This document summarizes several web tools that can be used in the classroom, including Wordle for creating word clouds, GoAnimate for creating animated videos, Voki for creating talking avatars, and Animoto for creating slideshow videos. It also mentions tools like Scootpad for practice assessments, Dropbox for cloud storage, Vimeo for video storage, Diigo for bookmarking and sharing links, Fotobabble for adding voice recordings to photos, and Chrome extensions like a URL shortener and tab manager. Many of these tools have accompanying iPad and iPhone apps available.
This document provides summaries of and instructions for various educational technology tools including Animoto, BrainPOP, Discovery Education, Tellagami, Edmodo, Quia, Voicethread, LiveBinder, Thinkfinity, QR codes, and some additional educational resources. Each section includes a brief description of the tool, its features and uses, and how to access it through a website or app. The document is intended to inform educators about available digital tools and online platforms that can be used for lessons, assignments, communication, and interactive content.
The document discusses various technology tools that can be used in the classroom, including subscription services like BrainPOP, Discovery Education, Edmodo, Quia, and Voicethread. It then covers tools for curating content like Blendspace, LiveBinder, and Symbaloo. Additional sections cover tools for working with images like Glass Giant, PhraseIt, and ThingLink. Digital storytelling tools discussed include Animoto, Emaze, iMovie, Pic Collage, Smore, and StoryboardThat. The document also mentions tools for geography, student response like Padlet and Socrative, using QR codes, and flashcards with Flippity.
This document discusses how students can use iPads and apps to demonstrate their knowledge and engage with content in new ways beyond traditional worksheets and assignments. It provides examples of several apps - Explain Everything, Creative Book Builder, Tellagami, and iMovie - that allow students to create video screencasts, digital books, animated stories, and movies. The document suggests how these apps can be used across subjects for students to explain math problems, write and publish digital books, create character narratives, and produce video projects. It emphasizes that these tools allow for more authentic writing in different formats, facilitate discussion and sharing of work, and provide an electronic portfolio system through uploading projects to the Canvas platform.
This document outlines various technology tools that can be used in the classroom, including tools for curating content like Blendspace and Edmodo, editing images with tools like Glass Giant and Phrase It, creating videos and stories with Animoto and Storyboard That, interactive maps and activities with Great Cities of the World and Mission MapQuest, and student response tools like Socrative and Padlet. It provides descriptions of each tool's features and capabilities. The presenter encourages attendees to visit her blog for more details and highlights from the presentation.
This document discusses various technology tools that can be used in the classroom for curating content, using images, storytelling, geography lessons, and getting student responses. It provides information on tools like Blendspace, Edmodo, LiveBinder, Symbaloo, Glass Giant, PhraseIt, SwitchZoo, Tellagami, ThingLink, Twister, Animoto, Emaze, iMovie, Pic Collage, Smore, StoryBoardThat, Voicethread, LittleBirdTales, Great Cities of the World, Google in the Galapagos, Mission MapQuest, Padlet, Socrative, QR codes, and Flippity. Directions for using each tool are included.
The document discusses blended learning options and support available through Bond University's Office of Learning and Teaching. It summarizes screencasting using Camtasia, video recording using GoPro or regular cameras, podcasting using Audacity, and some other interactive options like response systems, Prezi, QR codes, and blogs. The options allow creating video or audio files from lectures and materials to add to the university's online learning site for students to access remotely. The Office of Learning and Teaching provides full support for faculty to utilize these tools.
This document summarizes several web tools that can be used in the classroom, including Wordle for creating word clouds, GoAnimate for creating animated videos, Voki for creating talking avatars, and Animoto for creating slideshow videos. It also mentions tools like Scootpad for practice assessments, Dropbox for cloud storage, Vimeo for video storage, Diigo for bookmarking and sharing links, Fotobabble for adding voice recordings to photos, and Chrome extensions like a URL shortener and tab manager. Many of these tools have accompanying iPad and iPhone apps available.
This document provides summaries of and instructions for various educational technology tools including Animoto, BrainPOP, Discovery Education, Tellagami, Edmodo, Quia, Voicethread, LiveBinder, Thinkfinity, QR codes, and some additional educational resources. Each section includes a brief description of the tool, its features and uses, and how to access it through a website or app. The document is intended to inform educators about available digital tools and online platforms that can be used for lessons, assignments, communication, and interactive content.
The document discusses various technology tools that can be used in the classroom, including subscription services like BrainPOP, Discovery Education, Edmodo, Quia, and Voicethread. It then covers tools for curating content like Blendspace, LiveBinder, and Symbaloo. Additional sections cover tools for working with images like Glass Giant, PhraseIt, and ThingLink. Digital storytelling tools discussed include Animoto, Emaze, iMovie, Pic Collage, Smore, and StoryboardThat. The document also mentions tools for geography, student response like Padlet and Socrative, using QR codes, and flashcards with Flippity.
This document discusses how students can use iPads and apps to demonstrate their knowledge and engage with content in new ways beyond traditional worksheets and assignments. It provides examples of several apps - Explain Everything, Creative Book Builder, Tellagami, and iMovie - that allow students to create video screencasts, digital books, animated stories, and movies. The document suggests how these apps can be used across subjects for students to explain math problems, write and publish digital books, create character narratives, and produce video projects. It emphasizes that these tools allow for more authentic writing in different formats, facilitate discussion and sharing of work, and provide an electronic portfolio system through uploading projects to the Canvas platform.
This document outlines various technology tools that can be used in the classroom, including tools for curating content like Blendspace and Edmodo, editing images with tools like Glass Giant and Phrase It, creating videos and stories with Animoto and Storyboard That, interactive maps and activities with Great Cities of the World and Mission MapQuest, and student response tools like Socrative and Padlet. It provides descriptions of each tool's features and capabilities. The presenter encourages attendees to visit her blog for more details and highlights from the presentation.
This document discusses various technology tools that can be used in the classroom for curating content, using images, storytelling, geography lessons, and getting student responses. It provides information on tools like Blendspace, Edmodo, LiveBinder, Symbaloo, Glass Giant, PhraseIt, SwitchZoo, Tellagami, ThingLink, Twister, Animoto, Emaze, iMovie, Pic Collage, Smore, StoryBoardThat, Voicethread, LittleBirdTales, Great Cities of the World, Google in the Galapagos, Mission MapQuest, Padlet, Socrative, QR codes, and Flippity. Directions for using each tool are included.
The document discusses blended learning options and support available through Bond University's Office of Learning and Teaching. It summarizes screencasting using Camtasia, video recording using GoPro or regular cameras, podcasting using Audacity, and some other interactive options like response systems, Prezi, QR codes, and blogs. The options allow creating video or audio files from lectures and materials to add to the university's online learning site for students to access remotely. The Office of Learning and Teaching provides full support for faculty to utilize these tools.
1) Emerging educational technologies such as Web 2.0 tools and apps can increase student engagement and achievement by allowing collaboration, sharing, and exploration across multiple platforms.
2) The document provides information on learning management systems, blogs, wikis, presentation tools, flashcard tools, and other resources that can be used for collaboration, publishing content, and mobile learning.
3) Links and descriptions of tools such as Prezi, Google Docs, Dropbox, and Evernote are given to illustrate how they can be used to capture, organize, and share content for teaching and learning.
Pete Sanderson - Using internet apps to support independent learningDigiLit Leicester
This presentation was delivered as part of TeachMeet Leicester: Digital Literacy #TMDL14, held at Crown Hills Community College on 18th March 2014.
For our round of the event, see: http://lccdigilit.our.dmu.ac.uk/2014/03/20/tmdl14
This document discusses using technology to create interactive study materials for students. It begins by describing the hardware and software used, including a tablet PC for taking lecture notes and converting them to PDF. It then discusses creating videos of problem solving using screencasting software and embedding them in notes on the online learning system. The document expresses a vision for creating interactive "flip books" using software that allows combining notes, videos, hyperlinks, and assessments. It describes trialing software called Flip Is Art that enables this, and also proposes having students create their own comic book style study materials using Web Comic Book Creator software.
This document provides information on various free web tools that can be used in the classroom, including GoAnimate for creating animations, Voki for making avatars, Animoto for making video trailers, Scootpad for Common Core practice, Dropbox for cloud storage, Vimeo for video storage, Diigo for bookmarking and collecting resources, Fotobabble for adding voiceovers to photos, Chrome extensions, Wordle for creating word clouds, and URL shorteners. Several of these tools have iPad and iPhone apps available for free or a low cost. Suggested classroom uses are provided for most tools.
Creating Short Videos for Your Online Coursemjrobertson
This document provides guidance on using audiovisual media in an ANGEL course. It discusses initial considerations like students' expectations and needs assessments showing their preference for downloadable or streaming lectures. It then covers hardware, software, and general tips for creating audiovisual content. Uploading options discussed include the school's hosting service as well as YouTube. The document concludes with step-by-step instructions for embedding videos within ANGEL course pages.
Njea convention 2015 ppt final draft_njea_2015.november.6.2015.1245amKaren Simmons
This document provides information about various educational tools that can be used to give students practice, including Plickers, Kahoot, Edpuzzle, StoryboardThat, Thinglink, Emaze, Front Row Education, Quill, Bubbl.us, Code.org, Symbaloo, and Weebly. It summarizes the key features and uses of tools like Plickers, Kahoot, and Edpuzzle. The document aims to help teachers find effective formative assessment and interactive learning tools to engage students.
Integrating iPads into the daily maths programme. Ideas, tips and tricks to support teachers on their journey of using iPads within their numeracy programme.
Interactive features such as audio, video, graphics, links, and navigation tools allow users to control and explore digital texts. Audio and video enhance access for blind or visually impaired users but can have loading delays. Graphics visually convey information quickly but require technical knowledge. Links directly connect users to desired websites or content but are not always easy to memorize. Navigation tools aid exploration but can be irritating if loading is slow due to weak internet connections. These interactive features combine to make digital texts more engaging and accessible to users.
Multimedia learning materials for scholars at a distancetbirdcymru
I presented this to delegates from the Open University of China on 4th June, 2013, at University of Leicester. The OU China has 3 million students, so even finding a stable VLE or LMS is a challenge.
OMLTA Presentation- Integrating Technology into the Language learning classroomBarbara Hirsch
This document discusses integrating technology into language classrooms. It provides examples of how teachers can use technology for listening, speaking, writing and reading activities. For listening, the document recommends using Audacity, podcasts, YouTube and text-to-speech. For speaking, it suggests having students record podcasts, create wikis with audio, make animations and videos. For writing, wallwisher, Glogster, Wordle and Flickr are presented. Reading activities include online newspapers and puzzle makers. The document encourages teachers to start small with technology and not be afraid to experiment.
A presentation for UniSA students on the whys, whats and hows of ePortfolios -including tips and software suggestions for creating, editing and serving images, audio and video files.
Macul leveling the special needs playing field final - wedharshche
The document discusses strategies for implementing a Bring Your Own Device (BYOD) program in a school district. It provides tips for increasing parent and student buy-in through workshops. It also outlines ways to identify student needs, find and create accessible materials, share materials, and teach skills for using devices. Key steps include ensuring any technology used is based on student IEP goals and including device use directly in accommodations. The document emphasizes creating materials in Google Docs for accessibility and sharing. It also discusses apps and extensions that can help with writing, reading, annotating texts, and providing accommodations.
Reba Gordon Matthews presents on using iPads to facilitate peer-to-peer instruction through apps like Screen Chomp, VoiceThread, and Posterous to create digital tutorials and lessons, allowing students to learn from and teach each other through video demonstrations and collaborative projects. She discusses challenges in funding and time for staff development, and successes in student engagement and embracing technology both in and out of the classroom. Resources are provided for further reading on peer instruction models and iPad integration strategies.
Ipadagoy workshop celc symposium-nus.keyTAEDTECH Sig
The document summarizes an iPadagogy workshop about using various apps for educational purposes. It describes how in 2012, the UAE decided to transition tertiary education to using iPads. Apps discussed include Edmodo, Popplet, Quizlet, Creative Book Builder, and more. The workshop covered how to integrate multiple apps for student projects, the process of planning, collecting resources, and assembling iBooks using various apps, and exporting the final products.
CLAS Feb 2014 update - mass student recordingThomas Dang
Collaborative Learning Annotation System (Arts ISIT at University of British Columbia) Feb 2014 feature update.
Recording of presentation or performance videos directly into the video management page.
Automatic metadata tagging to easily administer large number of student recordings.
Works on nearly all recording devices including high-end webcams, smartphones, and tablets
This document provides definitions and recommendations for presenting course content online. It defines key terms like presentation, screen capture, synchronous/asynchronous, and CMS. It recommends affordable and free screen recording software options like Camtasia, Snagit, Jing, and Ezvid for creating online presentations. It emphasizes finding a balance between time spent and satisfaction with online content. It also addresses issues like varying student technology skills and supporting academically disadvantaged students online.
iPads in the Classroom Presented by Jason Buck, Matt Spears and Matt Tobinedmodo
This document discusses using iPads and the Edmodo app in the classroom. It introduces three presenters - Jason Buck, Matt Spears, and Matt Tobin - and provides an Edmodo group code. The goals are how to use the iPad with Edmodo, spark conversation with Edmodo, and share successes, failures and best practices. Examples are provided of using the iPad camera for activities like shape hunting and science experiments. Teachers are encouraged to share additional ideas in the Edmodo group. Setting up accounts on desktops rather than iPads is recommended. In closing, the document states that iPads and Edmodo make a powerful combination for engagement, and that the camera is useful for recording observations.
This document provides recommendations for low-cost video analysis on a budget. It summarizes and compares different video analysis software options, recommends specific apps like Coach's Eye and Hudl, and provides tips on using smartphone cameras, creating video libraries from YouTube, and sharing videos through apps or other means. Hardware options like tripods, mounts and cameras are also discussed. The document aims to help users set up an affordable system for analyzing tennis technique through video.
iPods for Foreign Language: What? Why? How?Catherine Ritz
Catherine Ritz gives an overview of using iPod Touches in the classroom for language learning. She discusses what iPod Touches are, why teachers may want to use them, and various activities and apps that can be used, such as VoiceThread for audio narration, Puppet Pals for animated scenes, and language-specific dictionaries and news/audio apps. She also covers how to manage multiple iPods and alternatives if funding cannot be obtained. The presentation aims to demonstrate how iPod Touches can engage students and provide interactive, technology-enhanced language learning activities.
Green buildings typically consume 40-50% less energy and 20-30% less water. They provide healthier spaces for occupants by increasing efficiency of energy, water and material usage. Developing green buildings helps protect the environment and save natural resources. While green buildings may cost slightly more initially, the benefits of reduced operating costs and improved marketing outweigh the higher initial costs. Proper design and planning from the beginning can minimize additional expenses.
Presentatie WWV14: Lead Nurturing in de praktijk: met een puntensysteem naar ...webwinkelvakdag
Presentatie tijdens de Webwinkel Vakdagen 2014:
Lead Nurturing in de praktijk: met een puntensysteem naar een database vol leads!
Jasper Kolwijck van Exact
We spenderen heel veel budget aan (online) programma’s zoals SEA, SEO en email marketing om traffic naar onze website te genereren om deze het liefst direct te converteren naar een verkoopkans. Maar niet al je prospects klikken op de ‘koop nu’ of ‘vraag een offerte aan’ button. Logisch; iedereen zit in zijn eigen stadium; dat kan oriënterend zijn of al vergevorderd in de koopcyclus. De kunst is dus om op het juiste moment met de juiste boodschap te komen. In deze presentatie legt Jasper Kolwijck uit hoe Exact een Lead Nurturing programma heeft opgezet met behulp van Copernica om zo Marketing Qualified leads om te zetten in Sales Qualified Leads.
1) Emerging educational technologies such as Web 2.0 tools and apps can increase student engagement and achievement by allowing collaboration, sharing, and exploration across multiple platforms.
2) The document provides information on learning management systems, blogs, wikis, presentation tools, flashcard tools, and other resources that can be used for collaboration, publishing content, and mobile learning.
3) Links and descriptions of tools such as Prezi, Google Docs, Dropbox, and Evernote are given to illustrate how they can be used to capture, organize, and share content for teaching and learning.
Pete Sanderson - Using internet apps to support independent learningDigiLit Leicester
This presentation was delivered as part of TeachMeet Leicester: Digital Literacy #TMDL14, held at Crown Hills Community College on 18th March 2014.
For our round of the event, see: http://lccdigilit.our.dmu.ac.uk/2014/03/20/tmdl14
This document discusses using technology to create interactive study materials for students. It begins by describing the hardware and software used, including a tablet PC for taking lecture notes and converting them to PDF. It then discusses creating videos of problem solving using screencasting software and embedding them in notes on the online learning system. The document expresses a vision for creating interactive "flip books" using software that allows combining notes, videos, hyperlinks, and assessments. It describes trialing software called Flip Is Art that enables this, and also proposes having students create their own comic book style study materials using Web Comic Book Creator software.
This document provides information on various free web tools that can be used in the classroom, including GoAnimate for creating animations, Voki for making avatars, Animoto for making video trailers, Scootpad for Common Core practice, Dropbox for cloud storage, Vimeo for video storage, Diigo for bookmarking and collecting resources, Fotobabble for adding voiceovers to photos, Chrome extensions, Wordle for creating word clouds, and URL shorteners. Several of these tools have iPad and iPhone apps available for free or a low cost. Suggested classroom uses are provided for most tools.
Creating Short Videos for Your Online Coursemjrobertson
This document provides guidance on using audiovisual media in an ANGEL course. It discusses initial considerations like students' expectations and needs assessments showing their preference for downloadable or streaming lectures. It then covers hardware, software, and general tips for creating audiovisual content. Uploading options discussed include the school's hosting service as well as YouTube. The document concludes with step-by-step instructions for embedding videos within ANGEL course pages.
Njea convention 2015 ppt final draft_njea_2015.november.6.2015.1245amKaren Simmons
This document provides information about various educational tools that can be used to give students practice, including Plickers, Kahoot, Edpuzzle, StoryboardThat, Thinglink, Emaze, Front Row Education, Quill, Bubbl.us, Code.org, Symbaloo, and Weebly. It summarizes the key features and uses of tools like Plickers, Kahoot, and Edpuzzle. The document aims to help teachers find effective formative assessment and interactive learning tools to engage students.
Integrating iPads into the daily maths programme. Ideas, tips and tricks to support teachers on their journey of using iPads within their numeracy programme.
Interactive features such as audio, video, graphics, links, and navigation tools allow users to control and explore digital texts. Audio and video enhance access for blind or visually impaired users but can have loading delays. Graphics visually convey information quickly but require technical knowledge. Links directly connect users to desired websites or content but are not always easy to memorize. Navigation tools aid exploration but can be irritating if loading is slow due to weak internet connections. These interactive features combine to make digital texts more engaging and accessible to users.
Multimedia learning materials for scholars at a distancetbirdcymru
I presented this to delegates from the Open University of China on 4th June, 2013, at University of Leicester. The OU China has 3 million students, so even finding a stable VLE or LMS is a challenge.
OMLTA Presentation- Integrating Technology into the Language learning classroomBarbara Hirsch
This document discusses integrating technology into language classrooms. It provides examples of how teachers can use technology for listening, speaking, writing and reading activities. For listening, the document recommends using Audacity, podcasts, YouTube and text-to-speech. For speaking, it suggests having students record podcasts, create wikis with audio, make animations and videos. For writing, wallwisher, Glogster, Wordle and Flickr are presented. Reading activities include online newspapers and puzzle makers. The document encourages teachers to start small with technology and not be afraid to experiment.
A presentation for UniSA students on the whys, whats and hows of ePortfolios -including tips and software suggestions for creating, editing and serving images, audio and video files.
Macul leveling the special needs playing field final - wedharshche
The document discusses strategies for implementing a Bring Your Own Device (BYOD) program in a school district. It provides tips for increasing parent and student buy-in through workshops. It also outlines ways to identify student needs, find and create accessible materials, share materials, and teach skills for using devices. Key steps include ensuring any technology used is based on student IEP goals and including device use directly in accommodations. The document emphasizes creating materials in Google Docs for accessibility and sharing. It also discusses apps and extensions that can help with writing, reading, annotating texts, and providing accommodations.
Reba Gordon Matthews presents on using iPads to facilitate peer-to-peer instruction through apps like Screen Chomp, VoiceThread, and Posterous to create digital tutorials and lessons, allowing students to learn from and teach each other through video demonstrations and collaborative projects. She discusses challenges in funding and time for staff development, and successes in student engagement and embracing technology both in and out of the classroom. Resources are provided for further reading on peer instruction models and iPad integration strategies.
Ipadagoy workshop celc symposium-nus.keyTAEDTECH Sig
The document summarizes an iPadagogy workshop about using various apps for educational purposes. It describes how in 2012, the UAE decided to transition tertiary education to using iPads. Apps discussed include Edmodo, Popplet, Quizlet, Creative Book Builder, and more. The workshop covered how to integrate multiple apps for student projects, the process of planning, collecting resources, and assembling iBooks using various apps, and exporting the final products.
CLAS Feb 2014 update - mass student recordingThomas Dang
Collaborative Learning Annotation System (Arts ISIT at University of British Columbia) Feb 2014 feature update.
Recording of presentation or performance videos directly into the video management page.
Automatic metadata tagging to easily administer large number of student recordings.
Works on nearly all recording devices including high-end webcams, smartphones, and tablets
This document provides definitions and recommendations for presenting course content online. It defines key terms like presentation, screen capture, synchronous/asynchronous, and CMS. It recommends affordable and free screen recording software options like Camtasia, Snagit, Jing, and Ezvid for creating online presentations. It emphasizes finding a balance between time spent and satisfaction with online content. It also addresses issues like varying student technology skills and supporting academically disadvantaged students online.
iPads in the Classroom Presented by Jason Buck, Matt Spears and Matt Tobinedmodo
This document discusses using iPads and the Edmodo app in the classroom. It introduces three presenters - Jason Buck, Matt Spears, and Matt Tobin - and provides an Edmodo group code. The goals are how to use the iPad with Edmodo, spark conversation with Edmodo, and share successes, failures and best practices. Examples are provided of using the iPad camera for activities like shape hunting and science experiments. Teachers are encouraged to share additional ideas in the Edmodo group. Setting up accounts on desktops rather than iPads is recommended. In closing, the document states that iPads and Edmodo make a powerful combination for engagement, and that the camera is useful for recording observations.
This document provides recommendations for low-cost video analysis on a budget. It summarizes and compares different video analysis software options, recommends specific apps like Coach's Eye and Hudl, and provides tips on using smartphone cameras, creating video libraries from YouTube, and sharing videos through apps or other means. Hardware options like tripods, mounts and cameras are also discussed. The document aims to help users set up an affordable system for analyzing tennis technique through video.
iPods for Foreign Language: What? Why? How?Catherine Ritz
Catherine Ritz gives an overview of using iPod Touches in the classroom for language learning. She discusses what iPod Touches are, why teachers may want to use them, and various activities and apps that can be used, such as VoiceThread for audio narration, Puppet Pals for animated scenes, and language-specific dictionaries and news/audio apps. She also covers how to manage multiple iPods and alternatives if funding cannot be obtained. The presentation aims to demonstrate how iPod Touches can engage students and provide interactive, technology-enhanced language learning activities.
Green buildings typically consume 40-50% less energy and 20-30% less water. They provide healthier spaces for occupants by increasing efficiency of energy, water and material usage. Developing green buildings helps protect the environment and save natural resources. While green buildings may cost slightly more initially, the benefits of reduced operating costs and improved marketing outweigh the higher initial costs. Proper design and planning from the beginning can minimize additional expenses.
Presentatie WWV14: Lead Nurturing in de praktijk: met een puntensysteem naar ...webwinkelvakdag
Presentatie tijdens de Webwinkel Vakdagen 2014:
Lead Nurturing in de praktijk: met een puntensysteem naar een database vol leads!
Jasper Kolwijck van Exact
We spenderen heel veel budget aan (online) programma’s zoals SEA, SEO en email marketing om traffic naar onze website te genereren om deze het liefst direct te converteren naar een verkoopkans. Maar niet al je prospects klikken op de ‘koop nu’ of ‘vraag een offerte aan’ button. Logisch; iedereen zit in zijn eigen stadium; dat kan oriënterend zijn of al vergevorderd in de koopcyclus. De kunst is dus om op het juiste moment met de juiste boodschap te komen. In deze presentatie legt Jasper Kolwijck uit hoe Exact een Lead Nurturing programma heeft opgezet met behulp van Copernica om zo Marketing Qualified leads om te zetten in Sales Qualified Leads.
Las fotos muestran la casa de un sultán, no un hotel. Pertenece al Sultán Al Nahyan de la familia real de los Emiratos Árabes Unidos. El auto plateado del sultán no está pintado, sino que está hecho de plata auténtica, lo que ilustra la gran riqueza de la familia real derivada de la industria petrolera.
Mapas conceituais aplicados à aprendizagem no ensino superiorPaulo Correia
O documento discute o uso de mapas conceituais para melhorar o ensino superior, promovendo a aprendizagem ativa e a aquisição de habilidades para a sociedade do conhecimento. Aborda fatores pessoais e institucionais que influenciam a aprendizagem universitária, e como os mapas conceituais podem aumentar a ressonância pedagógica entre professores e alunos. Também fornece exemplos de mapas conceituais e exercícios para identificar erros conceituais.
Una mujer muere y llega al cielo, donde San Pedro le dice que para entrar debe deletrear correctamente una palabra. Ella lo hace y pasa al cielo. Un año después, ella ahora vigila las puertas del cielo y se encuentra con su ex marido, quien le cuenta que después de su muerte tuvo mucho éxito. Para dejarlo entrar, ella le dice que debe deletrear una palabra difícil, pero él no puede hacerlo y es enviado al infierno.
The document describes a study that used radio-enabled sensors to monitor temperature and humidity along fruit supply chains from South Africa to the United Kingdom. Graphs of temperature and humidity data from the sensors are presented for various fruits, including plums, pears, apples, and clementines. The data is segmented according to different stages of transport and storage. Analyzing the data identified points along the supply chain where temperature deviations occurred that could impact fruit quality. The methodology allows mapping supply chains and identifying areas for improvement to better maintain quality during long-distance shipping.
Mastercard Finansal ve Dijital Tabana Yayılma RaporuAtıf ÜNALDI
The majority of Europeans feel that financial and digital inclusion are equally important to society. However, less than half agree that their country has a high level of either financial or digital inclusion. While most Europeans have access to basic financial and digital services, there are gender disparities. Over four in five believe men have higher financial inclusion than women, and three in four believe the same for digital inclusion. The top barriers to inclusion are seen as income inequality, lack of education/skills, and distrust of banks or lack of access to technology. Respondents believe national governments should address these issues primarily through education programs. Overall, the survey finds support for improving inclusion but also perceptions of ongoing gender gaps.
The document summarizes the design choices made for a horror film poster. Key elements included a main image of a man holding an old-fashioned camera to convey low budget/mystery. Text was kept minimal and clear. Font, sizing, positioning and colors were chosen deliberately to attract audience attention and match the stalker/horror theme. Feedback from test audiences was incorporated into revisions. The final poster aimed to intrigue viewers about the plot while maintaining an unsettling, macabre aesthetic.
Tuesday Team Meeting Notes - December 6th 2016Ken Brand
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
n April 2016, Singapore hosted the first ever Food Vision Asia event. Food Vision Asia focused exclusively on this high growth market and the challenges it faces as increased consumer buying power drives its consumer’s appetite for a diet predicated on ‘world food’ choice and variety.
Spring 77386 Home Sales Report - January 2017 Ken Brand
This document provides real estate data and metrics for Spring, TX (zip code 77386) from January 2017. It includes the average and median sold prices from month to month over the past year. It also lists the average days on market, months supply of inventory, and market dynamics such as average price per square foot. The summary provides an overview of the housing market conditions in the area from a seller's and buyer's perspective based on the supply and demand data.
Este documento descreve um projeto de inovação para a livraria M.Livrarias. Ele apresenta insights sobre os hábitos de leitura no Brasil, perfis de clientes típicos, como Denise e Jorge, e dores e ganhos destes clientes. O documento sugere a criação de uma plataforma digital que permita experiências significativas para os clientes em qualquer lugar e dispositivo.
The document provides instructions for importing an Open Ecosystem VMWare appliance. It instructs the user to copy the CD contents to their hard drive, open the "4. Import Open Ecosystem VMWare Appliance" directory, extract the "OpenEcosystemAppliance.zip" file using WinZip, and verify the extracted "OpenEcosystemAppliance" directory contents.
This short document promotes the creation of Haiku Deck presentations on SlideShare and includes a photo credit. It encourages the reader to get started making their own Haiku Deck presentation by providing a "GET STARTED" prompt at the end.
Presentatie WWV14: De Logistiek achter E-commerce Hemawebwinkelvakdag
Presentatie tijdens de Webwinkel Vakdagen 2014:
De Logistiek achter de E-commerce van Hema door Joke Vink.
Meer informatie:
http://www.webwinkelvakdagen.nl/nl/programma/logistiek-achter-ecommerce-hema
The document discusses the future of the Internet of Things. It suggests that as more devices become connected to the internet and to each other, they will create new opportunities and challenges. Overall, the Internet of Things has the potential to change many aspects of life but also raises privacy and security concerns that must be addressed.
Keynote Slides: Profiting From Technology TrendsRoss Dawson
Slides for Ross Dawson's keynote at National Association of Federal Credit Unions Board of Directors Conference in Maui. Slides were designed to support the keynote, not to be viewed alone. For more see www.rossdawson.com
Digital Networks & Platform Business Models (Masterclass)Benjamin Tincq
Slides from a Masterclass I did at WeFab in São Paulo, for business executives and entrepreneurs:
1) Introduction
2) The Long Tail of Production
3) Uberization? No: Platform Economy
4) Open, Collaborative & Decentralized
5) Exercise: The Platform Design Toolkit
Essentials of a platform business modelValueCoders
A platform business model connects buyers and suppliers who can then transact with ease. This model is being seen as the latest trend in businesses of today.
The document discusses the iLife suite of applications including iPhoto, iMovie, GarageBand, iWeb, and iDVD. It describes the main functions of each application and provides examples of how they can be used in the classroom, such as creating student slideshows and videos, recording and editing music, designing websites, and converting projects to DVD format. Resources for learning more about each iLife application are also listed.
Interactive Language Learning: iPod, iTunes, ANGEL Joe Fahs
The iPod was designed as a portable music player for entertainment, but has evolved into an effective educational tool. iPods equipped with snap-in recorders enable learners to record lectures, maintain audio diaries, conduct live interviews, and practice speaking skills. Such audio recordings combined with Podcasts, audiobooks, and music are especially suitable for the teaching and learning of languages. This session demonstrates how to engage students in interactive language learning using these audio technologies and the ANGEL learning management system (concepts also apply to other systems such as WebCT and Blackboard). Included in the presentation are methods to organize MP3 audio files for transfer and linking between iPods, iTunes and ANGEL courses, although a MP3 player is not required.
The document discusses how teachers can use podcasts in education. It defines podcasts as digital audio files that are compatible with Windows and Apple devices and do not require an iPod. It then outlines the basic steps to create a podcast which include recording audio using Audacity or GarageBand, sharing the recording to iTunes to create an MP3 file, tagging the MP3 with relevant information, and uploading the file to a podcast hosting service. The document encourages teachers to reflect on creative ways to integrate podcasts into their classrooms.
Enchanced Audio Podcasts for Online and Mobile LearningJoe Fahs
1. The document discusses enhancing audio podcasts and audiobooks for online and mobile learning by adding features like chapter markers, images, text, and web links to synchronize with the audio.
2. Software solutions for creating enhanced podcasts and audiobooks from PowerPoint presentations are demonstrated, including options for publishing them on course management systems and iTunes U.
3. The session explores how enhanced audio formats engage students in new ways and can benefit online, assisted, and mobile learning.
Enhancing Audio Podcasts for Online and Mobile LearningJoe Fahs
Chapter podcasts delivered to students through their electronic courses offer promising online and mobile (using iPods or iPhones) learning alternatives that traditional audio podcasts can not easily provide. Join me in this session as we review and create chapter podcasts and custom audiobooks, including text-to-speech for assisted learning.
The document discusses podcasting and its uses for education. It defines podcasting as a combination of iPod and broadcasting, allowing users to subscribe and listen to audio or video content. It describes the different types of podcasts and software that can be used to create podcasts. Benefits highlighted include engaging students, enhancing the learning process, and generating creative expression. Examples of student and teacher podcasts are provided.
The document discusses podcasting and its uses for education. It defines podcasting as a combination of iPod and broadcasting, allowing users to subscribe and listen to audio or video content. It describes the different types of podcasts and software that can be used to create podcasts. Finally, it provides examples of how podcasting can benefit and engage students in learning.
Audio ResourcesChoose one of them or any other of your c.docxikirkton
Audio Resources
Choose one of them or any other of your choice to record your voice with a short discussion of these ideas and how you might use SOUND in your Integrated Thematic Unit and how your ITU is progressing. Conclude by stating which application you are using to record, and save as a sound file to the Discussion Board.
Sound
Sound Technologies are available for classroom and training use via Windows, Apple, Microsoft Office, software, the WWW, Internet applications, APPs, etc. and can be created in many ways. This important multimedia component often brings new life and excitement into learning and is often neglected. Remember that research shows that the more senses stimulated, the greater the retention. Special Needs students benefit in many ways, as well.
FILE FORMATS
WAV or waveform
.wav
A file extension developed by IBM and Microsoft for a standard Microsoft audio file.
It is supported by all computers running Windows and by all the most popular web browsers. The WAVE format is one of the most popular sound formats on the Internet for music or speech.
Audio Interchange File Format
.aif or .aiff
A file most commonly used in Macintosh Operating System
Musical Instrument Digital Interface
.midi
A digitally synthesized sound file format for sending music between electronic music devices like synthesizers and PC sound cards. This interface was created in 1982 by the music industry; it is very flexible, ranging from very simple to real professional music making.
MIDI files are supported by all the most popular Internet browsers, software systems, and platforms. The downside of MIDI is that it cannot record sounds (only notes), or to put it another way, it cannot store songs, only tunes.
MIDI files do not contain sampled sound but a set of digital musical instructions (musical notes) that can be interpreted by your PC's sound card. The upside of the MIDI format is that since it contains only instructions (notes), MIDI files can be extremely small.
Via Wikipedia
Real Audio Media
.rm or .ram
These are two file extensions used for Real Audio players. The RealAudio format was developed for the Internet by Real Media. The format also supports video.
MP3
.mp3
MPEG-1 Audio Layer 3, more commonly referred to as MP3, is a digital audio encoding format using a form of lossy data compression. It is a common audio format for consumer audio storage, for the transfer and playback of music on digital audio players. MP3 is an audio-specific format that was designed by the Moving Picture Experts Group.
Applications (ideas for both PC and MAC)
Text to Speech
Make a choice under Voice selection. Preview Voice. Click Apply. You will hear this chosen voice when we open an application later. Under the Speech icon, you will find a tab Text to Speech (originally Text to Speech and Sound Recognition).
Siri
Voice Comments in Word *** cool functionality
Click on the sound icon on the right to insert comments for Word 2003.
Sound in Excel
...
This document provides information on how educators can utilize iPods in the classroom to engage students and bridge the gap between educators' and students' realities. It discusses how students are digital natives who think in a nonlinear, hypertext style. It then provides many examples of iPod apps and software that can be used for podcasting, digital projects, presentations, and storing various classroom files.
This document discusses podcasts, including what they are, different types of podcasts, and their use in education. A podcast is online audio or video content that can be played on computers or portable devices. There are basic audio podcasts, enhanced podcasts with images and chapters, and video podcasts. Podcasts use RSS feeds to syndicate content and notify users of updates. The document outlines how podcasts can benefit education by allowing students to share research, debate issues, and engage with course content in new ways while developing multimedia skills. Considerations for educational podcasting include copyright and ensuring student privacy.
This document introduces various apps that can be used for teaching and learning, including iBooks, folders to organize apps, and drawing, ebook, and mapping apps. It provides examples of how these apps can be used for activities in different subject areas like recording lessons, polling students, creating presentations and tutorials. It also lists resources on the RSC Moodle site related to accessibility, flipped learning, and a JISC RSC toolbox for loaning educational technology tools.
TESOL Rome, Italy
National Convention
Nov 30th -Dec 1st, 2008
Challenges and Changes in the Classroom
Podcasting for Personalized Exam Practice
by Valentina Dodge
sponsored by City&Guilds
The document provides guidance on creating and curating various types of digital content for uploading to a learning platform using a Mac computer. It discusses capturing video, audio, images from various sources including pupils, classrooms, and the internet. It also covers repurposing existing content like PowerPoint slides, and formatting content for playback on mobile devices. Specific software like Photobooth, iMovie, GarageBand, iTunes, Skitch, and Handbrake are mentioned for capturing, editing and converting different file formats of content.
Podcasting involves creating audio or video files that are distributed over the Internet using RSS feeds. Users can subscribe to podcasts using aggregator software like iTunes to be notified when new episodes are posted, which they can then listen to or watch on computers or portable devices. There are many uses for podcasting in education, such as teachers recording lessons for students, students creating podcasts to share learning, and administrators using podcasts for professional development. Creating effective podcasts involves planning content, recording audio or video, editing the files, and posting the finished product along with an RSS feed for users to subscribe to and access new episodes.
This document provides an overview of an in-service training on incorporating Apple's iLife multimedia applications into curriculum. It describes how teachers will learn basic use of iPhoto, iTunes, iMovie, and iDVD, and produce a quick slideshow, playlist, iMovie, and iDVD compilation to easily create and distribute multimedia. Resources and contact information are also provided.
This document provides instructions for creating a podcast, including:
1. Recording audio using a microphone or voice memo and converting it to an mp3 file using free audio editing software.
2. Uploading the mp3 file to a faculty web page for students to access.
3. Optionally posting the podcast on a blogger account to make it more accessible and help with experimenting with podcasting.
4. Sample lesson plans are also referenced for academic uses of podcasts.
This document provides an overview of developing educational content for iPhones and iPads. It discusses apps for viewing and creating documents, presentations, PDFs, audio, and video content. It also addresses issues with displaying Flash content and provides steps for mobile development. Resources for learning objective C programming and creating basic apps are also included. The document aims to educate on creating and delivering course content on mobile devices.
The document provides instructions for creating podcasts using Garage Band software. It outlines the steps to choose a purpose and audience, write a script, record audio segments, add artwork and chapters, export the podcast as an MP3 file, and publish the podcast on iTunes. It also offers ideas for types of podcasts and resources for learning more about podcasting.
Video and Screencasting Apps for LearningKaren Bosch
Video and screencasting apps can help teachers develop their own tutorials for students (similar to Khan academy) or can be used so students can make their own presentations that share what they are learning. This session shares a variety of apps that can be used to build tutorials or document learning. Project examples, workflow, and ways to publish your tutorials will be shared.
1. Apple's iPhoto & GarageBand Jim Harmon, Apple Distinguished Educator, Euclid City Schools Hannah Reid, Cleveland Heights-University Heights City Schools Stephanie Garmey, Euclid City Schools