Melanie kuhlenbeck final
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1) The document discusses several school projects Melanie worked on, including a cell phone policy project and an electricity game board project. 2) It reflects on how the cell phone project changed perceptions about cell phone use in school and how combining subjects in the game board project helped with learning. 3) Melanie realized she learns best with hands-on experience and gained unexpected experience and knowledge from the projects.
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(마케팅자료 실시간위치기반 출입통제보안솔루션소개)피플앤드테크놀러지-Indoor plus for rtls-20160701-v1.0
(마케팅자료 회사소개서)피플앤드테크놀러지-Global indoor lbs solution leader-20160110-v1.0
(마케팅자료 회사소개서)피플앤드테크놀러지-Global indoor lbs solution leader-20160110-v1.0
Similar to Melanie kuhlenbeck final
Emanuel sanchez 1_
The document discusses reflections on a school project. It asks questions about what was learned from the project, how perspectives changed, the importance of evidence, and connections made. Predictions are made that the student will improve at time management and listen better in teams. The conclusion realizes the student is a hard worker but needs to speak up more and slow down.
Clayton sloan
The document discusses a student's reflections on a school project about cell phones. The student wondered if rumors and gossip spread through cell phones would prevent their use in school. The project showed how groups can work together to accomplish goals and connect different subject areas like science and math. The student plans to be a better team member and leader in future projects by taking charge and listening to other ideas.
Pol presentation
The document discusses a student's reflections on various school projects they worked on. It describes how an archaeology project changed their perspective on history and ancestors. A cell phone project showed different interests among students but also how students can make a difference. Working on game board projects revealed unexpected connections between math and science. The student predicts continuing their current grade but making improvements as a learner and team member by staying organized and developing leadership skills.
Steenhoek follower to_leader
The document discusses a student's experience with a cell phone campaign project that taught them responsibility and maturity. It reflects on how the project changed their perspective to understand why limiting phone use in school is reasonable, as phones can be used responsibly. The student also learned about connecting math and science concepts from a game board project, and aims to become a more responsible and improved leader by focusing on their listening skills.
Vanessa lopez pol
Vanessa Lopez discusses several school projects and how they impacted her perspectives. The cell phone project gave her hope that she could enact change in the world, like Martin Luther King Jr. did. It also made her appreciate the hard work that goes into creating ideas and projects. The game board project demonstrated to her the connection between math and science and that she learns best by seeing and doing things simultaneously.
Worker to hard worker
The document discusses several school projects the author worked on, including a time period project, cell phone policy project, and game board project. The author learned to ask more questions during projects, see other perspectives, and provide evidence to support their ideas. They realized math and science are closely related. For next semester, the author's goals are to ask more questions, include others more, work hard, and have fun.
Module 3 reflections - literacies
The document discusses a teacher's reflections on improving her students' information, media, and internet literacy. Prior to her lesson, she thought her students were fairly literate but now realizes they are more literate with technology than she is. She wants to learn more about new media formats and incorporate teaching effective internet searching and media literacy into her Big6 approach for student projects. She provides examples of three lesson plans where students would research different topics and present their findings online using formats like blogs, videos and slideshows.
Amputation Summative Reflection
This document appears to be a student's responses to questions about a research project on prosthetic limb design. The student discusses researching Scott Summit's personalized prosthetic designs and conducting an interview with him. The student found time management to be the most challenging aspect but felt the interview experience was most rewarding. Researching nonfiction articles on Scott Summit had the biggest lasting impact on the student. The student believes skills like prioritizing sources, questioning validity, and collaborating with peers improved over the course of the project.
Designing Life Experience
Have you ever thought how the tools you use in your job as a UX Designer apply to your life? That they could be used to design a different kind of experience?
These thoughts crossed my mind and this is the second iteration of the idea as presented on Saturday June 7th 2014 at the UX Camp Europe in Berlin.
Synthesis presentation
This document contains a student's reflections on their ITEC 299 class. The student discusses learning about their personal learning preferences through a survey. They scored highest on active, sensing, visual, and sequential categories, indicating they learn best through hands-on activities, facts, visuals, and step-by-step instruction. The student found value in understanding how they learn best but also recognized limitations to learning preference assessments. They chose to focus on new technologies and found apps and devices can help explain difficult concepts. The student realized technologies and addressing factors like sleep and diet can improve their learning.
Words too success_nadia s
The document summarizes Nadia Schaefer's reflections on school projects from 2010-2011. It discusses the questions she asked during projects, what she learned, how the projects changed her perspective, the evidence and connections made, predictions for the future, and realizations about herself. The projects helped her learn new skills, believe anything is possible with time, and connect different school subjects like math, science, language and social studies.
Evaluation the grid
The document provides guidance for a student to evaluate their year two projects. It includes sections for an evaluation overview, project overview, personal response, evaluating the project, analysis, and action plan. The student is asked to summarize the key points of their projects, how research helped develop their ideas, how feedback was received, both positive and negative elements, and what they would do differently in the future.
Student’s Perspective of Interact
Interact is a learning management system introduced at Charles Sturt University in 2008. It provides various tools like forums, chat rooms, wikis and blogs to facilitate learning and interaction between students and lecturers. A survey of 59 students found that most found Interact easy to use and that it enhanced their learning by providing a central place for subject materials. However, the chat room was rarely used with students preferring forums for interaction. Improving lecturer participation and training was suggested to help students better utilize all of Interact's features.
Evaluation the grid final
This document provides a template for evaluating creative media projects at the L3 level. It includes sections for an evaluation overview, project overview, personal response, evaluating the project, analysis, and action plan. The template guides the user to focus on key points, analyze statements, and make judgements about the work rather than just describing how it was made. It also includes a link to the grading matrix to help assess if the work is at the appropriate L3 level.
Evaluation the grid
This document provides a template for evaluating creative media projects at the L3 level. It includes sections for outlining the project aim and activities, research undertaken, development of ideas, outcomes, personal response, evaluation of good and bad points, analysis, and an action plan for future projects. The template guides the user to critically evaluate their work while focusing on key points and making judgements about effectiveness.
Multimedia assignment
The document discusses the learner's preferences for active and sensory learning styles. They prefer hands-on activities and learning in groups. Social bookmarking and online forums helped the learner gain a deeper understanding of course content by allowing them to ask questions and see others' research. Mobile technologies like iPads and iPods are useful for communication, research, and focus. The learner is interested in tablet computers for interactive textbooks and websites. They will continue using multimedia technologies for education, work, and socializing due to the accessibility of information and ability to collaborate with others.
Powerful questions for learning and innovation
This document outlines an agenda for a seminar on powerful questions for learning and innovation. The seminar aims to (1) explore the power of effective questions, (2) investigate how listening is more critical than asking questions, and (3) connect questioning to innovation. Various questioning techniques are discussed, such as open-ended, reflective, clarifying and divergent questions. The role of listening in questioning is also addressed. The seminar concludes by relating questioning to different types of innovative thinking and problem-solving templates.
Samantha aguilar pol
1) The document discusses a student's cell phone campaign project where they worked to incorporate their design and logo and make it appealing to other students.
2) It describes how seeing comments on a news article about the project was difficult but writing responses as a class made it somewhat easier to process.
3) The student reflects that they have likely gained a new perspective on the world from this experience, though it remains to be seen if it will be a positive change or not.
Samantha aguilar pol
1) The document discusses a student's cell phone campaign project where they worked to incorporate the project's design and logo and make it appealing to other students.
2) It describes how seeing comments on a news article about the project was difficult but writing responses as a class made it somewhat easier to process.
3) The student reflects that they have likely gained a new perspective on the world from this project and semester, though they are still determining if it was a positive change or not.
Social Learning Project by Rachel Young
Rachel explored various social and collaborative learning technologies for her class project. She found that games were particularly helpful for her visual learning preferences as they allowed her to see biological processes animated. Discussion forums also helped by exposing her to different viewpoints. She was surprised by how useful Skype could be for remote group work, such as sharing screen views. Moving forward, Rachel plans to continue using games, discussions forums, and Skype to accommodate her visual learning style.
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Melanie kuhlenbeck final
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