Bridging the gap between TEL research and workplace practices is a big challenge for
researchers, trainers and professionals especially nowadays. The focus of this workshop is to invite phd TEL students to design WebQuest 2.0 training scenarios in order to promote TEL practices in a workplace contex
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
The Expanded Classroom: The impact of technology in a connected worldJonathan Shaw
The Media Department at Coventry University has developed a framework of highly innovative teaching, learning and creative-practice spaces – virtual and physical.
This paper will present the challenges we have faced, and the success we have encountered from the creation of a series of ‘alternative spaces’ for learning, which address the changing landscape of 21st Century education .
Students and staff have engaged with the spaces in different ways through a range of, discipline-led initiatives.
These initiatives have led to open educational classes, interactive blog spaces, online presentations of student work and international collaborations across courses within the media department.
We have recently developed a project that will enable students to engage more actively in the process so that they can create and develop student-led teaching and learning environments. This project will consider the spaces in which students are comfortable and prefer to learn as well as creating opportunities to challenge and question their learning styles.
The impact of the project extends beyond the teaching and learning environment and seeks to empower the students: by placing them at the heart of the process we hope that they will take more responsibility for their own learning, become more entrepreneurial in their approach to their own education and develop lifelong skills that extend far beyond the classroom.
With geographical barriers removed, educators have an opportunity to enlighten and empower students, through innovative, open and shared teaching and learning practices, to find their voice and positively contribute to a culturally rich and globally connected world.
Today’s teaching and learning should stimulate debate and encourage discovery; this paper places the student’s ownership, engagement and collaborative learning at the heart of that journey. Students, working as researchers and co-creators will develop collaborative, connected and technology-enabled models for higher education.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
The maker revolution is here. Everyone can be a maker. Children are creating all sorts of STEAM projects. Teachers from all levels are being trained to integrate maker-based projects in their classrooms. It is the Gold Rush of micro-prototyping technologies, robotics, 3D printing, laser cutting, electronic embroidery and embedded wearables. This is partly driven by the open-source electronic market emerging from Shenzhen, online DYI communities, data sharing over the Internet, but mostly by the worldwide movement driven by the 4th industrial revolution.
The next workforce will be faced with the new demands of a ubiquitous, mobile and ambient Internet of connected objects fed by AI and machine learning (Schwab, 2016). By 2025, the World Economic Forum (2015) predicts several technological tipping points, namely 10% of people wearing clothes connected to the internet, 1 trillion sensors also connected to the internet, the first robotic pharmacist, the first 3D printed car in production, and the first implantable mobile phone available commercially. This will bring unprecedented changes because they will arrive at a speed that will affect all our systems in all continents. They will force us to revise the nature of how we live, how we interact with each other and how we work.
Maker education is part of the solution to prepare the next generation workforce because it confronts learners to programming languages, robotics, additive manufacturing, prototyping, the internet of things and the sensing environment. More than just knowledge about these topics, learners have to develop competencies that will prepare them for a complex and ever-changing world that even experts cannot yet imagine. In this talk, I will present the global context for maker education and an operationalized definition of how to develop competencies in this context. I will also present results of several studies on this topic. More specifically, I will discuss fundamental maker knowledge, attitudes, resources, and how to design activities to mobilize competencies to complete multi-faceted projects or solve complex problems.
FREE / OPEN SOURCE SOFTWARE (F/OSS) PROJECTS FOR SOFTWARE ENGINEERINGAndreas Meiszner
This course intends to apply principles of open source communities within an Open Educational Environment within the subject area of computer science
education that will be open to students and free learners outside formal education.
This Free and Open Learning Space will foster participatory learning experiences, involving practical ‘hands-on’ sessions where participants’ learning
activities and the things they create will become learning resources itself. Future learners should be enabled to benefit from earlier achievements and
build upon them, instead of starting from scratch.
Lesley Doyle: Expansive Learning in Lifelong Learning Virtual Communities of ...Randolph Preisinger-Kleine
This presentation explains the theoretical lens and its practical outcome for an ongoing project. The purpose of the project (called DISCUSS) is the development of a state-of-the-art platform for Virtual Communities of Practice (VCoPs) in lifelong learning. The aim is to foster dialogue and exchange, in a collaborative environment, between the beneficiaries and users of the Lifelong Learning Program of the European Union. The beneficiaries include actors from a wide range of existing LLL projects, experts, stakeholders, decision makers and end users.
For the DISCUSS group members to begin the work of establishing and developing the VCoPs they needed first to ensure they had a clear and collectively acceptable theoretical lens. There are two parts to the theoretical framework we constructed for the project.
The first part was adapted from the key principles of Wenger et al’s (2002) notion of Community of Practice (CoP). The other part is based on Engeström’s (2001) theory of expansive learning.
In the presentation, I will begin with explaining why and how we developed the two complemetary parts to our theoretical lens. We knew that for CoPs to be developed from existing LLL projects, and become VCoPs, they needed to attract, engage and motivate the members to scaffold collaboration and mutual learning between their different projects.
The VCoPs had to be stimulating, relevant and of value to the members. So from the theoretical framework we developed a 12 step process for the DISCUSS virtual platform’s five ‘starter’ VCoPs, one for each of the five themes/CoPs identified for early development. In the presentation I will go on to demonstrate how expansive learning provides a very practical way of understanding and putting into operation the 12 step process.
I will also highlight the pivotal role played by DISCUSS as a creator, developer and propagator of shared or ‘boundary’ objects (eg knowledge repositories and graphic models) and as a provider of the appropriate tools needed by the VCoPs to connect, create and grow.
DISCUSS can be found at:
http://www.discuss-community.eu
ELearning is often touted as the way to ensure that everyone, irrespective of their geographical location, can participate in education and the learning management system is usually what enables this. The learning management system houses multi-media, assessments of all stripes, resources, wikis and social forums. But what happens when there is no internet? Do those without access have to forgo the opportunities and rich interaction afforded by the learning management system? This presentation, describes a project underway at the University of Southern Queensland to create a version of Moodle that doesn’t require internet access. And explores its possible application to a host of alternative contexts and uses.
Open, Connected Education. Voices from Tertiary Education: A conversation about productivity & innovation in tertiary education in New Zealand, a symposium organised by the Tertiary Education Union, July 22-23 2016, Wellington (http://teu.ac.nz/2016/07/productivity-commission/). Hashtag: #TEUvoices16
Audio available via SoundCloud: https://goo.gl/IPqQwS
A post that includes these slides plus audio and other links can be found on my blog: https://goo.gl/aiwXpl
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
From Pre-Primary education Degree (Universidad Rey Juan Carlos - URJC):
https://www.urjc.es/universidad/facultades/escuela-tecnica-superior-de-ingenieria-informatica/728-pre-primary-education
The Expanded Classroom: The impact of technology in a connected worldJonathan Shaw
The Media Department at Coventry University has developed a framework of highly innovative teaching, learning and creative-practice spaces – virtual and physical.
This paper will present the challenges we have faced, and the success we have encountered from the creation of a series of ‘alternative spaces’ for learning, which address the changing landscape of 21st Century education .
Students and staff have engaged with the spaces in different ways through a range of, discipline-led initiatives.
These initiatives have led to open educational classes, interactive blog spaces, online presentations of student work and international collaborations across courses within the media department.
We have recently developed a project that will enable students to engage more actively in the process so that they can create and develop student-led teaching and learning environments. This project will consider the spaces in which students are comfortable and prefer to learn as well as creating opportunities to challenge and question their learning styles.
The impact of the project extends beyond the teaching and learning environment and seeks to empower the students: by placing them at the heart of the process we hope that they will take more responsibility for their own learning, become more entrepreneurial in their approach to their own education and develop lifelong skills that extend far beyond the classroom.
With geographical barriers removed, educators have an opportunity to enlighten and empower students, through innovative, open and shared teaching and learning practices, to find their voice and positively contribute to a culturally rich and globally connected world.
Today’s teaching and learning should stimulate debate and encourage discovery; this paper places the student’s ownership, engagement and collaborative learning at the heart of that journey. Students, working as researchers and co-creators will develop collaborative, connected and technology-enabled models for higher education.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
The maker revolution is here. Everyone can be a maker. Children are creating all sorts of STEAM projects. Teachers from all levels are being trained to integrate maker-based projects in their classrooms. It is the Gold Rush of micro-prototyping technologies, robotics, 3D printing, laser cutting, electronic embroidery and embedded wearables. This is partly driven by the open-source electronic market emerging from Shenzhen, online DYI communities, data sharing over the Internet, but mostly by the worldwide movement driven by the 4th industrial revolution.
The next workforce will be faced with the new demands of a ubiquitous, mobile and ambient Internet of connected objects fed by AI and machine learning (Schwab, 2016). By 2025, the World Economic Forum (2015) predicts several technological tipping points, namely 10% of people wearing clothes connected to the internet, 1 trillion sensors also connected to the internet, the first robotic pharmacist, the first 3D printed car in production, and the first implantable mobile phone available commercially. This will bring unprecedented changes because they will arrive at a speed that will affect all our systems in all continents. They will force us to revise the nature of how we live, how we interact with each other and how we work.
Maker education is part of the solution to prepare the next generation workforce because it confronts learners to programming languages, robotics, additive manufacturing, prototyping, the internet of things and the sensing environment. More than just knowledge about these topics, learners have to develop competencies that will prepare them for a complex and ever-changing world that even experts cannot yet imagine. In this talk, I will present the global context for maker education and an operationalized definition of how to develop competencies in this context. I will also present results of several studies on this topic. More specifically, I will discuss fundamental maker knowledge, attitudes, resources, and how to design activities to mobilize competencies to complete multi-faceted projects or solve complex problems.
FREE / OPEN SOURCE SOFTWARE (F/OSS) PROJECTS FOR SOFTWARE ENGINEERINGAndreas Meiszner
This course intends to apply principles of open source communities within an Open Educational Environment within the subject area of computer science
education that will be open to students and free learners outside formal education.
This Free and Open Learning Space will foster participatory learning experiences, involving practical ‘hands-on’ sessions where participants’ learning
activities and the things they create will become learning resources itself. Future learners should be enabled to benefit from earlier achievements and
build upon them, instead of starting from scratch.
Lesley Doyle: Expansive Learning in Lifelong Learning Virtual Communities of ...Randolph Preisinger-Kleine
This presentation explains the theoretical lens and its practical outcome for an ongoing project. The purpose of the project (called DISCUSS) is the development of a state-of-the-art platform for Virtual Communities of Practice (VCoPs) in lifelong learning. The aim is to foster dialogue and exchange, in a collaborative environment, between the beneficiaries and users of the Lifelong Learning Program of the European Union. The beneficiaries include actors from a wide range of existing LLL projects, experts, stakeholders, decision makers and end users.
For the DISCUSS group members to begin the work of establishing and developing the VCoPs they needed first to ensure they had a clear and collectively acceptable theoretical lens. There are two parts to the theoretical framework we constructed for the project.
The first part was adapted from the key principles of Wenger et al’s (2002) notion of Community of Practice (CoP). The other part is based on Engeström’s (2001) theory of expansive learning.
In the presentation, I will begin with explaining why and how we developed the two complemetary parts to our theoretical lens. We knew that for CoPs to be developed from existing LLL projects, and become VCoPs, they needed to attract, engage and motivate the members to scaffold collaboration and mutual learning between their different projects.
The VCoPs had to be stimulating, relevant and of value to the members. So from the theoretical framework we developed a 12 step process for the DISCUSS virtual platform’s five ‘starter’ VCoPs, one for each of the five themes/CoPs identified for early development. In the presentation I will go on to demonstrate how expansive learning provides a very practical way of understanding and putting into operation the 12 step process.
I will also highlight the pivotal role played by DISCUSS as a creator, developer and propagator of shared or ‘boundary’ objects (eg knowledge repositories and graphic models) and as a provider of the appropriate tools needed by the VCoPs to connect, create and grow.
DISCUSS can be found at:
http://www.discuss-community.eu
ELearning is often touted as the way to ensure that everyone, irrespective of their geographical location, can participate in education and the learning management system is usually what enables this. The learning management system houses multi-media, assessments of all stripes, resources, wikis and social forums. But what happens when there is no internet? Do those without access have to forgo the opportunities and rich interaction afforded by the learning management system? This presentation, describes a project underway at the University of Southern Queensland to create a version of Moodle that doesn’t require internet access. And explores its possible application to a host of alternative contexts and uses.
Open, Connected Education. Voices from Tertiary Education: A conversation about productivity & innovation in tertiary education in New Zealand, a symposium organised by the Tertiary Education Union, July 22-23 2016, Wellington (http://teu.ac.nz/2016/07/productivity-commission/). Hashtag: #TEUvoices16
Audio available via SoundCloud: https://goo.gl/IPqQwS
A post that includes these slides plus audio and other links can be found on my blog: https://goo.gl/aiwXpl
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
From Pre-Primary education Degree (Universidad Rey Juan Carlos - URJC):
https://www.urjc.es/universidad/facultades/escuela-tecnica-superior-de-ingenieria-informatica/728-pre-primary-education
Selwyn, n. (2010). web 2.0 and the school of the future, today. inspired by ...agus darwanto
This is an excerpt of a Chapter in the the book by Selwyn, N. (2010). Web 2.0 and the school of the future, today. Inspired by technology, driven by pedagogy (pp. 23-‐38). Paris: OECD Publishing. I hope this work provides you with some information or insights regarding how tech kicks in the teaching and learning living rooms as reported by Selwyn..
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Do you want to collaborate with other classrooms? Do you need to meet standards that require you to have audience and global connections with your students? This presentation includes updated information shared in Flattening Classrooms, Engaging Minds to help you do just that. Presented at AdvancED Wyoming in March 2014 by Vicki Davis @coolcatteacher
"Opening up Education: The LangMOOC challenge" �Maria Perifanou
SMART 2016 conference – Scientific Methods in Academic Research and Teaching, KEYNOTE presentation
http://academia.edusoft.ro/conferences/smart-2016-scientific-methods-in-academic-research-and-teaching/
Keynote presentation at 'Breaking Barriers – Embracing Literacy through Digital Media organised by the Directorate for Lifelong Learning and Early School Leavers', Valetta, Malta, 30 November-4 December 2015. More info: https://ec.europa.eu/epale/en/content/breaking-barriers-embracing-literacy-through-digital-media
Exlporing New challenges in TELL: Language Learning MOOCsMaria Perifanou
Invited online lecture about Language MOOCs for Language teachers who are enrolled at the Master Course for CALL at the Language Center of Cyprus University of Technology. (7 November 2015)
OPENNESS: A challenge for Education, an opportunity for teachers! Let's work ...Maria Perifanou
My presentation about "Open Education" and Open Education Europa portal at the UIB 2015 Summer School!!
The Universitat de les Illes Balears (UIB) offered this summer a course about ICT trends in Education. The course will took place in the Spanish island of Ibiza during the week of 7-11 September 2015.
Future teachers had the possibility to explore the context of Open Education and the Open Education Europa Portal participating actively in a series of online activities.
http://openeducationeuropa.eu/en/blogs/openness-challenge-education-opportunity-teachers-lets-work-together
Exploring new challenges in TELL: LangMOOC and Open Education EuropaMaria Perifanou
This is the presentation that I did as invited speaker at the Elearning panel at the 28th Foreign Language Education conference in Thessaloniki on 27th and 28th August 2015 organised by the Panhellenic Federation of Language School Owners.
LangMOOC project _EMMA Summer School 2015, Ischia, ItalyMaria Perifanou
This is a presentation of the LangMOOC project (Erasmus+) http://www.langmooc.com/ that took place at the EMMA Summer School, Ischia Italy on July 2015. http://project.europeanmoocs.eu/project/get-involved/summer-school/programme/
The aim of the project is to research the potential of MOOCS in Language Learning, to explore the pedagogical framework of Language MOOCs, to develop a toolkit for the creation and management of Language MOOCs and OERs and to test the use of OERs in language MOOCs in a pilot course.
The LangMOOCs project focus is to step up support for language learning and promote multilingualism via the implementation of Massive Open Online Courses for Language Learning. One of the main outcomes of the project, the Language MOOCs toolkit, will include all the innovative methods and tools for the creation, management and evaluation of MOOCs and OERs for Language Learning. Most of the MOOCs are implemented and run by academic institutions. The LangMOOCs project also aims to non-academic institutions and language teacher and trainers.
"Open minds": another way to access knowledge & share your ideasMaria Perifanou
Workshop proposal for the JTEL & EMMA Summer School 2015
“OPEN Minds”: another way to access knowledge & share your ideas
A proposal for an interactive and collaborative learning activity for early- to mid-stage PhD candidates and for young researchers.
Nowadays everyone has unprecedented access to online resources and materials from all over the world. Finding good online resources and most importantly “open” access resources though is not easy. This remains a big challenge for every PhD student and generally for every researcher. Knowing where to search and how to find, for example, high quality open access journals needs effort and strategy. Furthermore, sharing research to “high quality” open access repositories needs also caution, planning and good knowledge of copyright issues.
Young researchers and PhD students have also enormous possibilities of networking and sharing research (i.e. Academia) as well as the possibility to access a big variety of online open courses of large scale (Massive Online Open Courses, MOOCs) that could support their work such as basic lessons of “qualitative research methods”.
Besides that, there are open access spaces of collaboration where PhD students can peer-review their unpublished research work (e.g. Prolearn Website/mediabase) as well open access databases where they can upload their PhD (e.g TEL Map Confolio).
But how easy is for PhD students and for young researchers to take advantage of all the “open access” possibilities? Which are the challenges and what are the risks?
INTED 2014 M. PERIFANOU & A. ECONOMIDES
The paper will first present
the requirements for a successful online Language Learning course and then it will continue with the
exploration of the use of MOOCs in Language Education. Next an evaluation of the platforms and the
instructional design used so far for Massive Open Online Language Learning Courses will follow.
Finally, after the presentation of possible concerns and recommendations regarding the Language
Learning MOOCs, there will be a discussion that aims to draw the first conclusions of this research
and share some future research plans.
DLC12 Transfer of Innovation: Collaborative Blended Learning model and WebQue...Maria Perifanou
Keynote presentation at the European Congress for Technology Enhanced Learning in Business: "Digital Learning Congress", Copernicus Center, Warsaw, Poland http://dlcongress.pl/
PLE11 Workshop proposal:
Design WebQuest 2.0 training scenarios focused on the creation of PLEs for professional development.
Maria A. Perifanou, Pontydysgu,Wales, UK
Graham Attwell, Pontydysgu,Wales, UK
Organic.edunet: Join our virtual “agrotouristic” journey to Tuscany!!Maria Perifanou
“Enhancing Environmental and Ecological Awareness and Education in Schools, Training Teachers on the Use of Web2.0 tools and Open Educational Resources, Organic.Edunet”, organised by the “Corvinus” University of Budapest, Hungary for the European project “Metaschool” (15-18/09/2010)
Presentation of 'Our Nature ' scenario concepts created for Language Learning context.
This is presentation for a proposal of a new blended Learning Model, the Collaborative Blended Learning Model The Collaborative Blended Learning model (CBLM) refers to web2quest collaborative projects that take place less in class (F2F) but mostly online out of class, supported by (a)synchronous web 2.0 technologies combining at the same time collaborative learning with self paced learning.This learning model aims to be implemented in the context of HRM.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Jtelss12, Workshop: “Webquest 2.0 training scenarios: Connecting TEL research to workplace”
1. “Webquest 2.0 training scenarios: Connecting
TEL research to workplace”
#jtelss12 Estoril, Portugal, 19-25 May 2012,
mariaperif@gmail.com Maria Perifanou Pontydysgu, UK
2. “The chance favors the
connected mind”.
Steve Johnson
http://www.youtube.com/watch?v=NugRZGDbPFU
“The collision of hunches makes us
original thinkers”
3. “Webquest 2.0 are
collaborative
projects that take place
less as face–to–face
meetings but mostly on–
line, supported by
(a)synchronous Web 2.0
technologies combining at
the same
time collaborative learning
with self paced learning”.
4.
5. “A Webquest 2.0 is an inquiry–oriented
activity in which some or all the information that
learners interact with comes from internet”
(Bernie Dodge, 1995)
“A Webquest 2.0 is an inquiry–oriented
.that takes place basically in a Web 2.0–
enhanced, social & interactive
open learning environment, in which the learner
can decide to create his
own learning paths choosing the Web 2.0 tools
and the on–line resources needed
for the completion of the final Webquest 2.0
product” (Perifanou, 2011)