This presentation discusses the student's experience in an ITEC 299 class. The student chose the class to learn about different learning styles and how to incorporate technology into teaching. Through learning style surveys, the student discovered they are a visual and reflective learner. During the class, the student explored various technologies and their uses, including social networking, iPods/smartphones, and iPads/tablets. The experience helped the student gain confidence in technological skills and prepared them to introduce technology to future students. Overall, the class helped the student become a more effective learner warrior by trying new technologies and finding what works best for their learning preferences.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. My motivation - and so it
begins
Why I chose this class?
As a graduating senior and an aspire elementary school
teacher, I wanted to familiarize myself with the various
types of learning styles out there and how to incorporate
technology into my classroom. This is so when the times
comes, I could create an environment that caters to the
wide range of learners that I will have.
4. My thoughts on learning
preferences
Before taking the survey, I knew I was a visual learner so it
didn’t surprise me when my results show that I scored high
a visual learner. Ever since I was young, I understood things
better when they are drawn/written down for me. So when I
read the results for each of the category, I complete agreed
with it. By the end of the semester, I realize that I’m also a
reflective thinker as well.
6. Activities and my
Contribution
I think I was a successful Learning Warrior because I saw
and conquer the different types of technology that was
brought to my attention and I given the chance to gain a
better understanding of it. Through the Power Points,
activities, quizzes, application to my daily life, and reading
my peer’s responses it taught me which technology works
and didn’t work for me. The technology that worked best
with me were social networking, iPods/smart phones, and
iPads/tablets. What didn’t work well for me was Micro
blogging because all the components confused me.
7. Top 3 technologies
Social Networking - Using this platform to share/ connect with others that share
similar interests/views.
Evaluate various sites and investigate how we can use these community to help with our
assignments/projects/endeavors.
iPod/MP3 Players - I learned that this device has some great functions that can
be used to enhance my learning.
Record video, Skype, Audio recording, etc.
iPad/Tablet - A handy portable device that can be use to further one’s curiosity
in a subject.
Tried out different APPs, group work, note taking.
8. Overall experience
Overall, I think I had a great experience with this course.
This course has made me more confident in my
technological skills. I had the opportunity to fine tune the
ones that I had previous experience using and was
encouraged to explore technology that I wouldn’t have tried
on my own (microblogging and MMORPGS). This course
has prepared me to introduce others to these technological
platforms. Which will come in handy when I become a
teacher.
9. Physiological Factors
Of the three physiological factors that we learned about I
chose to focus on my diet. I knew that this was an area that I
have trouble maintaining because of my busy schedule. I
decide to start a food journal so that I can keep
track/motivate me to eat healthy and regularly. I also tried
to decrease my junk/fast food intake and replace it with lean
meat and foods that are rich with omega-3s. I can really see
the difference, as I no longer feel as sluggish throughout the
day.
10. Life after this journey
The knowledge I gained from this course would greatly
benefit me in all aspect of my life. When it comes time to
study for my CSET and CBEST I could use my note taking
skills and create a study guide that would work best for my
learning preference (visual and reflective). As an educator, I
can use the different types of technology that I learned in
this course to collaborate with my colleagues and elevate the
learning experience my students. I would also continue to
use LiknedIn to connect with others in my field. Lastly, I will
continue to work on staying healthy and maintain a healthy
lifestyle as it plays a huge role in my overall development!
11. Experience as a learning
warrior
I feel that I was a great Learning Warrior, because I was
brave and fearless. I like the fact that I was offered to try out
a wide range of technology and have a deeper understanding
of it. This gave me the chance to figure out which one suited
my learning style the best. Being a learning warrior has
awaken the curiosity in me, and I can see myself continuing
to look out and tried future technology that comes into my
radar.