The document provides a lesson plan for teaching English to low intermediate students using songs, videos, and movies. It includes two topics - teaching English lessons with songs, and reading skills. For each topic, it outlines the performance objective, course details, segment descriptions and activities, didactic resources, and materials. The lesson plan aims to help students use listening materials like songs and apply effective reading techniques.
Nuclear power should not be used because it is not cost effective, poses many dangers, and is unhealthy. It does not save much money and has significant risks. Its use threatens public health and safety in multiple ways.
Surveys are conducted to collect opinions from individuals on various topics. There are multiple methods to conduct surveys, including in-person, telephone, email and online. Online surveys have several benefits such as reduced costs, faster processing times, and higher response rates. Companies use market research surveys to understand consumer opinions and improve their products and services. Some companies offer online survey opportunities that allow individuals to earn income by completing surveys in their spare time.
This document discusses the importance of design and technology (D&T) education and the approach taken at Nottingham Trent University (NTU) to train D&T teachers. It outlines the content and structure of NTU's initial teacher training (ITT) programme, which aims to equip trainee teachers with the skills and knowledge to teach D&T across different key stages and materials. The programme takes an integrated approach to designing and making and consists of modules focused on design, making, and pedagogical aspects of D&T education.
This document discusses the importance of design and technology (D&T) education and the approach taken at Nottingham Trent University (NTU) to train teachers in this subject area. It outlines the content and structure of NTU's initial teacher training (ITT) programme for D&T, which takes an integrated approach focused on designing, making, and the relationship between technology and society. The programme aims to equip trainee teachers with the skills and knowledge to teach D&T across a range of material areas and key stages. It also models the type of teaching expected in secondary D&T education through its use of different teaching strategies including designing, making, and integrating both skills.
The Union POW camp at Andersonville, Georgia was opened in 1864 to relieve overcrowding at other prisons and guard fewer prisoners more remotely. It was located 65 miles from Macon. By June, the hastily constructed 26.5 acre stockade held over 22,000 prisoners, swelling to over 32,000 by August in severely overcrowded and unsanitary conditions that led to rampant disease and 12,912 deaths. After the war, camp commander Henry Wirz was tried and hanged for war crimes relating to conditions at Andersonville.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
This document summarizes research into perceptions of the purpose and structure of Design and Technology (D&T) as a school subject in England. Interviews with students and D&T teachers at two schools found differing views on D&T's unique identity and purpose. Some saw it as teaching vocational skills for careers, while others emphasized general life skills. Teachers viewed D&T as developing specialized design knowledge and skills, while national policy saw it as having insufficient coherence as an academic subject. There remains debate around D&T's role in the curriculum and what constitutes its core body of knowledge.
The document provides a lesson plan for teaching English to low intermediate students using songs, videos, and movies. It includes two topics - teaching English lessons with songs, and reading skills. For each topic, it outlines the performance objective, course details, segment descriptions and activities, didactic resources, and materials. The lesson plan aims to help students use listening materials like songs and apply effective reading techniques.
Nuclear power should not be used because it is not cost effective, poses many dangers, and is unhealthy. It does not save much money and has significant risks. Its use threatens public health and safety in multiple ways.
Surveys are conducted to collect opinions from individuals on various topics. There are multiple methods to conduct surveys, including in-person, telephone, email and online. Online surveys have several benefits such as reduced costs, faster processing times, and higher response rates. Companies use market research surveys to understand consumer opinions and improve their products and services. Some companies offer online survey opportunities that allow individuals to earn income by completing surveys in their spare time.
This document discusses the importance of design and technology (D&T) education and the approach taken at Nottingham Trent University (NTU) to train D&T teachers. It outlines the content and structure of NTU's initial teacher training (ITT) programme, which aims to equip trainee teachers with the skills and knowledge to teach D&T across different key stages and materials. The programme takes an integrated approach to designing and making and consists of modules focused on design, making, and pedagogical aspects of D&T education.
This document discusses the importance of design and technology (D&T) education and the approach taken at Nottingham Trent University (NTU) to train teachers in this subject area. It outlines the content and structure of NTU's initial teacher training (ITT) programme for D&T, which takes an integrated approach focused on designing, making, and the relationship between technology and society. The programme aims to equip trainee teachers with the skills and knowledge to teach D&T across a range of material areas and key stages. It also models the type of teaching expected in secondary D&T education through its use of different teaching strategies including designing, making, and integrating both skills.
The Union POW camp at Andersonville, Georgia was opened in 1864 to relieve overcrowding at other prisons and guard fewer prisoners more remotely. It was located 65 miles from Macon. By June, the hastily constructed 26.5 acre stockade held over 22,000 prisoners, swelling to over 32,000 by August in severely overcrowded and unsanitary conditions that led to rampant disease and 12,912 deaths. After the war, camp commander Henry Wirz was tried and hanged for war crimes relating to conditions at Andersonville.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
This document summarizes research into perceptions of the purpose and structure of Design and Technology (D&T) as a school subject in England. Interviews with students and D&T teachers at two schools found differing views on D&T's unique identity and purpose. Some saw it as teaching vocational skills for careers, while others emphasized general life skills. Teachers viewed D&T as developing specialized design knowledge and skills, while national policy saw it as having insufficient coherence as an academic subject. There remains debate around D&T's role in the curriculum and what constitutes its core body of knowledge.
DTES1: Session 1aims and purposes of educationAlison Hardy
This document discusses the aims and purposes of education. It begins by quoting several influential thinkers on their definitions of education. It then examines different perspectives on what constitutes education, including whether it must be intentional and transmit something worthwhile. The document also explores who decides what knowledge is worthwhile and what education is for from both an individual and societal perspective. It outlines some common purposes of education proposed by governments and boards of education. Finally, it notes there are many differing views on the fundamental aims of education.
This document contains a list of 14 references to images related to bats and other animals. Each reference provides the title of the image, date retrieved, and URL where the image can be accessed. The references cover different types of bats, as well as birds, foxes, and other animals sometimes associated with bats.
What is the curriculum and how is it designedAlison Hardy
This document discusses curriculum definitions, views of knowledge, and curriculum frameworks. It provides definitions of curriculum from Hayes, Jenkins and Shipman, and Stenhouse. It also discusses postmodern perspectives on knowledge and questions whether the traditional subject-based curriculum is outdated. Curriculum frameworks are introduced as having four components: aims and purposes, content, pedagogy, and assessment.
The document provides tips for reducing stress through better time management, organization, and communication. It recommends eliminating time-wasting activities, prioritizing tasks, throwing away clutter, and communicating with coworkers to prevent stress. Implementing these strategies around time management, organization, and communication can help reduce unnecessary stress.
El documento describe las partes físicas de una computadora, conocidas como hardware. Explica que el hardware se divide en tres categorías: dispositivos de entrada, que permiten ingresar información a la computadora; dispositivos de salida, que permiten emitir la información procesada; y dispositivos de almacenamiento, que permiten almacenar datos de forma interna o externa. Luego, enumera algunos ejemplos comunes de dispositivos que pertenecen a cada categoría.
Este documento introduce el concepto de memoria dinámica en C y C++. Explica que a veces no es posible conocer la cantidad de variables necesarias por adelantado, por lo que se requiere asignar memoria dinámicamente en tiempo de ejecución usando funciones como malloc(), realloc() y free(). También describe cómo la memoria dinámica se almacena en el montículo o heap, a diferencia de las variables globales y locales que se almacenan en posiciones fijas. Finalmente, da un ejemplo de cómo la asignación din
iRangers is an IT services company that provides solutions in areas like Microsoft, virtualization, and cybersecurity. They have over 500 successful projects and 500,000 happy users. Clients praise iRangers for understanding that technology supports business growth, for their strong ethics in client service, and for their innovative solutions. iRangers works with clients around the world from their headquarters in Winnipeg, Canada.
NRDC - China's Progress on Domestic and International Transparency of Climate...ewinds
The document discusses China's progress on domestic climate actions and international transparency. It outlines China's climate commitments including targets to reduce energy and carbon intensity. It describes China's target responsibility system for meeting emissions reductions targets and details verification systems. It also discusses China's commitments in the Copenhagen Accord and expectations for targets in the 12th Five-Year Plan, and argues China is willing to increase international transparency while meeting ambitious domestic goals.
This document summarizes a referral program that provides cash referral fees and prizes for referrals that result in closed deals. Referral fees range from $550 to $675 depending on the deal size and referrer level (Bronze, Silver, Gold, Platinum). Higher levels are achieved by making more referrals over time. Referrers can also receive extra ballots for prize drawings for every four referrals made. The program covers referrals for small business loans, mortgages, and consulting projects.
This document outlines a trade journal concept targeted at public company executives. It will provide knowledge acquisition through creative and relevant content in articles, audio and video on a monthly basis. The audience includes decision makers seeking to innovate, improve results and grow. Partners can provide content at various involvement levels for a fee and have the opportunity to engage the audience through the journal, events and other programs while tracking content performance metrics. The goal is to launch in March 2014 starting with a soft launch, media coverage and growing readership over time.
This document is the preface to a report on global child trafficking for sexual purposes published jointly by ECPAT International and The Body Shop. It contains prefaces from the CEO of The Body Shop, Sophie Gasperment, and the president of ECPAT International. Gasperment discusses The Body Shop's commitment to social campaigns and decision to partner with ECPAT on this issue. The ECPAT president expresses that child trafficking is a severe violation of children's rights and governments must do more to protect children, while partnerships like with The Body Shop can help mobilize support to realize a safe world for all children.
Who makes better use of technology for learning in D&T? Schools or university?Alison Hardy
Presentation prepared for PATT27
Abstract
University teacher training departments have many functions in their role as Schools for Initial Teacher Education (ITE), these include accrediting qualified teacher status, teaching subject knowledge and pedagogy, and influencing change in a school subject’s content and pedagogy. This paper discusses this latter area.
It can be easy for teacher training in universities to become ivory towers, modelling new ideas for curriculum delivery and content in a ‘bubble’ away from the real world of the school classroom. A centre of design and technology (D&T) education at an English university has undertaken research-led developments in the use of web 2.0 technologies and technology enhanced learning (TEL), modelling how they can be used in the classroom. The research examined in this paper is the next stage of the centre’s curriculum development to ensure the relevance of the university curriculum content and practices.
Anecdotal evidence suggests that the use of TEL in secondary schools is inconsistent and sporadic with D&T teachers using TEL, with minimal awareness of research available, which could inform their practice. This impacts on the centre’s trainee teachers as they begin teaching in schools during their final year of the course, with a possible unrealistic expectation of how TEL is used in schools, based on their university experiences.
To discover if their university experience is useful for both undergraduates and graduates of the course when they are teaching in schools, the research questions in this small comparative research project are:
1. How is TEL used by the university within the D&T subject knowledge modules of the course?
2. How is TEL used in D&T lessons in some local secondary schools?
The analysis of this data will be a comparison of the use of TEL across these two fields. The aim of the subsequent discussion and conclusion is to ensure that the subject knowledge taught and modelled in university about TEL in D&T is relevant and forward thinking, preparing trainee teachers for their future employment.
Presentation for College and Arts & Science Learning and Teaching conference 18/1/13 at Nottingham Trent University.
Abstract:
In a 2 hour session with year 2 students a range of technologies were used to develop their understanding of creativity, e.g. wikis, discussion boards, screen casts and open ether pads. To support the use of these technologies twitter was used to move students on through the session, provide assistance and motivation to individuals who were all working at their own computer (some at home, others in university).
This session will demonstrate how twitter can be used with students for an online session.
Session plan is also available on http://www.slideshare.net/ALHardy/keeping-pace-with-twitter-dtes2-session-3
The document evaluates a new approach to learning design that uses explicit design-based methods rather than implicit, belief-based approaches. It discusses how social media offers new ways to communicate and collaborate but these opportunities are not fully exploited. The Learning Design project at the Open University encourages reflective practices and sharing to promote better design. The document outlines the Design-Practice project which involves reviewing and repurposing existing resources, localization, and evaluation.
DTES1: Session 1aims and purposes of educationAlison Hardy
This document discusses the aims and purposes of education. It begins by quoting several influential thinkers on their definitions of education. It then examines different perspectives on what constitutes education, including whether it must be intentional and transmit something worthwhile. The document also explores who decides what knowledge is worthwhile and what education is for from both an individual and societal perspective. It outlines some common purposes of education proposed by governments and boards of education. Finally, it notes there are many differing views on the fundamental aims of education.
This document contains a list of 14 references to images related to bats and other animals. Each reference provides the title of the image, date retrieved, and URL where the image can be accessed. The references cover different types of bats, as well as birds, foxes, and other animals sometimes associated with bats.
What is the curriculum and how is it designedAlison Hardy
This document discusses curriculum definitions, views of knowledge, and curriculum frameworks. It provides definitions of curriculum from Hayes, Jenkins and Shipman, and Stenhouse. It also discusses postmodern perspectives on knowledge and questions whether the traditional subject-based curriculum is outdated. Curriculum frameworks are introduced as having four components: aims and purposes, content, pedagogy, and assessment.
The document provides tips for reducing stress through better time management, organization, and communication. It recommends eliminating time-wasting activities, prioritizing tasks, throwing away clutter, and communicating with coworkers to prevent stress. Implementing these strategies around time management, organization, and communication can help reduce unnecessary stress.
El documento describe las partes físicas de una computadora, conocidas como hardware. Explica que el hardware se divide en tres categorías: dispositivos de entrada, que permiten ingresar información a la computadora; dispositivos de salida, que permiten emitir la información procesada; y dispositivos de almacenamiento, que permiten almacenar datos de forma interna o externa. Luego, enumera algunos ejemplos comunes de dispositivos que pertenecen a cada categoría.
Este documento introduce el concepto de memoria dinámica en C y C++. Explica que a veces no es posible conocer la cantidad de variables necesarias por adelantado, por lo que se requiere asignar memoria dinámicamente en tiempo de ejecución usando funciones como malloc(), realloc() y free(). También describe cómo la memoria dinámica se almacena en el montículo o heap, a diferencia de las variables globales y locales que se almacenan en posiciones fijas. Finalmente, da un ejemplo de cómo la asignación din
iRangers is an IT services company that provides solutions in areas like Microsoft, virtualization, and cybersecurity. They have over 500 successful projects and 500,000 happy users. Clients praise iRangers for understanding that technology supports business growth, for their strong ethics in client service, and for their innovative solutions. iRangers works with clients around the world from their headquarters in Winnipeg, Canada.
NRDC - China's Progress on Domestic and International Transparency of Climate...ewinds
The document discusses China's progress on domestic climate actions and international transparency. It outlines China's climate commitments including targets to reduce energy and carbon intensity. It describes China's target responsibility system for meeting emissions reductions targets and details verification systems. It also discusses China's commitments in the Copenhagen Accord and expectations for targets in the 12th Five-Year Plan, and argues China is willing to increase international transparency while meeting ambitious domestic goals.
This document summarizes a referral program that provides cash referral fees and prizes for referrals that result in closed deals. Referral fees range from $550 to $675 depending on the deal size and referrer level (Bronze, Silver, Gold, Platinum). Higher levels are achieved by making more referrals over time. Referrers can also receive extra ballots for prize drawings for every four referrals made. The program covers referrals for small business loans, mortgages, and consulting projects.
This document outlines a trade journal concept targeted at public company executives. It will provide knowledge acquisition through creative and relevant content in articles, audio and video on a monthly basis. The audience includes decision makers seeking to innovate, improve results and grow. Partners can provide content at various involvement levels for a fee and have the opportunity to engage the audience through the journal, events and other programs while tracking content performance metrics. The goal is to launch in March 2014 starting with a soft launch, media coverage and growing readership over time.
This document is the preface to a report on global child trafficking for sexual purposes published jointly by ECPAT International and The Body Shop. It contains prefaces from the CEO of The Body Shop, Sophie Gasperment, and the president of ECPAT International. Gasperment discusses The Body Shop's commitment to social campaigns and decision to partner with ECPAT on this issue. The ECPAT president expresses that child trafficking is a severe violation of children's rights and governments must do more to protect children, while partnerships like with The Body Shop can help mobilize support to realize a safe world for all children.
Who makes better use of technology for learning in D&T? Schools or university?Alison Hardy
Presentation prepared for PATT27
Abstract
University teacher training departments have many functions in their role as Schools for Initial Teacher Education (ITE), these include accrediting qualified teacher status, teaching subject knowledge and pedagogy, and influencing change in a school subject’s content and pedagogy. This paper discusses this latter area.
It can be easy for teacher training in universities to become ivory towers, modelling new ideas for curriculum delivery and content in a ‘bubble’ away from the real world of the school classroom. A centre of design and technology (D&T) education at an English university has undertaken research-led developments in the use of web 2.0 technologies and technology enhanced learning (TEL), modelling how they can be used in the classroom. The research examined in this paper is the next stage of the centre’s curriculum development to ensure the relevance of the university curriculum content and practices.
Anecdotal evidence suggests that the use of TEL in secondary schools is inconsistent and sporadic with D&T teachers using TEL, with minimal awareness of research available, which could inform their practice. This impacts on the centre’s trainee teachers as they begin teaching in schools during their final year of the course, with a possible unrealistic expectation of how TEL is used in schools, based on their university experiences.
To discover if their university experience is useful for both undergraduates and graduates of the course when they are teaching in schools, the research questions in this small comparative research project are:
1. How is TEL used by the university within the D&T subject knowledge modules of the course?
2. How is TEL used in D&T lessons in some local secondary schools?
The analysis of this data will be a comparison of the use of TEL across these two fields. The aim of the subsequent discussion and conclusion is to ensure that the subject knowledge taught and modelled in university about TEL in D&T is relevant and forward thinking, preparing trainee teachers for their future employment.
Presentation for College and Arts & Science Learning and Teaching conference 18/1/13 at Nottingham Trent University.
Abstract:
In a 2 hour session with year 2 students a range of technologies were used to develop their understanding of creativity, e.g. wikis, discussion boards, screen casts and open ether pads. To support the use of these technologies twitter was used to move students on through the session, provide assistance and motivation to individuals who were all working at their own computer (some at home, others in university).
This session will demonstrate how twitter can be used with students for an online session.
Session plan is also available on http://www.slideshare.net/ALHardy/keeping-pace-with-twitter-dtes2-session-3
The document evaluates a new approach to learning design that uses explicit design-based methods rather than implicit, belief-based approaches. It discusses how social media offers new ways to communicate and collaborate but these opportunities are not fully exploited. The Learning Design project at the Open University encourages reflective practices and sharing to promote better design. The document outlines the Design-Practice project which involves reviewing and repurposing existing resources, localization, and evaluation.
The document describes an activity where student teams develop team norms to guide their behavior and work processes. It provides examples of topics teams should address, such as code of conduct, communication protocols, file management, decision making, and conflict resolution. The procedure has students brainstorm ideas within these topics, analyze their impact, agree on key norms, and document them. Students then create a project timeline and assign roles to team members for different project components. They recreate the design brief, construct a Gantt chart, and include the agreed upon team norms on the second page for all members to sign, showing their understanding and agreement.
This document outlines the expectations and overview for an online course. It discusses that participants will need a computer with speakers or headphones, and a microphone, to participate in webinars and voice discussions. It provides guidance for discussion boards, journals, and the final project. The course will cover principles of e-learning, active learning, collaborative tools, engagement, differentiation, and critical thinking. Webinars will be held during sessions 3 and 5. Assignments are due throughout the course and will contribute to a final project due in session 6.
This document outlines the schedule and assignments for Project 4 of the ENGL 313 Business Writing course over 4 weeks. It includes due dates for drafting a white paper on crisis communication, creating a research dossier notebook on a selected crisis event, coding public comments, drafting a screencast script, and submitting final project deliverables which are the white paper, research notebook URL, and screencast URL. The schedule provides in-class and homework activities for each part of the project, including peer reviews, and instructs students to verify their final submissions are completed correctly.
The document provides best practices, strategies, and management tips for using online discussion forums effectively in blended or online courses. It recommends initially creating a sense of community, encouraging critical thinking and courteous discussion, using forums to support course objectives, and consistently managing and assessing forum activities. Example strategies include role playing, discussing current events, and using online videos to promote discussion.
This document discusses using mobile devices for teaching. It describes how presentation slides can be delivered to students via desktop computers or mobile devices. It also discusses using Twitter as a "backchannel" for students to discuss course content in real-time or after class. Concerns about using Twitter include ensuring discussions stay on topic. Classroom response systems that allow polling and surveys are also covered, along with examples of response systems like Poll Everywhere and Socrative. The document encourages trying activities where students evaluate response systems and create sample polls.
Kaleidoscope Project Open Education Presentation, Salt Lake City, UT OpenEd Daryl O'Hare
The document provides experiences and recommendations from developing an online composition course. It summarizes key aspects of project management, instructional design, and course development. Some of the challenges included meeting tight deadlines, finding appropriate open educational resources, and measuring learning outcomes. Recommendations focus on allowing more development time, clarifying standards, dividing labor by roles, and using multimedia to engage students. Student feedback indicated they improved substantially in their writing skills over the course.
Probing the boundary of my comfort zone: A novice's experience of using WebEx...CIT, NUS
By Cha Yeow Siah. Department of Psychology, NUS.
Probing the boundary of my comfort zone: A novice's experience of using WebEx for online tutorial
Technological innovations have equipped us with an increasing array of tools to conduct lessons. However, most of us have a fair amount of reservation when it comes to adopting such tools in our teaching, for various reasons. These include having to deal with the uncertainties that a lesson may go awry because of technical difficulties one experiences during class, having to adjust our teaching approach because of the different medium; and last but not least, the additional time and effort required for learning the tool, for adapting lessons to suit the use of the tool, and for carrying out additional coordination. In this presentation, I hope to share with you my first experience of using WebEx for my online tutorial during the faculty e-learning week, by highlighting on some of the above mentioned challenges. I will also report the reaction and feedback from students after the experience.
This document outlines the schedule and assignments for a business writing project over crisis communication. It includes due dates for drafting a white paper on a crisis event, creating a research dossier notebook to collect and analyze source data on the event, and developing a screencast script and video analyzing an apology video. The schedule spans 4 weeks and includes both in-class and homework assignments such as peer reviewing drafts, reading assigned chapters, and finalizing project deliverables for submission.
The document outlines an action plan for Northside ISD to improve technology integration through various professional development activities for teachers. It includes blogs, wikis, webinars, and online courses to train teachers on tools like digital citizenship. It also establishes an evaluation plan to assess progress using measures such as STaR charts, rubrics, and surveys. The goal is to enhance teaching and learning through increased technology use, online learning opportunities, and leadership support from administrators.
This document is a course syllabus for a basic writing course that aims to help students read, think, and write critically and effectively. The syllabus outlines course objectives, assignments, grading criteria, required materials, and a course schedule. Key assignments include journal entries, essays, and a final exam. Students will receive a letter grade and recommendation for either English 101 or to retake the basic writing course based on their writing progress and ability to write clearly developed multi-paragraph essays meeting course goals.
This 3-sentence summary provides the essential information from the course syllabus:
This syllabus outlines a basic writing course that focuses on developing critical reading, thinking, and writing skills through assignments such as essays, journals, and exams. Students will learn techniques for writing thesis statements, paragraphs, and essays in different genres like process, argument, comparison/contrast, and definition. The course grades are based on formal essays, journals, assignments, and exams, with the goal of improving students' writing to a level suitable for English 101.
The document discusses using chat programs to link students in different locations for collaborative learning, noting that chat can promote project work between classes and groups while also enabling students to practice language skills through conversations with peers in other countries. Guidelines are provided for how to structure a chat session, including introductory, content, and closing phases, and a sample chat session is outlined with tips for setting up the activity.
The document describes an educational framework called ILAP (Information, Lab, Assessment, Personalization) for organizing online learning activities. It consists of 4 phases: 1) Information - where learners access course materials, 2) Lab - where learners discuss and apply the information through activities, 3) Assessment - where learners check their knowledge through quizzes and assignments, and 4) Personalization - where learners apply the learning to their own needs. The document provides examples of how each phase is implemented through an online learning platform.
This document outlines the course objectives, schedule, assignments, and requirements for the course EDU 749 "Emerging Trends in Technology" at Touro University-California. The course will explore emerging technologies that are reshaping education, including online learning environments, Web 2.0 services, and mobile devices. Students will research and present on an emerging technology topic, build an online teaching presence, and complete their Masters portfolio website documenting their work. The course involves six sessions held at American Canyon High School between September and December, with student presentations, discussions of educational technologies, and workshops to complete assignments.
Updated English 313 Project 4 Schedule-Spr 2019-TThF2FShannon Dryden
This document outlines the schedule and assignments for Project 4 of the ENGL 313 Business Writing course over 4 weeks. It includes due dates for drafting and revising a white paper on crisis communication, creating a research dossier notebook collecting source data on a crisis event, and developing a screencast analyzing an apology video. Students are expected to provide peer reviews, participate in class discussions, and submit final project deliverables by April 14th, which include the white paper, research dossier URL, and screencast URL.
The document summarizes findings from a MOOC course evaluation. It identifies three main issues: outdated/lengthy readings, long videos, and lack of goals for some activities. For readings, the best solution is to update materials to recent articles. For videos, the best solution is to make videos optional and provide information in other formats like text. For goals, the best solution is to include specific goals for learners to work towards for each activity.
Similar to Keeping pace with twitter: Dtes2 session 3 (20)
Taking a psychometric approach to developing a tool for measuring values attr...Alison Hardy
The Subject Values Instrument for Design and Technology Education (SVA-D&T) is a 28 item (statements) tool for measuring the values people attribute to design and technology education (D&TE). In our presentation we will describe the mixed methods (qualitative and quantitative) validation processes involved in the develop of the SVA-D&T, alongside and some preliminary data. We will also explain why the SVA-D&T is needed by researchers and curriculum planners.
1. The document discusses a study that aimed to understand the values attributed to Design and Technology (D&T) by different groups including subject teachers, non-subject teachers, pupils, and school leaders.
2. The study involved interviews and focus groups with these participants to understand their perceptions of D&T's value, as well as surveys distributed to 163 respondents across 10 secondary schools.
3. The results of the study were analyzed using exploratory factor analysis to identify themes around the values associated with D&T by different stakeholders.
This document summarizes an induction presentation for a part-time MA/MSc Education program at Nottingham Institute of Education. The summary includes:
- The course is 180 credits earned through core modules like social justice in education and research skills, and optional modules on topics like leadership and special needs.
- Qualifications are awarded at 60 credits for a PG Certificate, 120 for a PG Diploma, and 180 for a MA/MSc degree.
- Assignment deadlines are provided for the first three terms.
- Support services for students are outlined, including IT services, the library, student support, and contacts for the course administrator and leader.
201920 MA Education (Full time) inductionAlison Hardy
This document provides information for students starting an MA Education course at Nottingham Institute of Education, including an overview of modules, assessment schedules, attendance policies, support services, and contacts. It discusses course structures, learning platforms, engagement dashboards, sustainability initiatives and encourages students to familiarize themselves with policies and procedures in the student handbook.
The questionnaire should take around fifteen minutes to complete. It asks for feedback on various aspects of the MA Education course, including quality of teaching, engagement, assessment and feedback, dissertation support, organisation, resources, skills development, and personal details. When completed, responses will be recorded on the PTES database. Your feedback is invaluable for improving the course experience.
Valuing design and technology education Alison Hardy
Selected slides from a presentation for colleagues at FHNW University of Applied Sciences and Arts Northwestern Switzerland on Monday 10th December.
My talk is in 3 parts:
the influence and origins of our values
the value of D&T education
design fiction as a response to an enduring value of D&T
Presentation given at D&TA East Midlands branch meeting on Monday 27th November.
I introduce design fiction as a pedagogical approach to sue in D&T lessons teaching pupils about new and emerging technologies (such as robotics, AI, synthetic biology and additive manufacturing).
Session one Research Skills and Research in a Professional ContextAlison Hardy
This document provides an overview and guidance for two modules on educational research. It outlines the aims of the modules to extend students' knowledge of research strategies and techniques, develop critical analysis skills, and understand ethical issues. Students will gain practical research skills and learn to critically review other researchers' work. The document provides guidance on assignments, including section lengths and requirements. It defines educational research as the systematic and ethical process of answering education-related questions through collecting and analyzing relevant data to develop new understandings. Educational research is described as both scientific in seeking new knowledge and political in aiming to create change.
This document provides an overview of the MA Education FT course at Nottingham Institute of Education, including:
- An introduction to course expectations, learning outcomes, structure and assessments.
- Details on the course modules being offered in 2017-2018, including module leaders and scheduling.
- Information on qualifications obtained at different credit thresholds.
- Guidance on assessment deadlines and what to do if exceptional circumstances occur.
- Contact details for the course administrator and leader for any additional questions.
This document provides an overview of the MA/MSc Education part-time course at Nottingham Institute of Education, including:
- Course learning outcomes focused on developing knowledge, skills, and attributes related to education research.
- A course structure requiring 180 credits including core modules in research skills and a dissertation, and optional topic modules.
- An assessment schedule with assignment deadlines in January and April, and dissertation deadlines in August or April.
- Contact information for course administration and the course leader.
Seminar for Baltimore County technology education teachersAlison Hardy
A lunchtime seminar for Baltimore County technology education teachers (Tuesday 18th July).
I gave an overview of D&T education in the UK, and discussed the value of D&T. We ran out of time for the design fiction section.
The visit was funded by the UCET Travel scholarship (http://www.ucet.ac.uk/scholarships).
Many thanks to the UK based D&T teachers who shared photos of their D&T classrooms.
Rhetoric and interpretation: values attributed to D&TAlison Hardy
This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors.
Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990.
Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life.
By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change.
The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms.
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
D&TA Summer School Teaching for the contextual challengeAlison Hardy
The document discusses teaching design and technology for contextual challenges at GCSE level. It provides an overview of the three phases of a contextual challenge: phase 1 involves exploring needs and wants, phase 2 focuses on meeting identified needs and wants, and phase 3 is evaluating outcomes. Examples of contextual challenges are provided from various exam boards as well as example student projects addressing challenges such as improving daily life, promoting health and wellbeing, and protecting people. The document aims to help teachers approach contextual challenges in their design and technology teaching.
Dtes1 session 8 design and technology 2015Alison Hardy
The document provides an overview of the history and purpose of design and technology as a subject in the UK curriculum. It discusses how the subject has evolved over time from distinct subjects like woodwork and needlework to the integrated design and technology curriculum of today. The key aims are described as enabling students to creatively solve problems, develop technical skills, and participate responsibly in a changing technological world.
This document discusses the context surrounding design and technology (D&T) as a school subject in the UK national curriculum. It outlines challenges like declining teacher training programs and the focus on subjects included in school performance measures. The document also summarizes previous research comparing the views of D&T academics, teachers, and trainees on the value of the subject. While there is agreement on many values, the groups also differed on some beliefs. The document concludes by calling for more collaboration between these stakeholders to support subject development and implementation of the new curriculum.
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
The document provides guidance on conducting a literature review. It discusses the purpose of a literature review in demonstrating familiarity with a research field and contextualizing one's own research. It also covers developing a theoretical/contextual framework, critically analyzing sources, and structuring a literature review. Key aspects include justifying arguments, making comparisons, and demonstrating knowledge of a field through references. When reviewing sources, it is important to consider reliability, contradictions with other evidence, and identifying subjective language.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Keeping pace with twitter: Dtes2 session 3
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Session 3 Time: Location: Online
Duration: 120 mins Room:
Programme: BSc Sec D&T Ed Subject/Module: DTES2
No. students: Topic: Seminar: Creativity in D&T’
Reflecting: what is it?
FF for seminar 1 & 2
Lesson aims:
Evaluate evidence of, and opportunities for, creativity, thinking and problem solving
skills in secondary schools
Lesson outcomes.
By the end of this session students should be able to:
• Define creativity – different definitions
• How it can be fostered and inhibited
• Creativity in D&T
• Reflect on what makes a seminar effective
Assessment methods:
- contribution to jigsaw
Previous knowledge assumed: Materials/ equipment required:
Use on NOW discussion forum Wiki
NOW: discussion
Screenr
Skype?
Twitter with hashtag #dtes2
Individual notes on topics/ copy of
texts
Differentiation and equal opportunities:
• Screenr for those who have not used discussion boards before
• Scaffolding of jigsaw activity with information released at key points
• Session plan pre-released for students to familiarise themselves with structure of
the session
• Assessment criteria encourages all students to be able to achieve at all stages
Activities to be undertaken for the next session:
• Preparation for seminar 1-13
• Reflection/ notes on Alison’s seminar
• Thinking skills in D&T reading/preparation
Session Plan
2. Stage Time Subject matter Lecturer activity Student activity Resources/Differentiation Assessment Category
/Notes of activity
1. Prior Practice topic Screenr prepared Make at least one post NOW discussion All to have made a Student
to in NOW Tweet: to topic ‘Practice post led
start Ready to start #dtes2 ? topic’ Some to have replied
Stage to another post
2 Few to have started a
#dtes new thread
2
2. 10- Introduction to Screenr with Watch screenr and Wiki Lecturer
10.05 session information about find relevant resources NOW: content for led
Stage where resources are today, discussion and
3 for this morning’s buzz
#dtes session Screenr
2 Skype?
Twitter
Individual notes on
topics
3. 10.05 - Online Monitor online 1. Read instructions NOW All to have made an Student
10.25 discussion in discussion on topic Individual notes on appropriate post led
groups of 3 on 2. Contribute to topics which uses reading
Stage NOW discussion topic as Some summary/
4 per instructions! conclusion of the topic
#dtes Few to have identified
2 key points for sharing
with peers
4. 10.25 Preparation for 1. Post groups for next 1. Check new groups – NOW discussion on None Student
– jigsaw & grab stage on wiki on wiki topic activity
10.40 a coffee 2. Open new 2. Read instructions Individual notes on
Stage discussion forum for new discussion topics
5 3. Get a coffee in NOW Twitter
4. Read tweets! 3. Prepare Wiki
#dtes
2 information for
Session Plan
3. sharing about your
topic
4. Get a coffee!
5. Post a tweet about
how this morning is
going
5. 10.40- Jigsaw Monitor online discussion 1. Read instructions on Wiki All to have made an Student
11.15 topic NOW discussion appropriate post led
2. Contribute to Access to first discussion which uses reading
Stage discussion topic as
and previous
6 per instructions!
discussion
#dtes Some development of
2 initial discussion
Few will make links
FF on between their original
discus topic and their peers
sion topics, developing
board their breadth of
for understanding about
semin creativity
ar 1 &
2
6. 11.15 – Summarise key Monitor online discussion 1. Create a summary of Etherpad per group All will be able to Student
11.40 learning/ topic in discussion NOW discussion describe how they have led
Stage understanding against learning met at least one of the
7 of creativity objectives on learning objectives of the
#dtes etherpad for your session
group Some will be able to do
2
2. Copy and paste this for 2 or more
discussion in A few will be able to do
etherpad into NOW this for all of the
discussion under new objectives
thread: ‘Summary’
7. 11.40 – Reflection on Form set up in NOW Complete form in NOW Form in NOW All will provide descriptive Student
11.50 seminar this responses to the activity
Session Plan
4. Stage morning questions
8 Some will be able to
#dtes indicate the strengths
and weaknesses of the
2
teaching and learning
styles used for today
Few will provide an
explanation of why
aspects of the session
went well and others did
not, with suggestions for
improvement
8. 11.50- Reflection on Etherpad page for Participate in Etherpad : this is the Lecturer
12 learning discussion against etherpad discussion one for the final led
Stage learning objectives discussion
9
#dtes
2
9. 12
c Sign off on Post tweet to close Post tweet to sign off Twitter
All twitter session
finishe
d–
see
you
on
Friday
Alternative*plan*for*seminar*leaders*1!&"2!
1. Prior
c Share Open discussion area Upload any notes/ NOW discussion
to planning for for seminar leaders resources to discussion
start seminar
2. 11.15 Discuss ideas Question about format Respond to questions NOW discussion Consolidation of plans
– for seminar and content for seminar
Session Plan
6. Topics'for'first'discussion!
Topic! Themes&in&topic! Key$reading!
Terminology related to 1. Definitions of creativity CRAFT, 2005. Chapter 2
creativity 2. Misconceptions about creativity ROBINSON, 2011. Chapter 6
Becoming creative 1. Schools/ education ADAIR, 2009
2. Inhibiting creativity FISHER, 1990.
3. Encouraging creativity ROBINSON, 2010.
ROBINSON, 2011. Chapter 3
Creativity in school 1. Creativity in school subjects CRAFT, 2005. Chapter 3
2. Creative teaching CROPLEY, 2003. Chapter 7
QCA, 2007.
Valuing creativity in D&T 1. Importance of valuing creativity in MIDDLETON, 2005
pupils LEWIS, 2006
2. Values and creativity in D&T
Teaching and learning 1. Creativity in D&T National CRAFT, 2005. Chapter 6
creativity in D&T Curriculum McLELLAN, R. and NICHOLL, B. 2008
2. Teaching to be creative in D&T QCA, 2007.
3. Teaching creatively in D&T
Session Plan
7. Reflection on teaching
1. Describe: what do I do?
Feedback:
• exciting to use many different software,
• once i got my head around how it all works,
• I gained some vital points about creativity.
• I enjoyed the online seminar
• I really enjoyed working this way
• This was great, I really enjoyed it.
• Loved the session plan this was a great idea making it available
• It has been an interesting lesson
My notes
Included a lot of different web based technologies, used twitter for time
checks and as additional help.
2. Inform: what does this mean?
Feedback:
• twitter was vital to ensure we all kept at the same pace!!
• I enjoyed it as a new experience
• very hectic
• think the structure worked well especially with the timings so we were
all on the same bit at the same time.
• will look to use etherpad again for planning and changing things about
• I liked the fact that it was up to me to keep up with everyone else and
it kept me on task.
• Enjoyed at times, and felt very rushed/stressed at others.
• i found the discussion board difficult at times prefer the etherpad
• Having all the notes stored is beneficial to me it helps me to be
organised.
• I felt the pressure was on to rush sometimes
My notes
A lot to prepare in advance, using so many new technologies meant I added a
lot of links and advice – maybe too much repetition of links which added to
confusion for some. Tried to provide a lot of support for students
3. Confront - how did I come to be like this?
My notes
Feel a pressure to keep a high pace to a session, not confident at building in
thinking time.
Amendments/developments/actions
4. Reconstruct: how might I do things differently?
Feedback:
This seminar has been a mixed success; some practice on the technology
used may have settled some of the less technology abled members of the
group... There could have been another break later on, as i had to leave the
computer
But it certainly has been fun!
Session Plan
8. My notes
• Release screenr in advance – maybe embed in NOW pages?
• Use etherpad in another session to aid with familiarisation
• Have key questions about the set texts in the discussion boards to
support initial threads
• Open first discussion boards one week before so the first part of the
session can be done asynchronously as part of SDS
• Have reflection activity as SDS for after the session
• Consider using Facebook – but is this just another technology?
Session Plan