Some people use inhalants like glue and paint to get high, but these substances can cause short-term effects like dizziness and loss of control as well as long-term health problems. Instead, the document recommends finding a natural high from activities that release adrenaline and make you feel amazing, like playing basketball, to avoid the dangers of inhalant use or doing drugs.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Three key trends are discussed in the document:
1. Redesigning learning spaces to be more hands-on and support new models like flipped classrooms. Wireless bandwidth and large displays are being upgraded.
2. Rethinking how schools work by making them more flexible, project-based, and multidisciplinary to prepare students for the real world.
3. Increasing collaborative learning both in person and online to improve engagement and allow global collaboration between students and teachers.
This document warns against using drugs and promotes natural highs from activities like sports instead. It calls drugs "stupid" and "not cool", describing marijuana as a "gateway" drug that can lead to using other substances. The only good way to feel good is through a "natural high" from engaging in hobbies and passions that one loves. The author cites their own natural high as football.
This document warns about the dangers of steroid use, also known as "roids". It notes that steroids can cause severe side effects like uncontrolled anger, baldness, stunted growth, and even cancer or tumors. The document encourages finding a natural high through activities you love instead of using steroids or other drugs. It provides bull riding as an example of a natural high and advises the reader to avoid steroids and drugs to prevent negative health outcomes.
A design challenge provides a meaningful context for students to demonstrate technology learning outcomes. It involves working technologically through the processes of design, development and evaluation using materials, information and systems. A key part of working technologically is investigating needs and wants, generating and evaluating design ideas, and making and testing products to meet specifications. Students learn about technology as a human endeavor that influences society and is influenced by changing needs, and how design decisions can positively or negatively impact people and environments.
Some people use inhalants like glue and paint to get high, but these substances can cause short-term effects like dizziness and loss of control as well as long-term health problems. Instead, the document recommends finding a natural high from activities that release adrenaline and make you feel amazing, like playing basketball, to avoid the dangers of inhalant use or doing drugs.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Horizon Report K12: What are the trends, challenges and developments in techn...Jason Zagami
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Three key trends are discussed in the document:
1. Redesigning learning spaces to be more hands-on and support new models like flipped classrooms. Wireless bandwidth and large displays are being upgraded.
2. Rethinking how schools work by making them more flexible, project-based, and multidisciplinary to prepare students for the real world.
3. Increasing collaborative learning both in person and online to improve engagement and allow global collaboration between students and teachers.
This document warns against using drugs and promotes natural highs from activities like sports instead. It calls drugs "stupid" and "not cool", describing marijuana as a "gateway" drug that can lead to using other substances. The only good way to feel good is through a "natural high" from engaging in hobbies and passions that one loves. The author cites their own natural high as football.
This document warns about the dangers of steroid use, also known as "roids". It notes that steroids can cause severe side effects like uncontrolled anger, baldness, stunted growth, and even cancer or tumors. The document encourages finding a natural high through activities you love instead of using steroids or other drugs. It provides bull riding as an example of a natural high and advises the reader to avoid steroids and drugs to prevent negative health outcomes.
A design challenge provides a meaningful context for students to demonstrate technology learning outcomes. It involves working technologically through the processes of design, development and evaluation using materials, information and systems. A key part of working technologically is investigating needs and wants, generating and evaluating design ideas, and making and testing products to meet specifications. Students learn about technology as a human endeavor that influences society and is influenced by changing needs, and how design decisions can positively or negatively impact people and environments.
This document warns about the dangers of drug use and encourages finding natural highs instead. It notes that many people use drugs to fit in or feel cool, without realizing they can be deadly even the first time. However, it suggests that everyone can find joy through a natural high doing an activity they love.
The document discusses sectionalism and America's path to civil war. It references John L. O'Sullivan's belief in 1845 of America's "manifest destiny" to possess the entire North American continent. It mentions Mexico in 1824 and the Battle of San Jacinto in 1836, where Texas gained independence. It defines "manifest destiny" as a 1840s American belief that the US should expand democracy across North America. Finally, it notes President James K. Polk's presidency from 1845 to 1849.
This document warns about the dangers of drug and alcohol use and promotes finding natural highs from healthy activities instead. It notes that drugs and alcohol can lead to weight gain, side effects like acne and baldness from steroids, and over 12 million deaths from smoking-related illnesses. The document encourages focusing on activities one is passionate about like sports, art, or hobbies as a natural alternative to an unhealthy addiction.
The document warns against drug use and encourages finding natural highs through activities one enjoys instead. It says friends may see drugs as cool, but they can lead to death by age 25, so one should avoid them to protect oneself. The document suggests getting motivated and active by discovering a natural high through an art, activity, or sport one loves that provides inner fulfillment without drugs.
More than 29% of teens in treatment are dependent on prescription drugs. Overdosing over-the-counter drugs can have varying results including death. Natural high activities from an enjoyed activity, art, or sport can have varying outcomes as well such as fun, success, or finally landing a trick with no exceptions as everyone has a natural high.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Presentation at Follow the Sun Conference. 14 April, 2011 Online.
Zagami, J. (2011). Augmenting Education [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/augmenting-education
Teaching the Technologies learning area using a thinking skills approachJason Zagami
This document outlines an approach to teaching digital technologies and design and technologies using thinking skills such as systems thinking, computational thinking, design thinking, futures thinking, and strategic thinking. It discusses each of these thinking skills in detail and provides examples of how they can be applied across the curriculum areas of digital technologies and design and technologies. The overall approach is to engage students in challenge-based learning projects that focus on solving complex problems using various thinking skills and collaborative processes.
Lecture 4 Teaching Futures, Systems and Strategic Thinking 2016Jason Zagami
The document provides an overview of different types of thinking that can be taught, including systems thinking, computational thinking, design thinking, futures thinking, strategic thinking, and solutions thinking. It then focuses on futures thinking, outlining why studying the future is important and some tools used in futures thinking like environmental scans, trend analysis, scenarios, and backcasting. Finally, it discusses systems thinking and key concepts like stocks, flows, feedback loops, causal loops, and system dynamics modeling. The document aims to introduce various thinking approaches and tools that can be taught to help students develop important skills for understanding complex systems and creating preferred futures.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
This document discusses moonshot projects, xThinking labs, and inquiry-based project-based learning (iPBL) led by Dr. Jason Zagami of Griffith University. Dr. Zagami's email and website are provided for further contact.
This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
This document discusses teaching design thinking, computational thinking, systems thinking, strategic thinking, and futures thinking through challenge-based learning. It outlines approaches like the Stanford d.school design process and Daylight Design Thinking process. Key aspects covered include organizing learning environments, contextualizing challenges, the design process, solution types, assessments, expectations for students, and sample contexts in engineering, food production, and materials technologies. Competitions and 2-4 activities/projects are suggested to teach these various thinking approaches.
This document provides an overview of teaching design technologies. It discusses key concepts like systems thinking, design thinking, and contexts. Engineering principles and systems, food and fibre production, food specializations, and materials technologies are presented as contexts. The design process of investigating problems, generating solutions, producing solutions, evaluating solutions, and collaborating is explained. Types of designed solutions like products, services, and environments are also summarized. Overall, the document outlines the main approaches and concepts used for teaching design technologies.
Lecture 2 Teaching Digital Technologies 2016Jason Zagami
This document provides an overview of key concepts related to teaching digital technologies, including computational thinking, systems thinking, design thinking, and futures thinking. It discusses important problems in the world like global warming, armed conflicts, and overpopulation that could be addressed through computational thinking. The document also outlines key concepts for different year levels, including creating interactive games, databases, and computer systems. It provides examples of concepts like algorithms, binary search, and the travelling salesman problem.
This document outlines a university course on teaching technologies education. It discusses key topics like what technology and educational technologies are, and introduces the technologies learning area. The course covers teaching digital technologies, design technologies, and systems, futures, and strategic thinking over 10 weeks. Students complete a log of learning activities and portfolio of their work which is due at the end. Tutorials involve exploring the Australian curriculum and hands-on challenges in design and programming.
The document discusses key concepts in systems thinking. It explains that systems thinking views phenomena holistically by considering large numbers of interactions, rather than isolating smaller parts. Mental models are used to understand complex systems, and dynamic models with stocks, flows, and feedback loops can simulate how systems change over time. Several examples are given to illustrate systems thinking concepts like balancing and reinforcing feedback, and how systems can be viewed from different perspectives.
Developing a Preferred Futures perspectiveJason Zagami
The document discusses developing a preferred futures perspective in technologies education. It aims to conceptualize more just and sustainable human and planetary futures by developing knowledge and skills in exploring probable and preferred futures scenarios. Students learn to understand the dynamics of human, social, and ecological systems and their influence on alternative futures, while also developing a sense of responsibility and action toward creating better futures through techniques like trend analysis, environmental scanning, visioning, and backcasting.
This document discusses creativity, failure, and innovation in technology education. It provides information about how students at different primary school levels (early, middle, upper) approach design tasks and develop their design thinking. For early primary students, design processes are flexible and initial designs may differ significantly from final products. Middle primary students recognize processes used and how they could be improved. They draw on resources to inform design. Upper primary students identify issues and research alternative designs. The document also covers models of the creative process, techniques to inspire creativity like brainstorming, and how innovation involves new solutions rather than just improvements. Failure is presented as an opportunity to learn.
The document discusses teaching technologies education and pedagogical diversity. It covers organizing learning environments, design challenges, contextualizing, personalizing, localizing, and modernizing learning. It also addresses assessing student achievement, cooperative learning models, persistence, unit planning, and common unit planning problems. Key aspects of design thinking are defined, including investigating problems, generating designs, producing solutions, evaluating, and collaborating in an iterative process.
This document discusses several thinking approaches that can be applied to education including design thinking, systems thinking, computational thinking, futures thinking, and strategic thinking. It notes some of the big global problems they could help address such as global warming, food scarcity, and health issues. It also provides an overview of design thinking processes, challenge-based learning approaches, and integrating curriculum into classroom projects and competitions.
This document warns about the dangers of drug use and encourages finding natural highs instead. It notes that many people use drugs to fit in or feel cool, without realizing they can be deadly even the first time. However, it suggests that everyone can find joy through a natural high doing an activity they love.
The document discusses sectionalism and America's path to civil war. It references John L. O'Sullivan's belief in 1845 of America's "manifest destiny" to possess the entire North American continent. It mentions Mexico in 1824 and the Battle of San Jacinto in 1836, where Texas gained independence. It defines "manifest destiny" as a 1840s American belief that the US should expand democracy across North America. Finally, it notes President James K. Polk's presidency from 1845 to 1849.
This document warns about the dangers of drug and alcohol use and promotes finding natural highs from healthy activities instead. It notes that drugs and alcohol can lead to weight gain, side effects like acne and baldness from steroids, and over 12 million deaths from smoking-related illnesses. The document encourages focusing on activities one is passionate about like sports, art, or hobbies as a natural alternative to an unhealthy addiction.
The document warns against drug use and encourages finding natural highs through activities one enjoys instead. It says friends may see drugs as cool, but they can lead to death by age 25, so one should avoid them to protect oneself. The document suggests getting motivated and active by discovering a natural high through an art, activity, or sport one loves that provides inner fulfillment without drugs.
More than 29% of teens in treatment are dependent on prescription drugs. Overdosing over-the-counter drugs can have varying results including death. Natural high activities from an enjoyed activity, art, or sport can have varying outcomes as well such as fun, success, or finally landing a trick with no exceptions as everyone has a natural high.
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Trends, challenges and developments in technologies that will influence the f...Jason Zagami
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Presentation at Follow the Sun Conference. 14 April, 2011 Online.
Zagami, J. (2011). Augmenting Education [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/augmenting-education
Teaching the Technologies learning area using a thinking skills approachJason Zagami
This document outlines an approach to teaching digital technologies and design and technologies using thinking skills such as systems thinking, computational thinking, design thinking, futures thinking, and strategic thinking. It discusses each of these thinking skills in detail and provides examples of how they can be applied across the curriculum areas of digital technologies and design and technologies. The overall approach is to engage students in challenge-based learning projects that focus on solving complex problems using various thinking skills and collaborative processes.
Lecture 4 Teaching Futures, Systems and Strategic Thinking 2016Jason Zagami
The document provides an overview of different types of thinking that can be taught, including systems thinking, computational thinking, design thinking, futures thinking, strategic thinking, and solutions thinking. It then focuses on futures thinking, outlining why studying the future is important and some tools used in futures thinking like environmental scans, trend analysis, scenarios, and backcasting. Finally, it discusses systems thinking and key concepts like stocks, flows, feedback loops, causal loops, and system dynamics modeling. The document aims to introduce various thinking approaches and tools that can be taught to help students develop important skills for understanding complex systems and creating preferred futures.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
This document discusses moonshot projects, xThinking labs, and inquiry-based project-based learning (iPBL) led by Dr. Jason Zagami of Griffith University. Dr. Zagami's email and website are provided for further contact.
This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
This document discusses teaching design thinking, computational thinking, systems thinking, strategic thinking, and futures thinking through challenge-based learning. It outlines approaches like the Stanford d.school design process and Daylight Design Thinking process. Key aspects covered include organizing learning environments, contextualizing challenges, the design process, solution types, assessments, expectations for students, and sample contexts in engineering, food production, and materials technologies. Competitions and 2-4 activities/projects are suggested to teach these various thinking approaches.
This document provides an overview of teaching design technologies. It discusses key concepts like systems thinking, design thinking, and contexts. Engineering principles and systems, food and fibre production, food specializations, and materials technologies are presented as contexts. The design process of investigating problems, generating solutions, producing solutions, evaluating solutions, and collaborating is explained. Types of designed solutions like products, services, and environments are also summarized. Overall, the document outlines the main approaches and concepts used for teaching design technologies.
Lecture 2 Teaching Digital Technologies 2016Jason Zagami
This document provides an overview of key concepts related to teaching digital technologies, including computational thinking, systems thinking, design thinking, and futures thinking. It discusses important problems in the world like global warming, armed conflicts, and overpopulation that could be addressed through computational thinking. The document also outlines key concepts for different year levels, including creating interactive games, databases, and computer systems. It provides examples of concepts like algorithms, binary search, and the travelling salesman problem.
This document outlines a university course on teaching technologies education. It discusses key topics like what technology and educational technologies are, and introduces the technologies learning area. The course covers teaching digital technologies, design technologies, and systems, futures, and strategic thinking over 10 weeks. Students complete a log of learning activities and portfolio of their work which is due at the end. Tutorials involve exploring the Australian curriculum and hands-on challenges in design and programming.
The document discusses key concepts in systems thinking. It explains that systems thinking views phenomena holistically by considering large numbers of interactions, rather than isolating smaller parts. Mental models are used to understand complex systems, and dynamic models with stocks, flows, and feedback loops can simulate how systems change over time. Several examples are given to illustrate systems thinking concepts like balancing and reinforcing feedback, and how systems can be viewed from different perspectives.
Developing a Preferred Futures perspectiveJason Zagami
The document discusses developing a preferred futures perspective in technologies education. It aims to conceptualize more just and sustainable human and planetary futures by developing knowledge and skills in exploring probable and preferred futures scenarios. Students learn to understand the dynamics of human, social, and ecological systems and their influence on alternative futures, while also developing a sense of responsibility and action toward creating better futures through techniques like trend analysis, environmental scanning, visioning, and backcasting.
This document discusses creativity, failure, and innovation in technology education. It provides information about how students at different primary school levels (early, middle, upper) approach design tasks and develop their design thinking. For early primary students, design processes are flexible and initial designs may differ significantly from final products. Middle primary students recognize processes used and how they could be improved. They draw on resources to inform design. Upper primary students identify issues and research alternative designs. The document also covers models of the creative process, techniques to inspire creativity like brainstorming, and how innovation involves new solutions rather than just improvements. Failure is presented as an opportunity to learn.
The document discusses teaching technologies education and pedagogical diversity. It covers organizing learning environments, design challenges, contextualizing, personalizing, localizing, and modernizing learning. It also addresses assessing student achievement, cooperative learning models, persistence, unit planning, and common unit planning problems. Key aspects of design thinking are defined, including investigating problems, generating designs, producing solutions, evaluating, and collaborating in an iterative process.
This document discusses several thinking approaches that can be applied to education including design thinking, systems thinking, computational thinking, futures thinking, and strategic thinking. It notes some of the big global problems they could help address such as global warming, food scarcity, and health issues. It also provides an overview of design thinking processes, challenge-based learning approaches, and integrating curriculum into classroom projects and competitions.
This document discusses design thinking and the design process in technologies education. It defines design thinking as using strategies to understand problems, generate creative ideas, and evaluate solutions. It outlines key concepts like contexts, design briefs, and types of designed solutions (products, services, environments). The design process involves investigating problems, generating solutions, producing a solution, evaluating it, and collaborating. Each step of the process is explained in more detail. The document also discusses engineering, food/fiber production, food specializations, and materials/technologies as contexts for design projects.
The document discusses applying computational thinking in education. It defines several types of thinking including systems thinking, computational thinking, design thinking, futures thinking, and strategic thinking. It then lists some big problems facing the world like global warming, food scarcity, and overpopulation. The document goes on to define key aspects of computational thinking including systems thinking, abstraction, data and information systems, algorithms and programming, digital systems, and implications and impacts. It provides examples of how computational thinking can be brought into the classroom through activities and projects involving things like Bee Bots, guessing games, computer games, mobile apps, websites, robotics, interfaces, wearables, and expert systems.
This document discusses key concepts related to computational thinking and systems thinking. It covers abstraction, data collection and representation, algorithms, specification, and implementation. Digital systems including hardware, software, and networks are explored. Interactions between people and digital systems and various impacts are also examined. The goal is for students to develop computational thinking skills to solve problems through project-based learning.
Technology as human endeavour & Systems ThinkingJason Zagami
This document discusses technology and systems thinking. It provides an overview of technological evolution from the tool age to the digital revolution. It includes quotes about technology exceeding humanity and the importance of understanding science and technology. The document then discusses key aspects of systems thinking, including that a system is more than the sum of its parts, the importance of interconnections and feedback loops. It provides examples of how systems thinking can help analyze complex issues like pest control. Finally, it discusses the importance of mental models and simulations in systems thinking.
This document provides an overview of technologies as a learning area in education. It discusses key concepts like computational thinking, design thinking, and futures thinking. It outlines the structure of the technologies curriculum from foundation to year 10, with indicative time allocations. The technologies learning area has two subjects: design and technologies, and digital technologies. The course overview shows a nine-week plan addressing topics like systems thinking and creativity. Assessment includes quizzes, activities, and a portfolio to demonstrate learning in the technologies subjects.
Opportunities games provide for creativity, production, and innovationJason Zagami
Games provide opportunities for creativity, production, and innovation according to Dr. Jason Zagami of Griffith University. Games can be contexts for developing skills in rapid problem solving, risk taking, and simulation. They also allow for production through fan fiction, cosplay, and game making. Games promote innovation for students, teachers, and curriculum development when used in education. Zagami analyzes how the SAMR and TPACK models apply to creativity, production, and innovation through game play and game building in learning contexts.
Secondary Worlds and Computer Gaming in EducationJason Zagami
Zagami, J. (2014, October). Secondary Worlds and computer gaming in Education. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/ACEC2014%20Secondary%20Worlds%20and%20computer%20gaming%20in%20Education.docx
Fantasy worlds have long enthralled and engaged our imaginations with Tolkien defining those of sufficient detail as Secondary Worlds, distinct from the Primary World of our everyday experience. Within such worlds we can imaginatively explore beyond the narratives provided us and by combining such worlds with the interactivity of games, particularly computer games, extending this ability to explore persistent Secondary Worlds that we can influence and change, share experiences with others, and contribute to the mythologies of these worlds. This rich exploration provides opportunities to learn by enhancing the mental models constructed by our explorations of Secondary Worlds and transferring this learning to the mental models held of similar concepts in the Primary World. Two case studies are briefly detailed to clarify the concepts presented, firstly the use of a Year 8 Social Studies simulation of the world of StatecraftX in which empire building, resource management, and refugee dilemmas provided a context for student engagement with a Secondary World and transfer concepts developed in world to those under study; and secondly, the use of the Secondary world of the Simpsons, particularly the Springfield Primary School, as a familiar Secondary World setting in which to explore teacher education situations and transfer learning to real world practice.
Acec2014 secondary worlds and computer gaming in educationJason Zagami
1) The document discusses secondary worlds, which are detailed fictional settings that sustain imaginative exploration beyond basic narratives.
2) It focuses on how computer games can create persistent secondary worlds that allow players to influence and change the world, share experiences with others, and contribute to the mythology in a way that literature and film cannot.
3) The popularity of computer games is examined, noting they provide temporary escape, even if worlds are shallow, and some games do not engage imagination as fully as a well-developed secondary world could.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.