The document is a self-assessment by Jamie Mahoney of their technological literacy. It discusses their understanding of key concepts like being able to identify technologies relevant to tasks, understanding how to use interfaces, and having some knowledge of how technologies work. Mahoney reflects on learning new technologies in a class like blogging, tweeting, Google Docs, and Jing. They analyze the affordances and limitations of these technologies and feel more comfortable with technological tools and literate after gaining experience using them.
Emily Densten reflects on her own technological literacy in a self-assessment. She discusses how Google Reader allows her to stay informed from many websites without visiting each site directly. This demonstrates her ability to identify relevant technologies, understand how they work, and understand how to use them effectively. While Google Reader provides the benefit of centralized information access, it can also potentially overload her with information from sites she wouldn't normally visit individually due to time constraints. Overall, she determines that through her analysis, she has moved from a state of passive adoption to true technological literacy as defined by Moore.
Cirip.eu - A Microbloging Platform for Mobile Learning and Online Courses in HECarmen Holotescu
This document discusses microblogging platforms and their use for mobile learning and online courses in higher education. It provides an overview of microblogging and popular platforms like Twitter and Cirip.eu. Cirip.eu is highlighted as a microblogging platform designed specifically for education that allows public and private groups, embedded multimedia, and mobile access for collaborative learning. Examples of using microblogging for online courses, communities of practice, and personal learning environments are also described.
The powerpoint for the first half of the opening workshop for Learning 2.0/09 @ Imperial College London Library.
Jenny's presenter notes have been included so you can take a look at those as well.
The document discusses the use of information and communication technologies (ICT) in education. It provides an overview of how ICT can be used to enhance teaching and learning, including using the internet for communication, information retrieval, and publishing resources. Specific technologies and online tools mentioned include email, discussion groups, the world wide web, blogs, YouTube, Google Earth, Photo Story, and Animoto. Guidelines are provided around developing an ICT policy and ensuring internet safety.
Educational Technology is the field the document's author is studying in their fourth semester of university. They initially did not understand the importance of educational technology but have since learned that it can be used to search for information, learn new languages, download books, and share information, rather than just for chatting, social media, and games. The author has also learned how to participate in educational sites that discuss important issues and how to use tools like podcasting, slidesharing, and blogging to share information with others. As a future English teacher, they could teach language, share information, or create activities online.
Creating a class twitter account to share classroom learningMalcolm Wilson
Creating a class Twitter account allows teachers to quickly share information about classroom learning with parents, the school community, and other organizations. Twitter is a microblogging platform that teachers use to post short updates, links, and images. To set up a class account, teachers choose a username, add a description, and follow relevant education accounts. Teachers should be mindful of child safety by avoiding identifying information and gaining permission before posting photos of students. Falkirk Council provides guidance on appropriate use of social media and following data protection policies.
The document is a self-assessment by Jamie Mahoney of their technological literacy. It discusses their understanding of key concepts like being able to identify technologies relevant to tasks, understanding how to use interfaces, and having some knowledge of how technologies work. Mahoney reflects on learning new technologies in a class like blogging, tweeting, Google Docs, and Jing. They analyze the affordances and limitations of these technologies and feel more comfortable with technological tools and literate after gaining experience using them.
Emily Densten reflects on her own technological literacy in a self-assessment. She discusses how Google Reader allows her to stay informed from many websites without visiting each site directly. This demonstrates her ability to identify relevant technologies, understand how they work, and understand how to use them effectively. While Google Reader provides the benefit of centralized information access, it can also potentially overload her with information from sites she wouldn't normally visit individually due to time constraints. Overall, she determines that through her analysis, she has moved from a state of passive adoption to true technological literacy as defined by Moore.
Cirip.eu - A Microbloging Platform for Mobile Learning and Online Courses in HECarmen Holotescu
This document discusses microblogging platforms and their use for mobile learning and online courses in higher education. It provides an overview of microblogging and popular platforms like Twitter and Cirip.eu. Cirip.eu is highlighted as a microblogging platform designed specifically for education that allows public and private groups, embedded multimedia, and mobile access for collaborative learning. Examples of using microblogging for online courses, communities of practice, and personal learning environments are also described.
The powerpoint for the first half of the opening workshop for Learning 2.0/09 @ Imperial College London Library.
Jenny's presenter notes have been included so you can take a look at those as well.
The document discusses the use of information and communication technologies (ICT) in education. It provides an overview of how ICT can be used to enhance teaching and learning, including using the internet for communication, information retrieval, and publishing resources. Specific technologies and online tools mentioned include email, discussion groups, the world wide web, blogs, YouTube, Google Earth, Photo Story, and Animoto. Guidelines are provided around developing an ICT policy and ensuring internet safety.
Educational Technology is the field the document's author is studying in their fourth semester of university. They initially did not understand the importance of educational technology but have since learned that it can be used to search for information, learn new languages, download books, and share information, rather than just for chatting, social media, and games. The author has also learned how to participate in educational sites that discuss important issues and how to use tools like podcasting, slidesharing, and blogging to share information with others. As a future English teacher, they could teach language, share information, or create activities online.
Creating a class twitter account to share classroom learningMalcolm Wilson
Creating a class Twitter account allows teachers to quickly share information about classroom learning with parents, the school community, and other organizations. Twitter is a microblogging platform that teachers use to post short updates, links, and images. To set up a class account, teachers choose a username, add a description, and follow relevant education accounts. Teachers should be mindful of child safety by avoiding identifying information and gaining permission before posting photos of students. Falkirk Council provides guidance on appropriate use of social media and following data protection policies.
Past the First Bend in the Road: Reflections on the Development of Digital Scholarship Programs from Five Institutions.
The University of Maryland presentation portion from the DLF Forum 2013 in Austin Texas. Abstract: Each of the five institutions represented on this panel has recently participated in a project or initiative that expands the reach and function of their respective digital scholarship programs. These programs are now past the first bend in the road and all are working through the challenges of increased responsibility and expectation that follow any successful start-up phase. Panel members will address the topic of sustaining new initiatives through their particular institutional experiences ranging from building communities to creating unified library spaces to integrating with a new campus curriculum. After brief presentations, the panel will engage in a moderated discussion with the audience to identify and address strategies for meeting the logistical and organizational challenges of novel endeavors in libraries.
What Teachers Want? Reusing OCW in the High School ClassroomEileen McMahon
The document summarizes findings from workshops held with Boston Public School teachers to introduce them to OpenCourseWare collections from MIT, Tufts University, and UMass Boston. The key findings were that while teachers were interested in the materials, they needed more support and guidance on how to integrate and remix OpenCourseWare content into their own lesson plans. Follow up surveys found that teachers made use of the materials after the workshops and found Google Docs and other collaboration tools introduced in the workshops to be helpful. The document proposes several opportunities for OpenCourseWare consortiums to better support teacher adoption, such as developing curriculum tools and hosting online communities for sharing best practices.
El documento compara los precios de varios artículos de oficina ofrecidos por diferentes proveedores. Resume las opciones de tres proveedores principales (La Perla, utiles economicos y consolidado), incluyendo los precios unitarios y totales de cada artículo. El resumen concluye seleccionando al proveedor de "utiles economicos" como la opción más barata con un costo total de $5,756,625.
O documento descreve uma plataforma de gestão integrada chamada Plataforma ASAP. Em três frases:
1) A Plataforma ASAP é um sistema de gestão que permite modelar ambientes de aprendizagem, monitorar ações e comunicação de forma integrada.
2) Ela funciona como uma solução para facilitar processos de gestão do conhecimento de forma contínua através de ferramentas como educação a distância.
3) A plataforma permite customizar páginas, conteúdos, ambientes de comunic
This media project uses and develops forms and conventions of real horror film openings. The uneven and cracked titles at the beginning alert viewers that they are watching a horror sequence. Random black clips with titles throughout also focus attention on the titles against a single color background. Filming the opening sequence in a quarry helped create a mysterious mood and matched researched conventions while taking advantage of the dark, gloomy lighting to require fewer editing effects than planned.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
1) Before taking the class, the author thought they were technologically literate but did not truly understand the depth and capabilities of technologies like Facebook, Google, computers, cell phones, and email.
2) The class taught the author about additional technologies like Twitter, Google Docs, and Tumblr and how to fully utilize their features and potential uses.
3) The author now believes they are technologically literate after learning not to judge technologies at face value but to investigate their interfaces and capabilities.
1) Before taking the class, the author thought they were technologically literate but did not truly understand the depth and capabilities of technologies like Facebook, Google, computers, cell phones, and email.
2) The class taught the author about additional technologies like Twitter, Google Docs, and Tumblr and how to fully utilize their features and potential uses.
3) The author now believes they are technologically literate after learning not to judge technologies at face value but to investigate their interfaces and capabilities.
1) Before taking the class, the author thought they were technologically literate but did not truly understand the depth and capabilities of technologies like Facebook, Google, computers, cell phones, and email.
2) The class taught the author about additional technologies like Twitter, Google Docs, and Tumblr and how to fully utilize their features and potential uses.
3) The author now believes they are technologically literate after learning not to judge technologies at face value but to investigate their interfaces and capabilities.
The document discusses Jessica Lochel's self-assessment of her technological literacy based on David Richard Moore's three levels of technological literacy: 1) Identifying relevant technologies, 2) Understanding how to use technologies, and 3) Understanding the inner workings of technologies. Jessica reflects that she has developed level one literacy by using technologies like Twitter, Google Docs, and Tumblr for class assignments. She has also developed level two literacy by learning to use the basic functions of these technologies but does not feel she has reached level three literacy which requires understanding their structures. Overall, she feels more technologically literate after learning new technologies in her class but still has more to learn.
The document discusses the author's experience becoming more technologically literate through learning to use various online tools in an introductory writing class. The author discusses learning to use Twitter to follow others and have conversations, Google Docs for collaborative writing, Tumblr for blogging, and Wordle for visualizing word frequencies. While some tools had disadvantages like slow performance or not being used regularly, overall the author believes the experience has enhanced their understanding of technology and how various programs can be utilized.
1) The document describes the author's experience taking a class on technology literacy where she learned about many new technologies like Twitter, Tumblr, Gmail, and Google Docs.
2) At first, the author felt ashamed that her knowledge of technologies was not as strong as her classmates' knowledge, but by using the various tools for assignments she became more comfortable with social networking.
3) By the end of the class, the author gained confidence in her understanding of how to use different technologies and how they interconnect, overcoming her initial fears about social media platforms.
This document provides an overview of how Twitter can be used for academic teaching. It discusses setting up Twitter profiles and using hashtags to support specific modules. Twitter allows asynchronous communication of key information and questions. It can enhance lectures by allowing a backchannel for student questions and interaction. While participation cannot be enforced for undergraduates, information must also be provided through other channels. The document provides examples of how academics at York use Twitter and discusses best practices for using Twitter for both teaching and research.
This document discusses using Twitter for academic teaching. It begins by explaining what Twitter is and how it works. Then, it discusses some myths about Twitter and outlines key concepts like tweets, retweets, hashtags, etc.
The document proposes four ways to use Twitter for teaching: 1) To support modules by sharing additional resources and information, 2) To enhance lectures by allowing student questions and interaction, 3) To keep in touch with students, and 4) To allow both synchronous and asynchronous communication.
Finally, it provides some examples from academics at York who have used Twitter successfully in their teaching, such as requiring students to use Twitter and a module hashtag to participate in a museum studies course.
This document summarizes Dawn Lyn Melnyk's journey to becoming technologically literate over the course of a class. It describes her initial experiences using Twitter and Tumblr and misunderstanding their purposes. It then details how she learned to use hashtags on Twitter, navigate Tumblr for blogging, add hyperlinks, and utilize tools like Google Docs, screen shots, and URL shorteners. By exploring various technologies, she realized that being technologically literate means using the right tools for different tasks.
Alison Resnick reflects on what it means to be technologically literate and how she proves her own literacy through her use of Twitter. She identifies three key aspects of technological literacy according to Moore: identifying relevant technologies, understanding how to use them, and understanding what they are used for and how they work. Resnick explains how she meets these aspects through searching on Twitter to find people with similar interests, learning how to favorite and follow others, and understanding Twitter's interface and purpose from its homepage layout. She determines that her experience aligns with Moore's definition of technological literacy.
Alison Resnick reflects on what it means to be technologically literate and how she proves her own literacy through her use of Twitter. She identifies three key aspects of technological literacy according to Moore: 1) Identifying relevant technologies, 2) Understanding how to use technologies, and 3) Understanding what technologies are used for and how they work. Resnick explains how she meets each of these aspects through searching for interests on Twitter, utilizing various features like trends and followers, and comprehending Twitter's interface and purpose. She determines that she has demonstrated technological literacy as defined by Moore.
Twitter is a popular microblogging platform that enables users to send and share posts of up to 140 characters known as “tweets”. (www.twitter.com). In this paper, I would like to discuss the use of twitter as an interesting social media to teach and generate debate with students. This experience has taken place at the Carlos III University of Madrid with students of law, business and journalism. I am describing the basic guidelines to implement this social media tool as well as the results of this implementation according to my own teaching experience.
Kimberly began the technology course feeling overwhelmed by the variety of tools available but learned about their educational benefits. She was introduced to blogging, podcasting, wikis and other resources and saw opportunities to incorporate them in her future role as a school administrator, such as using a wiki to gather stakeholder input. Though initially fearful, she gained confidence through practice and understands the importance of modeling technology use and supporting staff development. Blogging in particular can facilitate collaboration and student publishing, though also requires addressing safety and responsibility concerns. Kimberly now recognizes the need to advocate for technology to meet student needs and support professional growth.
This document discusses transformational modern media and emerging technologies in education. It notes that modern media is becoming more virtual, interactive, democratic, participatory and social. It emphasizes matching learning objectives and student needs to appropriate technologies. The document provides tips on developing a "usage map" to organize objectives and pair them with assignments, assessments, media and rubrics. It also discusses evaluating the effectiveness of different technologies using models like Kirkpatrick's and the Technology Integration Matrix.
The document summarizes Amanda Trac's experience in an online mobile/personal learning class. It describes her learning preferences as a sensual and verbal learner. It discusses the learning pathway and activities that helped her learn, including quizzes, predictions, and discussion questions. It highlights three mobile technologies she found most useful - iPods for studying, microblogs for current information, and multimedia for marketing lessons. It concludes by discussing how she will continue using reflection, sensing, and multimedia strategies and technologies in her work and studies going forward.
This document summarizes a student's experience investigating different social technologies for learning over the course of a class. The student found that microblogs and screencasts were most interesting and useful for their learning preferences as a sequential and sensory learner. Screencasts in particular accommodated their needs by presenting information in a logical, step-by-step manner. While surprised by social networking sites as a learning tool, the student wants to continue exploring microblogs and using screencasts after the class to support their learning.
Past the First Bend in the Road: Reflections on the Development of Digital Scholarship Programs from Five Institutions.
The University of Maryland presentation portion from the DLF Forum 2013 in Austin Texas. Abstract: Each of the five institutions represented on this panel has recently participated in a project or initiative that expands the reach and function of their respective digital scholarship programs. These programs are now past the first bend in the road and all are working through the challenges of increased responsibility and expectation that follow any successful start-up phase. Panel members will address the topic of sustaining new initiatives through their particular institutional experiences ranging from building communities to creating unified library spaces to integrating with a new campus curriculum. After brief presentations, the panel will engage in a moderated discussion with the audience to identify and address strategies for meeting the logistical and organizational challenges of novel endeavors in libraries.
What Teachers Want? Reusing OCW in the High School ClassroomEileen McMahon
The document summarizes findings from workshops held with Boston Public School teachers to introduce them to OpenCourseWare collections from MIT, Tufts University, and UMass Boston. The key findings were that while teachers were interested in the materials, they needed more support and guidance on how to integrate and remix OpenCourseWare content into their own lesson plans. Follow up surveys found that teachers made use of the materials after the workshops and found Google Docs and other collaboration tools introduced in the workshops to be helpful. The document proposes several opportunities for OpenCourseWare consortiums to better support teacher adoption, such as developing curriculum tools and hosting online communities for sharing best practices.
El documento compara los precios de varios artículos de oficina ofrecidos por diferentes proveedores. Resume las opciones de tres proveedores principales (La Perla, utiles economicos y consolidado), incluyendo los precios unitarios y totales de cada artículo. El resumen concluye seleccionando al proveedor de "utiles economicos" como la opción más barata con un costo total de $5,756,625.
O documento descreve uma plataforma de gestão integrada chamada Plataforma ASAP. Em três frases:
1) A Plataforma ASAP é um sistema de gestão que permite modelar ambientes de aprendizagem, monitorar ações e comunicação de forma integrada.
2) Ela funciona como uma solução para facilitar processos de gestão do conhecimento de forma contínua através de ferramentas como educação a distância.
3) A plataforma permite customizar páginas, conteúdos, ambientes de comunic
This media project uses and develops forms and conventions of real horror film openings. The uneven and cracked titles at the beginning alert viewers that they are watching a horror sequence. Random black clips with titles throughout also focus attention on the titles against a single color background. Filming the opening sequence in a quarry helped create a mysterious mood and matched researched conventions while taking advantage of the dark, gloomy lighting to require fewer editing effects than planned.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
1) Before taking the class, the author thought they were technologically literate but did not truly understand the depth and capabilities of technologies like Facebook, Google, computers, cell phones, and email.
2) The class taught the author about additional technologies like Twitter, Google Docs, and Tumblr and how to fully utilize their features and potential uses.
3) The author now believes they are technologically literate after learning not to judge technologies at face value but to investigate their interfaces and capabilities.
1) Before taking the class, the author thought they were technologically literate but did not truly understand the depth and capabilities of technologies like Facebook, Google, computers, cell phones, and email.
2) The class taught the author about additional technologies like Twitter, Google Docs, and Tumblr and how to fully utilize their features and potential uses.
3) The author now believes they are technologically literate after learning not to judge technologies at face value but to investigate their interfaces and capabilities.
1) Before taking the class, the author thought they were technologically literate but did not truly understand the depth and capabilities of technologies like Facebook, Google, computers, cell phones, and email.
2) The class taught the author about additional technologies like Twitter, Google Docs, and Tumblr and how to fully utilize their features and potential uses.
3) The author now believes they are technologically literate after learning not to judge technologies at face value but to investigate their interfaces and capabilities.
The document discusses Jessica Lochel's self-assessment of her technological literacy based on David Richard Moore's three levels of technological literacy: 1) Identifying relevant technologies, 2) Understanding how to use technologies, and 3) Understanding the inner workings of technologies. Jessica reflects that she has developed level one literacy by using technologies like Twitter, Google Docs, and Tumblr for class assignments. She has also developed level two literacy by learning to use the basic functions of these technologies but does not feel she has reached level three literacy which requires understanding their structures. Overall, she feels more technologically literate after learning new technologies in her class but still has more to learn.
The document discusses the author's experience becoming more technologically literate through learning to use various online tools in an introductory writing class. The author discusses learning to use Twitter to follow others and have conversations, Google Docs for collaborative writing, Tumblr for blogging, and Wordle for visualizing word frequencies. While some tools had disadvantages like slow performance or not being used regularly, overall the author believes the experience has enhanced their understanding of technology and how various programs can be utilized.
1) The document describes the author's experience taking a class on technology literacy where she learned about many new technologies like Twitter, Tumblr, Gmail, and Google Docs.
2) At first, the author felt ashamed that her knowledge of technologies was not as strong as her classmates' knowledge, but by using the various tools for assignments she became more comfortable with social networking.
3) By the end of the class, the author gained confidence in her understanding of how to use different technologies and how they interconnect, overcoming her initial fears about social media platforms.
This document provides an overview of how Twitter can be used for academic teaching. It discusses setting up Twitter profiles and using hashtags to support specific modules. Twitter allows asynchronous communication of key information and questions. It can enhance lectures by allowing a backchannel for student questions and interaction. While participation cannot be enforced for undergraduates, information must also be provided through other channels. The document provides examples of how academics at York use Twitter and discusses best practices for using Twitter for both teaching and research.
This document discusses using Twitter for academic teaching. It begins by explaining what Twitter is and how it works. Then, it discusses some myths about Twitter and outlines key concepts like tweets, retweets, hashtags, etc.
The document proposes four ways to use Twitter for teaching: 1) To support modules by sharing additional resources and information, 2) To enhance lectures by allowing student questions and interaction, 3) To keep in touch with students, and 4) To allow both synchronous and asynchronous communication.
Finally, it provides some examples from academics at York who have used Twitter successfully in their teaching, such as requiring students to use Twitter and a module hashtag to participate in a museum studies course.
This document summarizes Dawn Lyn Melnyk's journey to becoming technologically literate over the course of a class. It describes her initial experiences using Twitter and Tumblr and misunderstanding their purposes. It then details how she learned to use hashtags on Twitter, navigate Tumblr for blogging, add hyperlinks, and utilize tools like Google Docs, screen shots, and URL shorteners. By exploring various technologies, she realized that being technologically literate means using the right tools for different tasks.
Alison Resnick reflects on what it means to be technologically literate and how she proves her own literacy through her use of Twitter. She identifies three key aspects of technological literacy according to Moore: identifying relevant technologies, understanding how to use them, and understanding what they are used for and how they work. Resnick explains how she meets these aspects through searching on Twitter to find people with similar interests, learning how to favorite and follow others, and understanding Twitter's interface and purpose from its homepage layout. She determines that her experience aligns with Moore's definition of technological literacy.
Alison Resnick reflects on what it means to be technologically literate and how she proves her own literacy through her use of Twitter. She identifies three key aspects of technological literacy according to Moore: 1) Identifying relevant technologies, 2) Understanding how to use technologies, and 3) Understanding what technologies are used for and how they work. Resnick explains how she meets each of these aspects through searching for interests on Twitter, utilizing various features like trends and followers, and comprehending Twitter's interface and purpose. She determines that she has demonstrated technological literacy as defined by Moore.
Twitter is a popular microblogging platform that enables users to send and share posts of up to 140 characters known as “tweets”. (www.twitter.com). In this paper, I would like to discuss the use of twitter as an interesting social media to teach and generate debate with students. This experience has taken place at the Carlos III University of Madrid with students of law, business and journalism. I am describing the basic guidelines to implement this social media tool as well as the results of this implementation according to my own teaching experience.
Kimberly began the technology course feeling overwhelmed by the variety of tools available but learned about their educational benefits. She was introduced to blogging, podcasting, wikis and other resources and saw opportunities to incorporate them in her future role as a school administrator, such as using a wiki to gather stakeholder input. Though initially fearful, she gained confidence through practice and understands the importance of modeling technology use and supporting staff development. Blogging in particular can facilitate collaboration and student publishing, though also requires addressing safety and responsibility concerns. Kimberly now recognizes the need to advocate for technology to meet student needs and support professional growth.
This document discusses transformational modern media and emerging technologies in education. It notes that modern media is becoming more virtual, interactive, democratic, participatory and social. It emphasizes matching learning objectives and student needs to appropriate technologies. The document provides tips on developing a "usage map" to organize objectives and pair them with assignments, assessments, media and rubrics. It also discusses evaluating the effectiveness of different technologies using models like Kirkpatrick's and the Technology Integration Matrix.
The document summarizes Amanda Trac's experience in an online mobile/personal learning class. It describes her learning preferences as a sensual and verbal learner. It discusses the learning pathway and activities that helped her learn, including quizzes, predictions, and discussion questions. It highlights three mobile technologies she found most useful - iPods for studying, microblogs for current information, and multimedia for marketing lessons. It concludes by discussing how she will continue using reflection, sensing, and multimedia strategies and technologies in her work and studies going forward.
This document summarizes a student's experience investigating different social technologies for learning over the course of a class. The student found that microblogs and screencasts were most interesting and useful for their learning preferences as a sequential and sensory learner. Screencasts in particular accommodated their needs by presenting information in a logical, step-by-step manner. While surprised by social networking sites as a learning tool, the student wants to continue exploring microblogs and using screencasts after the class to support their learning.
The document discusses the author's self-assessment of their technological literacy. It defines technological literacy as being open to new technologies, using technology to improve life, and being aware of and able to adapt to changes in technology. Though the author initially thought using common technologies like Google, Facebook, and blogs meant they were literate, they have learned that true literacy requires being open to trying new technologies and using technology to its full potential. Through the class, the author gained experience with Twitter, Tumblr, and Google Docs, and plans to continue using some but not all of these technologies.
The document discusses the changing definition of literacy and skills needed for students in the 21st century. It emphasizes the importance of digital literacy, online collaboration, and using technology as a tool for learning and communication. Skills like critical thinking, communication, and problem solving are emphasized as important for students and preparing them for the modern workforce. The document provides examples of online tools and resources that can be used to develop these skills through collaborative activities.
The document discusses the changing definition of literacy and skills needed for students in the 21st century. It emphasizes the importance of developing digital citizenship skills and 21st century literacy skills across various content areas. These include skills like critical thinking, communication, collaboration, and using technology for research and communication. The document also provides definitions and discussions of key aspects of digital citizenship like digital etiquette, rights and responsibilities, communication, and literacy.
This document discusses various mobile technologies and their use for learning. It describes how iPods, tablets, and microblogging can be used to review course content, interact with classmates, and assess learning through apps. The author found flashcard apps on their iPod and iPad helpful for visual learning and working at their own pace. Microblogging accommodated their reflective learning style by allowing time to think before seeking additional help. Screen recordings of mini-lectures best supported the author's reflective and visual preferences. Going forward, the author plans to continue using social bookmarking and podcasts for learning while working on incorporating more active learning strategies.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. The Definition of Technology Literacy According to David Howard Moore, being technology literate has become a twenty-first century skill and has three distinct levels. Identify technologies relevant to a task. Understanding how to use the technology and how to navigate its interface. Understanding the inner-working or structure of the technology.
3. In addition… Technology literacy is more than being aware of technology and it is even more than knowing how to use a set of technologies. Technology literacy is a recognition that the tools we find and create in our environment are extensions of ourselves.
4. How am I technology literate? 1. I am able to identify technologies relevant to tasks. I learned in this module how to use new technologies such as Google Docs. My group and I constructed our entire white paper together without ever physically meeting in a room together aside from class time. In addition, I also have learned how to use technologies more efficiently like twitter and tumblr. I learned how to properly use tags on tumblr so more people can search and see my posts. I also learned how to conduct and save searches on twitter so I can see all posts with certain hashtags. For example, when I missed class two weeks ago, I was able to see what we covered by searching my class hashtag and looking at my classmates’ live tweets.
5. 2. I now understanding how to use the technology and how to navigate its interface. For example, in addition to the tags on tumblr that I mentioned earlier, I also know how to effectively work hyperlinks and reblogging. By setting a hyperlink to my posts, people are able to navigate through the Internet to ensure credibility for my posts. Also, by reblogging other people’s posts, I am sharing their ideas, and exchanging data among the discourse community of tumblr.
6. 3. Finally, I now understanding the inner-working or structure of the technology. Since starting this module, I have learned the how to work a large amount of technologies and make them work together. For example, I have linked my tumblr posts to my twitter account, I have posted links from surveys created on Surveymonkey on twitter and facebook, I have used wordle to find my groups most commonly used words and posted the results in a google doc and many more inner-workings of the technology. I have effectively recognized how and what to use each of these technologies for.
7. Affordances/Hindrances of Technology Through class discussions, research, and first hand use, I have learned that no technology is perfect, and that there are positive and negative aspects of each form of technology.
8. Twitter Affordances- free use, customizable, users pick who they follow, ability to be private, easy searching for people and tweets, social networking options, and able to obtain pop-culture news at anytime. Hindrance- Only 140 characters max, pop-culture news is not always accurate, people can tweet anything, and it is a forum for corporate promotion.
9. Tumblr Affordances- free use, enables users to post anything (Text, pictures, videos, links, quotes, etc.), able to choose who you follow. Hindrance- Not defense to reblogging, unkown followers and bloggers, confusing to new users.
10. Google Docs Affordances- Automatic saving, able to work with others over the Internet, chat capabilities, multiple people can work on the same document, private invites. Hindrance- slow use at times, can be publically viewed and searched, not always easy for multiple people to type without errors.
11. Conclusion Technology literacy goes far beyond just the ability to read and write, and is not restricted to just the use of computers. According to David Howard Moore’s three requirements to be Technology Literate, I feel I have proved I meet the requirements to be considered Technology Literate. I can identify technologies relevant to a task, I understanding how to use the technology and how to navigate its interface, and I understanding the inner-working or structure of the technology. I have shown this in my previous slides but in addition, I have also learned to use technology for other purposes. For example, I have a water jug in my room used to hold spare change, and an old shoe box to hold my guitar picks. Being technology literate is an important skill. According to Moore, of interest because so much of work life using computers and networks. It is a macro skill that is essential for success in today’s society. There are many aspects involved in Technology Literacy however, with practice anyone can be technology literate.