[Substantially redesigned and updated content from a previous slide deck with the same title.]
Slides to support a workshop on visual thinking across the curriculum at the MADLAT Conference. Winnipeg, Manitoba, May 2013.
Over 80% of our brains are used interpreting visuals. It seems a waste not to take advantage this powerful channel into the minds of our students. What sorts of ways can a single image be used to tell stories and explore complex ideas in Math, Science, Language Arts or Languages classrooms? What could we do with a series of pictures? How can we do this beyond the time and space of the classroom walls and have our students generate a bank of powerful visuals to inspire future students to create even more powerful learning imagery?
In this hands on session participants will mash up their ideas with powerful images, painlessly share them with the group and spend the lion’s share of our time together thinking deeply and discussing our shared vision for what real learning looks like in our classrooms. We’ll touch on ideas of ethical and responsible use of technology, creative commons and some thoughts about visual design.
Bring your camera enabled mobile device. We’re gonna use it. And show you how to take better pictures in the process.
[Substantially redesigned and updated content from a previous slide deck with the same title.]
Slides to support a workshop on visual thinking across the curriculum at the MADLAT Conference. Winnipeg, Manitoba, May 2013.
Over 80% of our brains are used interpreting visuals. It seems a waste not to take advantage this powerful channel into the minds of our students. What sorts of ways can a single image be used to tell stories and explore complex ideas in Math, Science, Language Arts or Languages classrooms? What could we do with a series of pictures? How can we do this beyond the time and space of the classroom walls and have our students generate a bank of powerful visuals to inspire future students to create even more powerful learning imagery?
In this hands on session participants will mash up their ideas with powerful images, painlessly share them with the group and spend the lion’s share of our time together thinking deeply and discussing our shared vision for what real learning looks like in our classrooms. We’ll touch on ideas of ethical and responsible use of technology, creative commons and some thoughts about visual design.
Bring your camera enabled mobile device. We’re gonna use it. And show you how to take better pictures in the process.
Talk giving to the Tennessee College Public Relations Association regional meeting to cover what technology is coming in the near future for PR and communication
How social media can be used to communicate with external audiences, and to demystify public service institutions to encourage civic engagement.
Jairus Pryor (Bank of Canada) and Audra Williams (Parliament of Canada)
Slides from a presentation at the Learning 2.011 Conference in Shanghai, China. 9 September 2011.
Seymour Papert describes bricolage as a way to learn and solve problems by trying, testing and playing around. How do we learn by playing around with digital stuff? Can we create deep learning experiences that encourage students to show and share what they know with the world and contribute to the global knowledge commons? A variety of concrete student centred learning experiences are shared that leverage the power of the world wide web and focus teachers instructional design through lenses that are student centred, knowledge centred, assessment centred, and community centred. We look at both small short term assignments and larger long term projects that demonstrate how your students can learn and share as 21st century bricoleurs.
Talk giving to the Tennessee College Public Relations Association regional meeting to cover what technology is coming in the near future for PR and communication
How social media can be used to communicate with external audiences, and to demystify public service institutions to encourage civic engagement.
Jairus Pryor (Bank of Canada) and Audra Williams (Parliament of Canada)
Slides from a presentation at the Learning 2.011 Conference in Shanghai, China. 9 September 2011.
Seymour Papert describes bricolage as a way to learn and solve problems by trying, testing and playing around. How do we learn by playing around with digital stuff? Can we create deep learning experiences that encourage students to show and share what they know with the world and contribute to the global knowledge commons? A variety of concrete student centred learning experiences are shared that leverage the power of the world wide web and focus teachers instructional design through lenses that are student centred, knowledge centred, assessment centred, and community centred. We look at both small short term assignments and larger long term projects that demonstrate how your students can learn and share as 21st century bricoleurs.
EDUC-1090 Introduction to Education is the first of 11 courses in the Red River College's Teacher Education Diploma Programs: Certificate in Adult Education (CAE) and Technical Vocational Teacher Education (TECVC) Online Instructor: Rita Zuba Prokopetz – Winter 2015 (Week Seven: Module Eight)
Slides to support a presentation on Digital Storytelling in the K-12 classroom. Part of the #ETMOOC digital storytelling strand, 7 February 2013.
Broadcasting from Winnipeg, Manitoba; shared globally. ;-)
Slides from part two of a two part presentation at the Building Learning Communities Conference in Boston, MA. 28 July 2011.
Seymour Papert describes bricolage as a way to learn and solve problems by trying, testing and playing around. How do we learn by playing around with digital stuff? Can we create deep learning experiences that encourage students to show and share what they know with the world and contribute to the global knowledge commons? A variety of concrete student centred learning experiences are shared that leverage the power of the world wide web and focus teachers instructional design through lenses that are student centred, knowledge centred, assessment centred, and community centred. We look at both small short term assignments and larger long term projects that demonstrate how your students can learn and share as 21st century bricoleurs
Tales of Learning and The Gifts of Footprints v4.1Darren Kuropatwa
Why does digital learning matter? In a society that is increasingly technophilic what are the new literacies we need to be aware of for our own learning and that of our students? How does this impact the way we think about and teach our children to become empowered and empathetic responsible citizens? Answers to these questions and more are shared through a series of powerful tales of learning.
A series of quotes to prompt class discussion. The first 6 take a negative view of the study of history, and the last 6 take a positive view. I used it with my Year 11 History class to get them to discuss what history is and why it is important.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
14. nation state
The state is a political and geopolitical entity;
the nation is a cultural and/or ethnic entity.
Wikipedia explanation: http://en.wikipedia.org/wiki/Nation_state
15. nation state
The state is a political and geopolitical entity;
the nation is a cultural and/or ethnic entity.
The term quot;nation-statequot; implies that the t wo geographically
coincide, and this distinguishes the nation state from the other
types of state.
Wikipedia explanation: http://en.wikipedia.org/wiki/Nation_state
16. nation state
The state is a political and geopolitical entity;
the nation is a cultural and/or ethnic entity.
The term quot;nation-statequot; implies that the t wo geographically
coincide, and this distinguishes the nation state from the other
types of state.
It implies that the citizens share a common language, culture,
and values—which was not the case in many historical states.
Wikipedia explanation: http://en.wikipedia.org/wiki/Nation_state
23. satellite
state
Image is: http://
everystockphoto.com/
photo.php?imageId=376095
24. satellite
state
Image is: http://
everystockphoto.com/
photo.php?imageId=376095
25. satellite
state
a formerly
independent country
now under control or
heavily influenced by
another state.
Usually used to refer
to the USSR and the
Eastern Bloc. Image is: http://
everystockphoto.com/
photo.php?imageId=376095
26. Another image:
http://
www.daylife.co
m/photo/
0fGq5Wod1Eewk
Image is: 'Staatsrat
(round table)'
www.flickr.com/photos/
67715696@N00/23113
09574
27. collective security Another image:
http://
www.daylife.co
m/photo/
0fGq5Wod1Eewk
Image is: 'Staatsrat
(round table)'
www.flickr.com/photos/
67715696@N00/23113
09574
28. collective security Another image:
http://
www.daylife.co
m/photo/
0fGq5Wod1Eewk
Image is: 'Staatsrat
(round table)'
www.flickr.com/photos/
67715696@N00/23113
09574
29. collective security Another image:
http://
www.daylife.co
m/photo/
0fGq5Wod1Eewk
Image is: 'Staatsrat
(round table)'
www.flickr.com/photos/
67715696@N00/23113
09574
nations settling international conflict through
discussion, based on balance of power.
30. Image is: 'Hammer and Sickle'
www.flickr.com/photos/
76815233@N00/94775567
31. Image is: 'Hammer and Sickle'
www.flickr.com/photos/
76815233@N00/94775567
communism
32. Image is: 'Hammer and Sickle'
www.flickr.com/photos/
76815233@N00/94775567
communism
33. socioeconomic structure and political ideology
Image is: 'Hammer and Sickle'
www.flickr.com/photos/
76815233@N00/94775567
communism
34. socioeconomic structure and political ideology
promotes the establishment of an egalitarian, classless, stateless society
Image is: 'Hammer and Sickle'
www.flickr.com/photos/
76815233@N00/94775567
communism
35. socioeconomic structure and political ideology
promotes the establishment of an egalitarian, classless, stateless society
based on common ownership and control of the means of production and property in general
Image is: 'Hammer and Sickle'
www.flickr.com/photos/
76815233@N00/94775567
communism
37. current communist countries
www.flickr.com/photos/37679587@N00/1792351811
www.flickr.com/photos/45455765@N00/103947577
www.flickr.com/photos/9087290@N02/570408956
www.flickr.com/photos/74486811@N00/2630499134
38. current communist countries
www.flickr.com/photos/37679587@N00/1792351811
www.flickr.com/photos/45455765@N00/103947577
www.flickr.com/photos/9087290@N02/570408956
www.flickr.com/photos/74486811@N00/2630499134
39. current communist countries
www.flickr.com/photos/37679587@N00/1792351811
www.flickr.com/photos/45455765@N00/103947577
www.flickr.com/photos/9087290@N02/570408956
www.flickr.com/photos/74486811@N00/2630499134
40. current communist countries
www.flickr.com/photos/37679587@N00/1792351811
www.flickr.com/photos/45455765@N00/103947577
www.flickr.com/photos/9087290@N02/570408956
www.flickr.com/photos/74486811@N00/2630499134
41. current communist countries
www.flickr.com/photos/37679587@N00/1792351811
www.flickr.com/photos/45455765@N00/103947577
www.flickr.com/photos/9087290@N02/570408956
www.flickr.com/photos/74486811@N00/2630499134
42. current communist countries
www.flickr.com/photos/37679587@N00/1792351811
www.flickr.com/photos/45455765@N00/103947577
www.flickr.com/photos/9087290@N02/570408956
www.flickr.com/photos/74486811@N00/2630499134
46. coalition
Image: 'mans'
www.flickr.com/photos/
11581801@N00/475843606
an alliance of people, political parties, or countries
involved in a pact or treaty.
47. Image: 'Hmong Girls walking from Bac Ha Market'
www.flickr.com/photos/78163672@N00/2053859981
48. ethnic
Image: 'Hmong Girls walking from Bac Ha Market'
www.flickr.com/photos/78163672@N00/2053859981
49. ethnic
Image: 'Hmong Girls walking from Bac Ha Market'
www.flickr.com/photos/78163672@N00/2053859981
50. relates to characteristics of a people, esp. a group (ethnic
group) sharing a common and distinctive culture, religion,
language, or the like. (from dictionary.com)
ethnic
Image: 'Hmong Girls walking from Bac Ha Market'
www.flickr.com/photos/78163672@N00/2053859981
51. Image: 'End title AIF2'
www.flickr.com/photos/
67043694@N00/102858376
52. insurgency
Image: 'End title AIF2'
www.flickr.com/photos/
67043694@N00/102858376
53. insurgency
Image: 'End title AIF2'
www.flickr.com/photos/
67043694@N00/102858376
54. insurgency
Image: 'End title AIF2'
www.flickr.com/photos/
67043694@N00/102858376
violent, internal uprising aimed at overthrowing a sovereign
government.
55. Image: 'Long live free Quebec!'
www.flickr.com/photos/51035771209@N01/175897874
56. separatist
Image: 'Long live free Quebec!'
www.flickr.com/photos/51035771209@N01/175897874
57. separatist
Image: 'Long live free Quebec!'
www.flickr.com/photos/51035771209@N01/175897874
58. separatist
A person who advocates or
seeks the splitting of one
country or territory into t wo
politically independent
countries or territories. (from
Wikipedia)
Image: 'Long live free Quebec!'
www.flickr.com/photos/51035771209@N01/175897874