Sustainability in OER for less used languagesLangOER
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
Developing corpus-based resources for language learning: looking back in "hope"Pascual Pérez-Paredes
This document outlines the development of corpus-based resources for language learning over time. It begins with early steps creating multimedia youth language corpora like SACODEYL. It then discusses growing efforts including the Backbone search interface. Next, it covers work with young adults through the TELL-OP project promoting data-driven learning. Finally, it notes that while the pedagogic potential of corpora is still underexploited, guidance and technologies are improving to realize this potential for language learning.
OER: insights into a multilingual landscape - EUROCALL 2014 conference LangOER
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
Didactique de l'Anglais de Spécialité (GT GERAS)Shona Whyte
This document outlines the agenda for a meeting of the Didactic of English for Specific Purposes working group on March 17, 2016 at Université Paris 8. The agenda includes presentations on teaching culture for professional contexts and tools for language across the curriculum programs. Plans for future joint research projects include replicating studies on vocabulary learning techniques and developing learner corpora. Presentations are also scheduled for an upcoming English for Specific Purposes conference in Galway.
This project was funded by the European Commission to promote the use of open educational resources (OER) for less commonly taught languages. The LangOER network involved 9 partners across Europe working from 2014-2016 to enhance language teaching and learning through OER. The project developed an inventory of OER for 22 languages, conducted policy workshops, produced recommendations to encourage government support for OER in lesser-used languages, and provided teacher training on finding, using, and creating OER. While some national initiatives were identified, challenges remained in developing sustained OER programs and incentivizing teachers due to issues regarding resource sharing and copyright.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
Eurocall2015 enhancing teaching and learning of less used languages through o...LindaBradley35
This document summarizes the LangOER network project which aims to enhance teaching and learning of less used languages through open educational resources (OER) and practices (OEP). The network involves 9 partners across Europe. It addresses how OER can benefit less used languages and foster linguistic diversity. It conducted research, teacher training, and engaged stakeholders of regional languages. The training course for teachers exceeded expectations by providing useful resources, feedback, and inspiration for using and contributing OER to support language learning.
Sustainability in OER for less used languagesLangOER
Sustainability in OER for less used languages
An initiative of the LangOER network
Open Education Week, Friday, March 14, 2014
Authors: Linda Bradley, Simon Horrocks, Jüri Lõssenko, Anne-Christin Tannhaüser, Sylvi Vigmo, Katerina Zourou
Developing corpus-based resources for language learning: looking back in "hope"Pascual Pérez-Paredes
This document outlines the development of corpus-based resources for language learning over time. It begins with early steps creating multimedia youth language corpora like SACODEYL. It then discusses growing efforts including the Backbone search interface. Next, it covers work with young adults through the TELL-OP project promoting data-driven learning. Finally, it notes that while the pedagogic potential of corpora is still underexploited, guidance and technologies are improving to realize this potential for language learning.
OER: insights into a multilingual landscape - EUROCALL 2014 conference LangOER
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
Didactique de l'Anglais de Spécialité (GT GERAS)Shona Whyte
This document outlines the agenda for a meeting of the Didactic of English for Specific Purposes working group on March 17, 2016 at Université Paris 8. The agenda includes presentations on teaching culture for professional contexts and tools for language across the curriculum programs. Plans for future joint research projects include replicating studies on vocabulary learning techniques and developing learner corpora. Presentations are also scheduled for an upcoming English for Specific Purposes conference in Galway.
This project was funded by the European Commission to promote the use of open educational resources (OER) for less commonly taught languages. The LangOER network involved 9 partners across Europe working from 2014-2016 to enhance language teaching and learning through OER. The project developed an inventory of OER for 22 languages, conducted policy workshops, produced recommendations to encourage government support for OER in lesser-used languages, and provided teacher training on finding, using, and creating OER. While some national initiatives were identified, challenges remained in developing sustained OER programs and incentivizing teachers due to issues regarding resource sharing and copyright.
Target language interaction at the IWB (EuroCALL)Shona Whyte
Background on iTILT project on IWB for foreign language teaching (http://itilt.eu) and follow-up work on actual interactional opportunities for learners in IWB-mediated activities
Eurocall2015 enhancing teaching and learning of less used languages through o...LindaBradley35
This document summarizes the LangOER network project which aims to enhance teaching and learning of less used languages through open educational resources (OER) and practices (OEP). The network involves 9 partners across Europe. It addresses how OER can benefit less used languages and foster linguistic diversity. It conducted research, teacher training, and engaged stakeholders of regional languages. The training course for teachers exceeded expectations by providing useful resources, feedback, and inspiration for using and contributing OER to support language learning.
Enhancing teaching and learning of less used languages through Open Education...Web2Learn
Presentation of LangOER project at the EUROCALL 2015 conference, Padova, Italy, 26-29 August. Joint presentation by Linda Bradley, Gosia Kurek and Katerina Zourou
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
This document summarizes the Autonomous Language Learning Project, which developed online and blended language courses for Lithuanian, Romanian, Bulgarian, and Turkish. The goals of the project were to develop communicative, task-based curricula using a blended learning model and virtual learning environment. Course materials included online exercises, classroom activities, and learner support documents to promote autonomy. Feedback from multiple pilots helped refine the courses and platform. The project aimed to address the lack of online language resources for these less commonly taught languages.
Julia Zabala & Cristina Perez-Guillot: Designing a Language Programme Based o...eaquals
The document discusses designing an English language program for Administrative and Service Staff (ASS) at the Universitat Politècnica de València based on a needs analysis. Focus groups with ASS identified needs for speaking skills for interacting with international visitors, writing emails and documents, and telephone support. A proposed framework includes classroom instruction, online modules focusing on formulaic language and task-based activities, and a shared terminology resource. The tailored program aims to be motivational, time and cost effective, and practical for improving ASS English skills and the internationalization of the university.
The document summarizes research on formulaic sequences in English for Academic Purposes (EAP) and Second Language Acquisition (SLA). It discusses definitions of formulaic sequences from both a learner-external perspective focused on linguistic norms, and a learner-internal perspective focused on an individual's language processing. Corpus studies are described that identify frequent word strings in academic texts. Psycholinguistic studies show formulaic sequences may help improve L2 fluency but memorization does not guarantee accurate recall. Teaching implications are that direct instruction on formulaic sequences can help L2 learners improve reading speed, writing style and oral proficiency.
The document outlines an event on language across the curriculum. It includes:
- Presenters from various South African universities who will speak on topics related to language policy and integrating language skills across subjects.
- The program includes talks on language policy, multilingual glossaries, research on the topic, and a practical application in a math classroom.
- The background discusses an international collaboration between universities in Belgium and South Africa to develop a comprehensive program for integrating language across the curriculum in teacher education programs.
OER In practice - Cultural appropiation of open contentLangOER
The document discusses the cultural appropriation of open educational resources (OER) in different contexts. It makes three key points:
1) OER need to be fully integrated and adapted to local contexts and educational cultures in order to be effectively utilized. Resources may remain unexplored if the adaptation is not appropriate for the end users' teaching beliefs, values, and philosophy.
2) Various pedagogical dimensions like assessment, teacher-learner roles, and epistemological beliefs can be interpreted differently across cultures. An approach seen as central in one culture may seem inappropriate in another.
3) Facilitators of OER adaptation played an active role in linguistically, organizationally, pedagogically,
Hybrid course in English for translation practiceMENON Network
The document describes a hybrid English for translation course that combines technological innovation and tutor support to increase learner autonomy. The objective is to motivate learners, encourage collaboration, and develop learning strategies. The course provides authentic input and allows learner-selected materials. The tutor's role is to support both language acquisition and ICT skills. The practice started due to a challenging teaching context and technological opportunities, and was financed by the University of Nice Sophia Antipolis. Barriers included institutional constraints and the need for technology and learning strategy training. Creative solutions involved redefining learning needs and goals. In the future, the practice will be integrated into pre- and in-service teacher education courses and additional EU projects.
The theme and abstracts for the 4 papers in our CALL teacher education symposium on designing courses for tomorrow's teaching contexts. EuroCALL conference, Thursday 21 August in Groningen, the Netherlands.
This document profiles Shona Whyte, a linguistics professor who specializes in foreign language acquisition, didactics, and interactive technologies. It summarizes her educational background, teaching positions, research interests, and publications. Her work focuses on designing educational resources, integrating interactive technologies into language classrooms, and video communication to support foreign language learning.
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
Open educational practices in language teachingShona Whyte
This document discusses open educational practices in language teaching, with a focus on telecollaboration. It provides an overview of beliefs about language teaching and learning, including ideas from Lightbown & Spada. Telecollaboration activities should focus on meaning over form, include information gaps, not pre-teach all language, and result in authentic use. Synchronous and asynchronous exchanges can be written or oral. Examples of projects integrating telecollaboration in secondary language learning are provided. Copyright considerations for open resources are also addressed.
Transnational settings in CALL teacher educationShona Whyte
This document outlines the SoNetTE approach to transnational and multilingual computer-assisted language learning (CALL) teacher education. SoNetTE is an EU project involving nine countries, seven subject areas, and three target groups. It aims to create an international, multilingual community of practice for university lecturers, students, and in-service teachers. The approach emphasizes individualized, learner-centered education through open educational resources and guided study groups in transnational settings. Examples provided include a course on using YouTube in language teaching and developing intercultural competence through research-based collaborative tasks across institutions. Overall, the document discusses principles, examples, and lessons learned regarding multilingual CALL teacher education through a transnational collaborative approach.
Svishtov vocational high school “Aleko Konstantinov” - Project 2016 -1-ВG01-КА-101-023476 „E-LEARNING – A NEW APPROACH FOR TEACHING AND LEARNING”
Programme Erasmus+,Key activity 1 „Educational mobility for citizens ", School Education Sector
A Golden Age of ESP teaching: 20th century practiceShona Whyte
This document discusses the history of English for Specific Purposes (ESP) teaching and teacher education in the 20th century. It focuses on four key figures in British ESP from the 1970s-1980s: John Swales, Tim Johns, Tony Dudley-Evans, and Jack Ewer. These pioneers prioritized developing tailored ESP teaching materials and collaborative practices between language and content teachers. However, there was less focus on learner needs, language acquisition theory, and evaluating learning outcomes. More recently, ESP didactics has aimed to address these gaps by taking a more learner-centered approach and drawing on theories of second language acquisition.
Introduction to the e-Learning network in mathematics in Saxony - E-Assessmen...mathgear
This document introduces an e-learning network in mathematics across universities in Saxony, Germany. The network shares electronic assessments created using ONYX and MAXIMA. Over 50 authors have created more than 1000 assessment questions across various math topics. The assessments provide interactive practice and feedback for students and inform instructors. OPAL is the learning platform where assessments are hosted, accessible to 80,000 university members. ONYX allows various question types and MAXIMA can analyze student responses with random parameters and math expressions as answers. The speaker's university courses use the assessments, with around 200 students taking 4 timed tests worth bonus points.
The document provides information on curricula and programs at Polytech Lyon, a polytechnical engineering school. It describes the various majors offered across five scientific areas that attract over 14,000 students. Specific majors like mechanical engineering, modeling and applied mathematics, materials science, production and industrial engineering, information technology, and biomedical engineering are summarized. Each major's goals, strengths, and available facilities are outlined. The document also provides statistics on student demographics and an example of an educational program's course breakdown. International exchanges are emphasized as a mandatory part of the curriculum.
Enhancing teaching and learning of less used languages through Open Education...Web2Learn
Presentation of LangOER project at the EUROCALL 2015 conference, Padova, Italy, 26-29 August. Joint presentation by Linda Bradley, Gosia Kurek and Katerina Zourou
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
This document summarizes the Autonomous Language Learning Project, which developed online and blended language courses for Lithuanian, Romanian, Bulgarian, and Turkish. The goals of the project were to develop communicative, task-based curricula using a blended learning model and virtual learning environment. Course materials included online exercises, classroom activities, and learner support documents to promote autonomy. Feedback from multiple pilots helped refine the courses and platform. The project aimed to address the lack of online language resources for these less commonly taught languages.
Julia Zabala & Cristina Perez-Guillot: Designing a Language Programme Based o...eaquals
The document discusses designing an English language program for Administrative and Service Staff (ASS) at the Universitat Politècnica de València based on a needs analysis. Focus groups with ASS identified needs for speaking skills for interacting with international visitors, writing emails and documents, and telephone support. A proposed framework includes classroom instruction, online modules focusing on formulaic language and task-based activities, and a shared terminology resource. The tailored program aims to be motivational, time and cost effective, and practical for improving ASS English skills and the internationalization of the university.
The document summarizes research on formulaic sequences in English for Academic Purposes (EAP) and Second Language Acquisition (SLA). It discusses definitions of formulaic sequences from both a learner-external perspective focused on linguistic norms, and a learner-internal perspective focused on an individual's language processing. Corpus studies are described that identify frequent word strings in academic texts. Psycholinguistic studies show formulaic sequences may help improve L2 fluency but memorization does not guarantee accurate recall. Teaching implications are that direct instruction on formulaic sequences can help L2 learners improve reading speed, writing style and oral proficiency.
The document outlines an event on language across the curriculum. It includes:
- Presenters from various South African universities who will speak on topics related to language policy and integrating language skills across subjects.
- The program includes talks on language policy, multilingual glossaries, research on the topic, and a practical application in a math classroom.
- The background discusses an international collaboration between universities in Belgium and South Africa to develop a comprehensive program for integrating language across the curriculum in teacher education programs.
OER In practice - Cultural appropiation of open contentLangOER
The document discusses the cultural appropriation of open educational resources (OER) in different contexts. It makes three key points:
1) OER need to be fully integrated and adapted to local contexts and educational cultures in order to be effectively utilized. Resources may remain unexplored if the adaptation is not appropriate for the end users' teaching beliefs, values, and philosophy.
2) Various pedagogical dimensions like assessment, teacher-learner roles, and epistemological beliefs can be interpreted differently across cultures. An approach seen as central in one culture may seem inappropriate in another.
3) Facilitators of OER adaptation played an active role in linguistically, organizationally, pedagogically,
Hybrid course in English for translation practiceMENON Network
The document describes a hybrid English for translation course that combines technological innovation and tutor support to increase learner autonomy. The objective is to motivate learners, encourage collaboration, and develop learning strategies. The course provides authentic input and allows learner-selected materials. The tutor's role is to support both language acquisition and ICT skills. The practice started due to a challenging teaching context and technological opportunities, and was financed by the University of Nice Sophia Antipolis. Barriers included institutional constraints and the need for technology and learning strategy training. Creative solutions involved redefining learning needs and goals. In the future, the practice will be integrated into pre- and in-service teacher education courses and additional EU projects.
The theme and abstracts for the 4 papers in our CALL teacher education symposium on designing courses for tomorrow's teaching contexts. EuroCALL conference, Thursday 21 August in Groningen, the Netherlands.
This document profiles Shona Whyte, a linguistics professor who specializes in foreign language acquisition, didactics, and interactive technologies. It summarizes her educational background, teaching positions, research interests, and publications. Her work focuses on designing educational resources, integrating interactive technologies into language classrooms, and video communication to support foreign language learning.
Presentation of our paper 'Approaches and results of two EU projects promoting effective interactive whiteboard use in language and vocational education' at the LKPA Conference 9–10 June 2014, in Vilnius (Lithuania).
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
Open educational practices in language teachingShona Whyte
This document discusses open educational practices in language teaching, with a focus on telecollaboration. It provides an overview of beliefs about language teaching and learning, including ideas from Lightbown & Spada. Telecollaboration activities should focus on meaning over form, include information gaps, not pre-teach all language, and result in authentic use. Synchronous and asynchronous exchanges can be written or oral. Examples of projects integrating telecollaboration in secondary language learning are provided. Copyright considerations for open resources are also addressed.
Transnational settings in CALL teacher educationShona Whyte
This document outlines the SoNetTE approach to transnational and multilingual computer-assisted language learning (CALL) teacher education. SoNetTE is an EU project involving nine countries, seven subject areas, and three target groups. It aims to create an international, multilingual community of practice for university lecturers, students, and in-service teachers. The approach emphasizes individualized, learner-centered education through open educational resources and guided study groups in transnational settings. Examples provided include a course on using YouTube in language teaching and developing intercultural competence through research-based collaborative tasks across institutions. Overall, the document discusses principles, examples, and lessons learned regarding multilingual CALL teacher education through a transnational collaborative approach.
Svishtov vocational high school “Aleko Konstantinov” - Project 2016 -1-ВG01-КА-101-023476 „E-LEARNING – A NEW APPROACH FOR TEACHING AND LEARNING”
Programme Erasmus+,Key activity 1 „Educational mobility for citizens ", School Education Sector
A Golden Age of ESP teaching: 20th century practiceShona Whyte
This document discusses the history of English for Specific Purposes (ESP) teaching and teacher education in the 20th century. It focuses on four key figures in British ESP from the 1970s-1980s: John Swales, Tim Johns, Tony Dudley-Evans, and Jack Ewer. These pioneers prioritized developing tailored ESP teaching materials and collaborative practices between language and content teachers. However, there was less focus on learner needs, language acquisition theory, and evaluating learning outcomes. More recently, ESP didactics has aimed to address these gaps by taking a more learner-centered approach and drawing on theories of second language acquisition.
Introduction to the e-Learning network in mathematics in Saxony - E-Assessmen...mathgear
This document introduces an e-learning network in mathematics across universities in Saxony, Germany. The network shares electronic assessments created using ONYX and MAXIMA. Over 50 authors have created more than 1000 assessment questions across various math topics. The assessments provide interactive practice and feedback for students and inform instructors. OPAL is the learning platform where assessments are hosted, accessible to 80,000 university members. ONYX allows various question types and MAXIMA can analyze student responses with random parameters and math expressions as answers. The speaker's university courses use the assessments, with around 200 students taking 4 timed tests worth bonus points.
The document provides information on curricula and programs at Polytech Lyon, a polytechnical engineering school. It describes the various majors offered across five scientific areas that attract over 14,000 students. Specific majors like mechanical engineering, modeling and applied mathematics, materials science, production and industrial engineering, information technology, and biomedical engineering are summarized. Each major's goals, strengths, and available facilities are outlined. The document also provides statistics on student demographics and an example of an educational program's course breakdown. International exchanges are emphasized as a mandatory part of the curriculum.
The Finnish Consortium and Web Portal for Modelling Educationmathgear
The document summarizes a Finnish consortium and web portal for teaching mathematical modeling. It discusses the creation of a network of expertise across 7 Finnish universities to develop a standardized study module in mathematical modeling. Basic and advanced modeling courses were created using a blended approach with video lectures, online assignments, project work, and group discussions supported by a learning management system. Student feedback was positive overall, though some preferred traditional courses. The consortium aims to further improve online teaching and expand international collaboration.
Partner Presentation: National Center for Educational Quality Enhancementmathgear
The National Center for Educational Quality Enhancement (NCEQE) was established in 2006 by the Ministry of Education and Science of Georgia. It is responsible for external quality assurance of the educational system. Some key goals of the NCEQE include promoting quality assurance mechanisms, authorizing and accrediting educational institutions, developing educational programs, and integrating Georgian education into international systems to improve recognition abroad. The NCEQE works to enhance transparency and ensure the compatibility of qualifications with the labor market.
Revised Math teaching plans with STEM curricula IImathgear
The document discusses accreditation of university programs in Georgia and the role of the MathGeAr project in revising math curriculum. It notes that four universities participating in MathGeAr - Akaki Tsereteli State University, Batumi Shota Rustaveli State University, Georgian Technical University, and University of Georgia - have accredited programs. It outlines the accreditation process involving self-evaluation reports and standards covering goals, learning outcomes, teaching methodology, and resources. The universities will undergo reaccreditation from 2016-2017, and experience from MathGeAr will inform the reaccreditation and formation of new sector standards.
Sharing Interactive Geometry in a Multilingual Europemathgear
This document summarizes Paul Libbrecht's presentation on sharing interactive geometry resources in a multilingual Europe. The presentation introduced dynamic geometry as a tool for exploring mathematical constructions. It discussed the i2Geo platform's approach to enabling cross-curricular search of resources through an ontology of mathematical concepts. The presentation also covered i2Geo's focus on open educational resources, efforts to ensure resource quality, and challenges around encouraging reuse of resources across languages and cultures.
Learner Modelling and Adaptation in Math-Bridgemathgear
The document discusses learner modeling and adaptation in the Math-Bridge intelligent tutoring system. It describes the main components of the system including the learner model, domain model, and pedagogical model. It provides details on how the learner model is updated based on evidence from student interactions and how this information is used to adapt instruction by selecting appropriate content and sequencing. The system aims to personalize course generation and annotation based on the individual student model.
Partner Presenation: Armenian State Pedagogical University named after Kh. Ab...mathgear
This document provides information about Khachatur Abovyan Armenian State Pedagogical University. It establishes that the university was founded in 1922 and is located in Armenia, which has a population of 3.2 million people and Christianity is the dominant religion. The document outlines the university's international partnerships and projects, including its involvement in TEMPUS programs. It also describes the Faculty of Mathematics, Physics and Informatics, which has 400 undergraduate students and 200 graduate students studying various science fields. Laboratories in quantum electronics and nonlinear optics have been established through cooperation with Armenia's National Academy of Sciences.
The Millennium Challenge Corporation is a U.S. foreign aid agency helping reduce global poverty through investments in developing countries with good policies. The document discusses MCC's $140 million Compact II with Georgia, which aims to strengthen education in science, technology, engineering, and math fields through projects improving general education, vocational training, and higher education partnerships with U.S. universities. Key activities include rehabilitating schools, teacher training, developing vocational programs, and establishing degree programs in STEM fields through university consortia with San Diego State University and North Carolina State University.
SEFI is the largest network of higher engineering education institutions in Europe, connecting over 1 million students and 1580000 academic staff across 48 countries. The document provides a framework for mathematics curricula in engineering education. It aims to provide guidance for those developing concrete mathematics curricula and ensuring intended levels of mathematical competence are achieved. Mathematical competence is defined as the ability to understand, judge, do and use mathematics in various contexts. The framework outlines levels of content-related competencies, knowledge and skills, as well as recommendations for teaching methods, integrating mathematics into engineering programs, and assessment approaches.
Partner Presentation: Université Claude Bernard Lyon 1mathgear
The Claude Bernard University Lyon 1 is a large public university located in Lyon, France with over 39,000 students. It has over 300 degree programs across 13 faculties and sites. Each year it graduates over 9,000 students, including 1,400 who study abroad. The university has strong international partnerships, with over 1,000 outgoing international students and 3,500 incoming foreign students each year. It is also a leader in research publications and patent applications among French universities.
This document outlines the plan for creating and managing content in Math-Bridge. It discusses creating static learning objects such as formulae, translating content into different languages, and adding metadata. It also covers authoring exercises with simple or advanced feedback, and organizing content into collections, courses, and tests. The document provides instructions for practices to create sample content like an axiom, translate an example, and build simple and complex exercises. It identifies areas for future work such as improving the formula editor and exercise authoring tools.
Use of e-Learning Systems in Mathematics Courses at HTW Saarmathgear
This document discusses the use of e-learning systems, specifically MathCoach, in mathematics courses at HTW Saar. It provides an overview of HTW Saar, introducing MathCoach as an interactive e-learning tool for automatic exercise generation and visualization. MathCoach has been integrated into the university's learning management systems and used in blended learning formats, including the bridge course and regular classes. It allows for individual and distance learning, with online tests and statistical reporting of student results. Combining MathCoach with technologies like SMART boards provides interactive lectures that can be recorded and shared online.
Tampere University of Technology (TUT):
- Located in Tampere, Finland, the third largest city with over 200,000 inhabitants and two universities.
- Established in 1965 and has over 10,000 students, collaborates with 200 universities worldwide.
- The Department of Mathematics provides mathematics education for engineering programs, with courses covering areas like calculus, linear algebra, differential equations and more.
- Offers bachelor's and master's degrees in mathematics, as well as a teacher training program combining an engineering degree with a teaching license.
Brief History of Math-Bridge and its Usagemathgear
Math-Bridge is a family of technologies developed by researchers over 20 years to create adaptive math learning systems. Key features include interactive exercises, student progress tracking, and automatically generated courses. The systems have been used in various contexts from university math courses to secondary school tutorials. Feedback from users has helped researchers improve areas like content organization, search tools, and exercise interfaces.
The document summarizes the math curriculum at CPE Lyon. It discusses two tracks of applied math - one with less math focusing on differential equations and physics, and one with more math covering algebra, calculus and numerical analysis. It then outlines the fundamental math courses taught in the first year, including linear algebra, probability, transforms and decomposition methods. Finally, it describes the applied math courses in the Image, Modeling and Computing specialization, which involve modeling, processing, simulation and programming with a focus on image data.
This document outlines dissemination activities for the MathGear project, which aims to modernize mathematics curricula in South Caucasus universities. It lists articles published in academic journals and conferences about modern teaching methods in STEM fields. It also describes web resources, TV programs, and events hosted by various universities and organizations in Georgia, Armenia, and elsewhere to disseminate information about the project and discuss modernizing mathematics education.
WP 2: Modernization of Math Courses for STEM Education in GE/AM Universitiesmathgear
This document discusses modernizing math courses for STEM education in Armenian universities. It outlines activities under Work Package 2, including analyzing differences between EU and Armenian math curricula and recommendations for structural improvements. Key activities involve studying EU best practices, comparing course durations/credits, and modifying selected courses based on the SEFI framework. Courses will focus more on applied competencies and introduce e-learning tools like Math-Bridge. Outcomes include localized TEL tools, improved math programs, and a planned large-scale evaluation to assess the new curricula's impact on engineering/science education quality.
Powerpoint presentation M.A. Thesis DefenceCatie Chase
This document summarizes a research study that examined self-determination in post-secondary students with learning disabilities based on whether they were identified as having an LD in primary/secondary school or as an adult. The study found no statistically significant differences in self-determination, as measured by a self-determination scale, between the two groups of students. The discussion considers limitations of the study related to measurement, sample size, and sampling biases. Implications are discussed for further examining the relationship between time of LD identification and self-determination with more reliable measures and larger sample sizes.
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Internationalisation and the initial teacher education curriculum’Ton Koenraad
Invited Presentation at the CILO bi-annual meeting. A network to promote internationalisation in teacher education for the primary and secondary sectors that most national HE Teacher Education faculties are member of.
Organisation: The Dutch EU National Agency, Amsterdam, Central Library, Netherlands
Interactive Mobile Language Learning in a Changing Europe: ICT Approaches in ...Alan Bruce
Elelments of learning and innovation in ICT support for language learning. Mobile applications for Greek, Bulgarian, Russian and Maltese in the EU LANGO project.
Open Educational Resources for less used languages in an increasingly digital...LangOER
Open Educational Resources for less used languages in an increasingly digital everyday culture: What are the challenges and how do we tackle them?
Presentation by Sylvi Vigmo, University of Gothenburg
#LangOER project: http://langoer.eun.org
Storify of the webinar: http://bit.ly/1ysnIZy
This document discusses disciplinary literacy in teaching mathematical literacy. It notes that only 50% of learners take mathematics, and many do not pass, which led to the new curriculum including mathematical literacy. Mathematical literacy focuses on everyday numeracy, technology, and authentic real-world contexts. There is a gap between reading word problems and finding solutions, as reading is under-emphasized. The document proposes filling this gap by explicitly teaching reading strategies, modeling metacognition, focusing on subject language, and facilitating discussion. The outcome would be a scaffolded reading program integrated across subjects, staff training, multilingual glossaries, and a handbook to support disciplinary and academic language development.
TeachME - A PPT presentation of this educational international projectTeachME
This is a PPT presentation of the TeachME project, an international educational initiative funded by th Erasmus + Programme, which has created neuro-didactic based online tools for international students and for teachers, educators and facilitators of language courses, to increase the number of young people who want to learn other EU languages and to enhance their ability to command the host-country language.
This document discusses the development of a task-based curriculum for intensive language training at a language institute. The curriculum combines one-on-one instruction with native speaker teachers and an online learning environment. It aims to achieve an optimal blend of expertise and technology-enhanced language learning. The Common European Framework of Reference is used to assess language skills and develop courses. A task-based approach matches language tasks to CEFR levels and categorizes them by industry-specific domains. The focus is on combining receptive and productive skills through authentic materials and assignments to promote advanced language use.
Interactive Whiteboards in Language Education: Criteria for the Evaluation of...cutrimschmid
The document discusses the iTILT project which aims to help language teachers make effective use of interactive whiteboards. It outlines the development of the project including IWB training for teachers, data collection on IWB use, and the creation of a website containing IWB resources. It also discusses the process of defining criteria for designing IWB-based language teaching materials, which was informed by literature on IWB use, analysis of teacher and student data, and teacher feedback. Criteria were developed across five key areas and will be validated through teacher surveys. The project aims to better support teachers in exploiting IWB technology in a way that is consistent with language teaching methodology.
This document discusses the contribution of language specialists to innovation in higher education pedagogy. It notes that English teachers are needed for both language support and interactive pedagogy. It also discusses how linguists can take content lecturers' interests into account in English medium instruction. The document then examines connections between language and non-language pedagogy through various teaching practices used by language and other subject specialists, such as blended learning on Moodle, blogging, videoconferencing, making videos, and project-based learning.
Language teaching in the digital age (Gillian Lord)Gillian Lord
This document discusses trends in language teaching and provides a framework for re-envisioning language instruction in the digital age. It outlines challenges in current approaches like the dominance of communicative language teaching and changing student demographics. A re-envisioned approach integrates skills, uses content to encourage outward perspective, treats culture as fluid, and accommodates varied delivery. Guiding principles for technology emphasize solid pedagogy and frameworks like the 5Cs and Integrated Performance Assessments. Various tools are presented for interpretive, interpersonal and presentational modes. An example performance assessment on food and cooking is described.
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...eaquals
The document discusses the development of online self-assessment tools to profile teachers' foreign language competencies based on competence profiles created by the authors. It describes a scaling survey conducted with 220 teachers and students to develop tailored self-assessment descriptors across various linguistic tasks and components. The goal is to create a new comprehensive self-assessment scale for teachers to evaluate their profession-related language skills in a precise and reliable manner.
icEurope Project & Web Collaboration IntroClaudia Warth
Presentation on the Comenius project icEurope
Gives a general project overview, its main theoretical and methodological aspects (intercult. communication, language learning, strategies and e-learning/Moodle), introduces web collaboration and presents main achievements during 1st year; also some views of the pilot Moodle course and materials
Language teaching in the digital age glordGillian Lord
This document discusses trends in language teaching and a re-envisioned approach for the digital age. It outlines challenges like changing student demographics and instructor conditions. A new approach integrates skills, uses content to encourage looking outward, and views culture as fluid. Guiding principles for technology emphasize solid pedagogy. The document provides examples of tools for interpretive, interpersonal and presentational modes. It presents a sample technology-enhanced performance assessment in Spanish around the theme of food.
This document discusses productivity software applications that can be used for language teaching and learning. It identifies several uses of applications like MS Word, presentation software, and spreadsheets. It provides examples of how these applications can be used to create learning plans, assessments, templates and graphic organizers. It also discusses how presentation software can help develop language macro skills like reading, writing, speaking and listening. Specific productivity applications are identified for creating and sharing documents, presentations and spreadsheets for language learning. Basic instructional design for preparing presentations is also outlined.
Project work is "an approach to learning which complements mainstream methods and which can be used with almost all levels, ages and abilities of students" (Haines 1989:1).
Similar to Interlingua - Providing foreign students with on-demand access to relevant learning material in their mother tongue (20)
Quality Assurance in lagre scale e-Assessmentsmathgear
The document discusses quality assurance in large scale e-assessments. It addresses quality assurance as being more than just a technical problem, involving validity, reliability, and ensuring the right processes are being done correctly. The document outlines the quality assurance process in modified constructive alignment, including defining learning outcomes, designing assessments based on those outcomes, and developing learning processes accordingly to align all elements. It provides an overview of important terms and aspects of quality assurance to consider in large scale assessments.
Intelligent Adaptive Services for Workplace-Integrated Learning on the Shop F...mathgear
Intelligent adaptive services can provide assistance and facilitate workplace-integrated learning on the shop floor as manufacturing transforms towards Industry 4.0. and cyber-physical production systems. Such services can adapt to individual users and contexts to select appropriate assistance measures, learning content, and processes. They utilize models of the domain, users, and processes to intelligently guide workers. Content can also be created directly in work contexts and shared to support ongoing learning. A maturity model approach can help companies migrate production towards more advanced cyber-physical systems.
Presentation of examples of modern scenarios with digital mediamathgear
The document outlines modern teaching and learning methods using digital media. It discusses examples where digital formats are used for lectures, seminars, and learning support. Specific examples discussed include using video lectures for flexibility, simulations or games for demonstrations, e-examinations in test centers, and role-playing with social media like Twitter. The document also addresses implications for projects, like which formats to use, what contents and activities are planned, and which materials will be used beyond texts. Constructive alignment of learning outcomes, assessments, and teaching activities is discussed along with formulating measurable learning outcomes. Social learning through forums, wikis, blogs and video conferencing is also covered.
The document discusses quality assurance measures for the MathGeAr project. It outlines the quality assurance framework, which includes developing internal progress indicators, peer reviewing deliverables, and administering surveys. Event organization procedures are based on feedback from participants. Evaluations of past project events found high satisfaction rates and that the information was useful. Recommendations provided feedback on curricula modernization and suggested aligning learning outcomes, teaching methods, and assessments.
The document summarizes the results of large-scale evaluations of reformed university courses. It describes longitudinal studies conducted across multiple universities that compare student performance in old versus new versions of courses. The studies administered pre-tests and post-tests to track changes in test scores. The results showed improvements in mean scores and reductions in standard deviations for the reformed courses across different subjects like analysis, probability, precalculus and calculus.
Comparative Analysis of Engineering Math Edication in EU and Georgia & Armeniamathgear
The document summarizes the key activities and findings from Work Package 1 of the MathGear project, which compared engineering mathematics education in the EU, Georgia, and Armenia. Some main points include:
- Course comparisons were conducted between EU universities and those in Georgia and Armenia to analyze similarities and differences.
- Overall the contents of engineering mathematics courses were found to be very similar, but Georgian and Armenian courses sometimes covered more topics or had more lecture hours.
- Recommendations included emphasizing applications over proofs, adding relevant engineering examples, and increasing the use of mathematical tools and e-learning platforms.
- Bridging courses and student testing were found to be more established practices in the EU that could help
The New EU Framework Programme for Research and Innovationmathgear
Horizon 2020 is the new EU framework programme for research and innovation from 2014 to 2020 with a budget of nearly €80 billion. It aims to stimulate economic growth and jobs by supporting research and innovation. The three priorities are excellent science, industrial leadership, and addressing societal challenges. It provides simplified single set of rules and funding rates to make participating easier for organizations. The first calls saw over 36,000 proposals requesting €80 billion in funds, with around 14% success rate.
Erasmus + Capacity Building in Higher Education (CBHE)mathgear
This document provides an overview of the Erasmus+ Capacity Building in Higher Education programme. It discusses the types of projects that can be funded, including joint projects focusing on curriculum development and structural projects addressing higher education systems. Eligible applicants and partners are described. Regional and national priorities for different countries/regions are outlined. The document also covers budget details, including funding amounts from the previous call and budget categories. Application and selection procedures are summarized.
Erasmus + How to prepare a competitive project proposal?mathgear
This document provides guidance on preparing competitive project proposals for Erasmus+. It emphasizes that a successful proposal demonstrates concrete and sustainable results that benefit all partners. It should be jointly prepared by an international partnership and have full institutional commitment. The document advises starting with local needs and identifying potential international partners from past collaborations. Good proposals are coherent, simple, concrete, clear, explicit, rigorous, and focused on fulfilling all requirements. Proposal drafting is a shared exercise requiring regular revision. Advice is given on mobility actions and respecting call criteria to develop a manageable and cost-effective project.
The document summarizes two curricular evaluation workshops, ASPU in April 2015 and ATSU in September 2015. At the workshops, participating universities presented their mathematical education programs and plans to modernize chosen courses, including changes to programs and teaching methods. Participants discussed modernizing curricula through incorporating applications of topics, using ICT tools for visualization and algorithms, and organizing self-directed student work. The conclusion was that modernizing programs with ICT tools and applications could make teaching more productive.
Revised Math teaching plans with STEM curriculamathgear
The document discusses revisions made to math teaching plans within STEM curricula at various partner universities. It describes how working groups at each university revised the math component of selected undergraduate and graduate programs using recommendations from Work Package 1 on defining math competencies. The revisions centered on establishing baseline and target math competencies, course contents, and evaluation. The document also provides recommendations on complying with national standards and Bologna principles when designing academic programs and evaluating learning outcomes, teaching methods, and student assessments.
This document provides an overview and update of the MathGeAr project, which aims to modernize mathematics curricula for engineering studies in South Caucasian universities. It discusses the project structure and phases, including conducting comparative analyses of math courses in Europe, Georgia and Armenia, developing modified course materials with a more applied focus and introducing e-learning technologies. The project has completed phase 1 activities involving study visits and is now in phase 2, implementing reformed curricula and capacity building at several partner universities. It will evaluate the impact of the modified courses in phase 3.
This document outlines an evaluation plan to compare the effectiveness of reformed mathematics courses to traditional courses. It proposes a longitudinal study with two groups: one taught the old course in 2015 and another taught the new course in 2016. Effectiveness will be measured by comparing student performance on pre- and post-tests, as well as surveys on motivation, knowledge gain, dropout rates, and course satisfaction between the two groups. The plan details what will be measured, the test design, and pre- and post-questionnaires to collect demographic data and assess changes in motivation and expectations.
This document outlines an evaluation methodology for testing reformed math courses. It proposes conducting a longitudinal study comparing student outcomes between a controlled group taught with old courses and an experimental group taught with new reformed courses. Data would be collected through pre-and post-tests to assess knowledge gain, pre-and post-questionnaires to measure motivation and attitudes, and course evaluation forms. The goal is to demonstrate educational benefits like improved grades, knowledge, and motivation or decreased drop-out rates for the reformed courses. Challenges include accounting for uncontrolled differences between groups and ensuring student participation in surveys.
This document provides an overview of the MathGeAr project, which aims to modernize mathematics curricula for engineering and science studies in South Caucasian universities. The project involves 14 partners across Europe, Georgia and Armenia. It will implement a comparative analysis of math syllabi, modernize selected curricula, introduce the Math-Bridge e-learning platform, and conduct a pilot evaluation of the new curricula. The 3 year project started in December 2013 and is funded by the European Commission's Tempus program with a budget of over 1 million euros. It involves 3 phases: best practices exchange, curricular reforms and capacity building, and implementation and evaluation.
This document summarizes the current progress and future plans of the MathGeAr project. It outlines the work being done in 6 work packages on math curricula studies, modernization, tools and teacher training, pilot implementation and evaluation, dissemination and sustainability, and quality control. It provides timelines and responsibilities for ongoing and upcoming tasks over the course of the project, which is estimated to run until January 2017. Partners are asked to submit various reports, organize travel, and prepare for upcoming project meetings to advance the goals of modernizing math education curricula in partner countries.
Teaching Maths at the University of the Futuremathgear
The document discusses the future of university teaching and learning. It describes how university infrastructure, teaching, and learning will change with new technologies. Key points include:
1. Infrastructure will include campus-wide wireless, new media centers, and learning management systems to support networked, mobile, and decentralized education.
2. Teaching will transition from traditional lectures to new formats like intelligent tutor systems and mobile learning. Classrooms may have interactive walls and touchscreen displays instead of blackboards.
3. Learning will be personalized and lifelong, accessible anywhere through intelligent tutoring systems, the internet, mobile devices, and collaboration between universities internationally. Education resources will be available to students constantly through new technologies.
Chemistry and Mathematics - the perfect Couple?mathgear
- Chemistry involves both experimentation and quantitative analysis using mathematical concepts and equations.
- Many chemistry students struggle with the required mathematics, either due to a lack of background knowledge or an aversion to mathematics.
- The author proposes using a "Math-Bridge" program to help students strengthen their mathematical skills before beginning chemistry courses. A previous attempt that offered extra credit for using an online math training program saw little participation.
- In the future, directly incorporating Math-Bridge into a bridge course before lectures could help better prepare students for the quantitative aspects of chemistry.
This document provides an overview of mathematics curricula and courses at Saarland University in Germany. It describes the personal research interests and teaching obligations of Michael Bildhauer, including courses in partial differential equations, calculus of variations, and geometric analysis. It also outlines the university's contact with Russian institutions and awards. The document then discusses the structure of degree programs under the Bologna Process, including credit points and the content of typical bachelor's courses in mathematics. It concludes by describing new developments to better prepare students in STEM fields for university studies.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This a page about condition probability taken from one of content collection at Connextions, which is a large library of digital e-Learning content
Table of contents
Headers
Links between relevant pages
This is page about conditional probability from Wikipedia
Similar page from Wolfram Math-World: largest Math knowledge base
And this is a similar page form one of the only tutorials.
Same formatting patterns, same reason to add structuring elements