
This document provides an overview of the flipped classroom model from the perspective of a social studies teacher. It describes several ways the teacher has implemented flipping in their classroom, including having students master content at their own pace by watching videos at home, using explore-flip-apply cycles of learning, implementing peer instruction, and conducting inquiry-based "reverse" instruction without videos. Tools, websites and considerations for flipping are also discussed.
This document discusses formative and summative assessment in language learning. It provides examples of formative assessments that teachers can use in the classroom, such as sharing student work videos, using stoplights to gauge understanding, and short intense speaking activities. It also includes links to additional resources on using formative assessment and examples of formative assessment projects like having students participate in a classroom green screen travel activity. The document emphasizes that formative assessment should provide clear learning targets and feedback to help students understand expectations and improve.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/vle
The collated slides from our 2012-13 Closing Webinars. The sessions were attended by about 30 people from about 8 countries (over two webinars). See the slides for the links to the video / Blackboard Collaborate recordings
These slides accompanied the workshop delivered on #FOAMed at the AMEE conference in Prague 27 AUgust 2013 by Natalie Lafferty, Annalisa Manca, Dr Ellie Hothersall and Dr Laura Jane Smith.
The workshop provided an introduction to Free Open Access Medical Education and some examples of how this approach can be used in Medical Education.
Global Classroom 2014-15 Stories and Project Launch #GlobalEd14Michael Graffin
The Global Classroom Project 2014-15 was launched on November 20 at the Global Education Conference.
Now entering our fourth year, we are proud to share our teachers' stories and projects.
Student-Centric Edu Webinar, feat. Jackie GersteinSuzanne Holloway
The document summarizes an upcoming webinar on differentiated instruction and the flipped classroom model hosted by Top Hat Monocle. Participants can join the audio via phone or online, and can respond to polls by texting or signing into a separate browser. The webinar will discuss differentiated instruction, the flipped classroom model, and Google's 20% project which allows employees to spend 20% of their time on self-directed projects.
This document discusses the changing nature of teaching and learning from the 20th to 21st centuries. It notes that today's digital students learn differently than traditional students and that teachers need to adapt practices to the new digital landscape. Specifically, it advocates creating various learning spaces in the classroom to support different styles such as secret spaces for solitary work, group spaces for collaboration, and publishing spaces where students can document and share their learning. The document suggests that embracing technology, social media, and new approaches can help engage today's students and spark positive educational change.
The document discusses reimagining learning through collaborative technology. It argues that today's students learn differently and are often disconnected from school. New technologies have changed how information is accessed and shared, requiring students to develop skills like information literacy, global communication, and self-directed learning. The document suggests teachers help students develop these 21st century skills by using collaborative tools to make learning more engaging, globally-connected, and skills-focused.
In the changing global times, the educators must adopt the blended learning approach and gain knowledge about the new tools and techniques so that they can help their learners acquire digital literacy and problem solving. The educators are expected to recognize individual differences and design personalized learning opportunities to encourage critical and creative thinking.
The project approach is a teaching method where students investigate real-world topics that interest them through hands-on learning experiences. It fosters collaboration and allows students to learn actively rather than passively. Some key aspects of the project approach include having students brainstorm what they already know about a topic, carrying out investigations into the topic, and presenting their findings. Proponents argue that it aligns with constructivist learning theories in that students build knowledge from their experiences.
IWBs...Not Your Mother's Chalkboard Reform SymposiumJoquetta Johnson
The Reform Symposium worldwide econference Jan 8, 2011 featured a presentation by Joquetta “The Digital Diva” Johnson on using interactive whiteboards (IWBs) effectively in teaching. She discussed 8 key principles for IWB teaching including being proficient with the technology, organized, interactive, flexible, constructive, open-minded, willing to share resources, and prepared with backup plans. The principles emphasize using IWBs to engage students through collaborative and constructive learning activities while maintaining a student-centered approach.
The document summarizes an information session about the Rethink Learning Inquiry Hub, an alternative learning program. It introduces the administrators, teachers, and students. It describes inquiry learning as student-driven and focused on creating questions and thoughtful answers. The Inquiry Hub is for passionate learners interested in applying learning practically with technology. A typical day involves topical workshops, online courses, and afternoon inquiry time. Students work on self-directed projects, like one student's project on how music affects driving skills. The program focuses on creating authentic products and tackling real-world issues. It aims to develop competencies like critical thinking through experiences like Shauna's garden project that received grant funding.
The document discusses the flipped classroom model of instruction. It describes flipping instruction as having students watch lectures and complete readings as homework, while using class time for collaborative activities like problem-solving, group work, debates and labs. The pros are listed as enabling dialogue between students and teachers regardless of location, and using class time for active learning. Potential cons include barriers to implementing less instruction time and lack of access to technology. Steps for getting started with flipping include creating resources, outlining scripts, recording presentations, and developing interactive components. Examples of tools are provided. The flipped classroom model cycle is explained as engaging students, presenting new concepts, applying knowledge, and allowing students to create something personal.
This document discusses the need for teaching practices to evolve along with changes in how students will learn and work after graduation. It suggests that classrooms should incorporate more active, collaborative, personalized, and technology-enabled learning experiences. Specific recommendations include less whole-class instruction, more student responsibility and choice, and using tools like Google+ to connect classrooms globally and give every student a voice. The document advocates for teachers to share innovative practices on social media to continue learning from other educators.
The document provides an overview of the Genius Hour approach to learning. It explains that Genius Hour is student-centered and focuses on student voice, choice, and passion projects. Students choose a topic they are interested in, research it, create an artifact showing their learning, and present their work. The teacher acts as a facilitator, guiding students to resources and asking questions. The document also compares Genius Hour to project-based learning and 20% time models, and provides examples and resources for implementing Genius Hour.
This document provides tips and ideas for engaging summer learning activities, including using a daily check-in scale, giving students meaningful choices, making activities visually engaging, keeping instructions short and simple, incorporating student voice, establishing routines and schedules, creating clear instructions with visual guides, flipping instruction, incorporating games and learning missions, having fun, and using virtual field trips. The goal is to promote continuous learning while school is out for the summer.
This document provides tips and strategies for designing zen-like distance learning experiences for students. It emphasizes prioritizing student well-being and mental health needs through establishing routines, providing choice and flexibility, keeping lessons concise and visually engaging, encouraging breaks and physical activity, and emphasizing community support through collaboration.
This document provides tips and resources for inspiring student innovation. It encourages teachers to champion student ideas, involve students in the innovation process by having them solve problems they care about through investigation and design challenges. It also suggests teaching students resilience and connecting them with role models and experts. The document promotes using tools like Twitter chats, conferences, hashtags and virtual communities to collaboratively share ideas globally. The overall goal is to equip students for the journey of innovation and help every child find a champion.
This document provides an overview of video project ideas for language learners and educators. It lists various types of video projects such as movie trailers, news reports, music videos, how-to videos, and more. It also includes resources for creating videos through storyboarding, filming, editing, adding music and special effects. Suggestions are made for video creation apps and websites. Guidance is offered on filming techniques, hosting and sharing completed videos.
This document provides ideas for using various Google apps and tools for teaching, including Drive, Docs, Forms, Sheets, Slides, Drawings, and templates. It highlights features like collaborative editing, comment embedding, translation, and assessment. Specific apps that can be used for assessment, research, collecting work, and data visualization are listed. The document also shares websites for finding additional Google templates and apps.
This document discusses using online communities and apps to support language learning. It provides examples of free learning management systems like Moodle and Canvas that can be used to create online classes. It also lists communication apps and websites where language learners can chat with peers in their target language, including Bilingua, Busuu, italki, and MyEnglishClub. Suggestions are made for online communities tailored for children's language learning. The document concludes by recommending following hashtags and groups on social media to engage with language teaching professionals and find additional learning resources.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Article: https://pecb.com/article
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Inspiring Innovative Learners with Genius Hour / 20% Time
1. Ideas Explored: Genius Hour & 20 % Time
Photo by h.koppdelaney, Flic.kr/p/7xdBDS
ShellyTerrell.com/webinars
2. … all children could and should
be inventors of their own theories,
critics of other people’s ideas,
analyzers of evidence, and
makers of their own personal
Photo by Shermeee, Flic.kr/p/6211rA
marks on the world.
- Deborah Meier
3. Each week, employees can take a Genius Hour - 60
minutes to work on new ideas or master new skills.
They’ve used that precious sliver of autonomy well,
coming up with a range of innovations including
training tools for other branches. - Daniel Pink
Photo by toprankonlinemarketing, Flic.kr/p//2PT1JS
4. Genius Hour & 20 % Time
Students dedicate
part of their class
time to exploring an
interest in a project
they later present