This document is a summary of a webinar presentation about using mobile devices in ministry. The presentation covers embracing new technologies rather than fearing them, promoting digital etiquette, and finding ways to integrate mobile devices into faith learning. It discusses specific mobile devices, why they are useful, and statistics on ownership among students. It provides resources and ideas for using phones and tablets for activities like recording audio, taking photos, and creating videos. The presentation explores considerations for parish readiness and developing appropriate policies for device use.
This document provides an overview of a presentation about wikis and their uses for ministry and collaboration. The presentation covers the basics of wikis, examples of wikis being used for education and faith communities, and a demonstration of using a wiki platform. The goal is to help participants understand how wikis can foster interaction, collaboration, and organization for ministry through group content creation and sharing.
This document provides an overview of a presentation on digital storytelling as a teaching tool. It discusses defining digital storytelling, the elements of an effective digital story, and tools for creating short digital stories. Attendees are instructed to create a 30-second digital story on a topic related to the Pope's encyclical on the environment and post the link. The presentation aims to demonstrate how digital storytelling can engage diverse learning styles and promote sharing information through multimedia.
This document provides an overview of a presentation on digital discipleship and lifelong learning in the new media age. It discusses understanding web 2.0, levels of technology engagement, and introduces 10 useful web tools for ministry, including Pinterest, Dropbox, and Google Docs. The goal is to help attendees continue learning about web 2.0 tools to enhance faith formation and ministry.
This document provides information about the capstone project for the Digital Discipleship Boot Camp (DDBC). It outlines the three phases of the capstone project including proposal, implementation, and final reporting deadlines. It also discusses brainstorming capstone project ideas, the rubric for evaluation, and obtaining continuing education credits upon completion. The capstone project allows participants to apply what they learned in DDBC and create a final project integrating technology into their ministry.
This document provides an overview of a presentation on building websites for ministry. It discusses determining why a ministry needs a website, defines tools for building websites like WordPress, WIX and Blogger, and covers basics of website design including domains, URLs, and copyright considerations. The presentation objectives are to help attendees understand how to properly develop a ministry website that meets objectives and follows copyright laws.
This document provides an overview of a presentation about wikis and their uses for ministry and collaboration. The presentation covers the basics of wikis, examples of wikis being used for education and faith communities, and a demonstration of using a wiki platform. The goal is to help participants understand how wikis can foster interaction, collaboration, and organization for ministry through group content creation and sharing.
This document provides an overview of a presentation on digital storytelling as a teaching tool. It discusses defining digital storytelling, the elements of an effective digital story, and tools for creating short digital stories. Attendees are instructed to create a 30-second digital story on a topic related to the Pope's encyclical on the environment and post the link. The presentation aims to demonstrate how digital storytelling can engage diverse learning styles and promote sharing information through multimedia.
This document provides an overview of a presentation on digital discipleship and lifelong learning in the new media age. It discusses understanding web 2.0, levels of technology engagement, and introduces 10 useful web tools for ministry, including Pinterest, Dropbox, and Google Docs. The goal is to help attendees continue learning about web 2.0 tools to enhance faith formation and ministry.
This document provides information about the capstone project for the Digital Discipleship Boot Camp (DDBC). It outlines the three phases of the capstone project including proposal, implementation, and final reporting deadlines. It also discusses brainstorming capstone project ideas, the rubric for evaluation, and obtaining continuing education credits upon completion. The capstone project allows participants to apply what they learned in DDBC and create a final project integrating technology into their ministry.
This document provides an overview of a presentation on building websites for ministry. It discusses determining why a ministry needs a website, defines tools for building websites like WordPress, WIX and Blogger, and covers basics of website design including domains, URLs, and copyright considerations. The presentation objectives are to help attendees understand how to properly develop a ministry website that meets objectives and follows copyright laws.
The document provides information about using social media to build online faith communities. It discusses utilizing social networking sites like Facebook and Twitter to connect people with similar religious interests and create participatory online spaces centered around Christianity. The presentation aims to teach participants how to effectively use social media for religious outreach, evangelism, and faith-based discussions.
This document appears to be a presentation about wikis and their use for digital discipleship and education. Some key points covered include:
- Learning about wikis, their uses and strengths/weaknesses through examples and a demonstration of wikispaces.com.
- Wikis enable collaboration and communication between learners working together to find understanding.
- Barriers to collaboration using technology in faith settings include issues like setup, monitoring, advertising and learning curves for new platforms.
- Assignments involve brainstorming wiki ideas for ministry and commenting on related blog posts and social media.
The document introduces various Web 2.0 tools that can be used to support online teaching and learning, including social networks, blogs, wikis, podcasts, and content hosting/sharing sites. It provides examples of how these tools can be used for collaboration, communication, content creation and sharing, and building an online learning environment. Specific tools highlighted include YouTube, TeacherTube, Skype, Google Docs, Flickr, and widgets.
The document introduces Web 2.0 tools that can assist teaching and learning, including blogs, wikis, podcasting, widgets, RSS feeds, and Google Documents. It provides examples of specific websites where teachers can create avatars, magazine covers, online activities, and share other digital content and resources. The document encourages teachers to set up free accounts to explore and experiment with these Web 2.0 tools.
The document introduces Web 2.0 tools that can assist teaching and learning, including blogs, wikis, podcasting, widgets, RSS feeds, and Google Documents. It provides examples of specific websites where teachers can create avatars, magazine covers, online activities, and share other digital content and resources. The document encourages teachers to set up free accounts on these websites and have fun exploring the various Web 2.0 tools.
This document provides an introduction and overview of FlipGrid, a social learning platform that allows students to create and share short videos in response to discussion topics or prompts. The summary includes:
1. FlipGrid allows educators to create "Grids" for classes/groups and add discussion topics for students to respond to with short videos. It aims to create an engaging community for collaboration and feedback.
2. The document demonstrates how to set up an account, create a Grid, add topics, and record/edit response videos through the FlipGrid platform interface.
3. A variety of use cases for FlipGrid are listed, including assignments, presentations, book clubs, goal setting, and more across different academic levels from
This document provides an orientation for the Digital Disciple Boot Camp (DDBC). It introduces the presenters and provides an overview of the course goals and structure. The DDBC will focus on developing skills for digital discipleship, including setting up accounts on WordPress, Wikispaces, Twitter, Facebook and other tools. Participants will learn at their own pace through webinars, slide decks, blogs and independent lab work, with support from assigned coaches. The goal is to help Catholics share their faith online as lifelong learners in the new digital age.
Game Changing Customer Support CommunitiesMark Fidelman
This document traces the evolution of documentation from early cave paintings and Egyptian scrolls to modern online support sites. It discusses how the needs of documentation have changed over time, from recording early histories and religious texts to distributing scientific discoveries and training people on new technologies. The document notes that today's online support sites face challenges in meeting modern customer needs. Customers often leave sites searching elsewhere for answers or arrive at competitors' sites due to outdated, inaccurate or irrelevant content. The document argues that future support needs adaptive sites that provide personalized, mobile-friendly assistance through search, rich media, user contributions and analytics to improve the customer experience.
Takes a look at what we know about learning and what we know about social media and whether there is a conflict between the two. Features 6 principles of social media.
I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press. I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens. I’m going to identify ten trends in this regard that I think have particular importance for education and learning, and then discuss seven steps I think educators can take to make a difference during this time.
Webinar - Accomplishing More with Social Media - 2015-08-06TechSoup
Visit http://www.techsoup.org for donated technology for nonprofits and libraries!
The Internet changed the world in the mid 90's and social media is changing it again in the new decade. Today's social media platforms (from LinkedIn, to Facebook, Twitter, and the blogosphere), offer extraordinary capabilities and unique opportunities which can bring about significant business and personal benefits.
However, many organizations and users are not realizing these benefits, either a) getting caught up in the social media "chatter" and spending too much time in these platforms with little or no returns, b) not fully leveraging the capabilities of these platforms, or c) writing them off all together as irrelevant or unimportant — the place where people post what they had for lunch.
Whatever our view is on social media, the reality is that 100s of millions of users are engaged in these platforms, and this large user-base includes many of our customers, donors, employees, partners, colleagues, friends, and family members.
It is imperative then that we better understand these platforms, become skilled at using them, and learn how to fully leverage them. In this session, we explore their capabilities, and discuss ways in which we can use them strategically and purposefully, to achieve significant business and personal results.
Key Takeaways:
-- If you are new to social media, this session will provide you with everything you need to get started including demonstrations of each of the platforms.
-- If you are already using these platforms, you will gain additional insights into how to use them more strategically and purposefully.
-- In addition (as an extra bonus), you will learn about the Results Curve™, and how it can help you in managing social media and other interrupting technologies such as email and Instant Messaging.
This document discusses how education can leverage Web 2.0 technologies. It provides background on the evolution of the internet from Web 1.0 to Web 2.0, noting that Web 2.0 emphasizes user-generated content and participation. Web 2.0 allows for collaborative learning through tools like blogs, wikis, social networks, and content sharing sites. These technologies can help supplement classroom teaching by facilitating discussion, peer learning, and access to online resources. Specific Web 2.0 tools that are useful for educators are highlighted.
The document provides an overview of a presentation on digital citizenship for educators. It discusses the importance of teaching digital citizenship to meet state technology standards and e-rate funding requirements. The presentation covers 6 strands of digital citizenship and includes activities for grades 3 through 5 to teach about digital content, contact, and conduct. It also provides resources and links for further information.
This document provides an introduction to wikis and Google Wave. It discusses that wikis allow for collaborative knowledge sharing through easy editing by enthusiasts. Wikis have few formatting options and Wikipedia is an example of a wiki that is inspired by a vision of freely sharing all knowledge. Google Wave aims to improve on email by hosting conversations, documents and applications in one collaborative space.
This document discusses various tools of Web 2.0 that enable user-generated content and social interaction online. It describes blogs as frequently updated websites that allow people to publish personal thoughts and commentary. Wikis allow any user to add and edit content collaboratively. Podcasting involves publishing audio files that users can subscribe to. Social networks map relationships between individuals through online connections. Social sharing sites allow users to post photos, videos and other content for others to view. The document provides examples of these tools and encourages readers to set up accounts and explore their capabilities.
Using Video to Tell Your Story-TechSoupConnect MN & Dakotas Chapter-April 7-2...Mary Ann Van Cura
The document summarizes a TechSoup Connect event on using video to tell stories that create impact and build relationships. It provides details on the presenter, panelists, topics that will be discussed including keeping videos authentic and going DIY. It also lists upcoming event dates and contact information for chapter co-hosts. A panel discussion was held on creating a video to solve a problem or meet a goal. Community members were invited to join the chapter to learn about events and software discounts.
This document discusses using podcasts and other web tools for educational purposes. It describes what podcasts are and how they can be useful for administrators and teachers to communicate with students and the community. The document provides steps to create a podcast, examples of equipment that can be used, and discusses other tools like social bookmarking sites, wikis, screen casting, blogs, and video sharing sites and how they can be applied in an educational setting.
This document summarizes various social media tools that teachers can use to connect with colleagues, parents, and other stakeholders. It provides examples of popular tools like wikis (Wikipedia), social networking (LinkedIn, Ning), photo sharing (Flickr, Webshots), video sharing (TeacherTube), blogging (WordPress, TeacherLingo), and microblogging (Twitter). It also gives specific examples of how these tools can be used, such as sharing photos of school events, creating networks for special interest groups, and using tools like Google Alerts to monitor mentions of a school online.
Telling different stories: a storify for learning experimentAndrew Middleton
We set out to learn more about how Storify can be used for learning. Three people volunteered to produce an account of their day at the MELSIG Nottingham Trent University event. Only two were attending!
The document discusses two workshops about personal learning networks (PLNs) and powerful online practices. Workshop 1 introduces PLNs, how to build one, and tools to use. It provides examples of Coach Carole's evolving PLN over time. Workshop 8 focuses on collaboration with Google tools, communication using Elluminate Live and Learn Central, and blended delivery with Moodle, wikis, and Google Sites. Participants can create accounts and try the tools discussed. The workshops aim to help participants manage their online collaboration, communication, and education.
This document outlines a presentation on using mobile devices for ministry. It discusses embracing new technologies rather than fearing them. After completing the presentation, participants will be able to promote digital etiquette using mobile devices for learning, and find ways to integrate mobile technologies into faith learning. The presentation covers guidelines for appropriate classroom use of cell phones, potential ministry applications of mobile technologies like conducting interviews and creating videos/podcasts, and using tools like Animoto to create video presentations.
This document discusses using mobile devices in religious education. It provides an overview of a training module on this topic. The module aims to teach participants how to utilize mobile devices as learning tools, embrace new technologies, and promote digital etiquette. It also explores ways to integrate mobile devices into faith learning through tools like videos, photos, interviews and blogs. The document outlines the module's learning objectives and provides several references and resources for further reading.
The document provides information about using social media to build online faith communities. It discusses utilizing social networking sites like Facebook and Twitter to connect people with similar religious interests and create participatory online spaces centered around Christianity. The presentation aims to teach participants how to effectively use social media for religious outreach, evangelism, and faith-based discussions.
This document appears to be a presentation about wikis and their use for digital discipleship and education. Some key points covered include:
- Learning about wikis, their uses and strengths/weaknesses through examples and a demonstration of wikispaces.com.
- Wikis enable collaboration and communication between learners working together to find understanding.
- Barriers to collaboration using technology in faith settings include issues like setup, monitoring, advertising and learning curves for new platforms.
- Assignments involve brainstorming wiki ideas for ministry and commenting on related blog posts and social media.
The document introduces various Web 2.0 tools that can be used to support online teaching and learning, including social networks, blogs, wikis, podcasts, and content hosting/sharing sites. It provides examples of how these tools can be used for collaboration, communication, content creation and sharing, and building an online learning environment. Specific tools highlighted include YouTube, TeacherTube, Skype, Google Docs, Flickr, and widgets.
The document introduces Web 2.0 tools that can assist teaching and learning, including blogs, wikis, podcasting, widgets, RSS feeds, and Google Documents. It provides examples of specific websites where teachers can create avatars, magazine covers, online activities, and share other digital content and resources. The document encourages teachers to set up free accounts to explore and experiment with these Web 2.0 tools.
The document introduces Web 2.0 tools that can assist teaching and learning, including blogs, wikis, podcasting, widgets, RSS feeds, and Google Documents. It provides examples of specific websites where teachers can create avatars, magazine covers, online activities, and share other digital content and resources. The document encourages teachers to set up free accounts on these websites and have fun exploring the various Web 2.0 tools.
This document provides an introduction and overview of FlipGrid, a social learning platform that allows students to create and share short videos in response to discussion topics or prompts. The summary includes:
1. FlipGrid allows educators to create "Grids" for classes/groups and add discussion topics for students to respond to with short videos. It aims to create an engaging community for collaboration and feedback.
2. The document demonstrates how to set up an account, create a Grid, add topics, and record/edit response videos through the FlipGrid platform interface.
3. A variety of use cases for FlipGrid are listed, including assignments, presentations, book clubs, goal setting, and more across different academic levels from
This document provides an orientation for the Digital Disciple Boot Camp (DDBC). It introduces the presenters and provides an overview of the course goals and structure. The DDBC will focus on developing skills for digital discipleship, including setting up accounts on WordPress, Wikispaces, Twitter, Facebook and other tools. Participants will learn at their own pace through webinars, slide decks, blogs and independent lab work, with support from assigned coaches. The goal is to help Catholics share their faith online as lifelong learners in the new digital age.
Game Changing Customer Support CommunitiesMark Fidelman
This document traces the evolution of documentation from early cave paintings and Egyptian scrolls to modern online support sites. It discusses how the needs of documentation have changed over time, from recording early histories and religious texts to distributing scientific discoveries and training people on new technologies. The document notes that today's online support sites face challenges in meeting modern customer needs. Customers often leave sites searching elsewhere for answers or arrive at competitors' sites due to outdated, inaccurate or irrelevant content. The document argues that future support needs adaptive sites that provide personalized, mobile-friendly assistance through search, rich media, user contributions and analytics to improve the customer experience.
Takes a look at what we know about learning and what we know about social media and whether there is a conflict between the two. Features 6 principles of social media.
I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press. I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens. I’m going to identify ten trends in this regard that I think have particular importance for education and learning, and then discuss seven steps I think educators can take to make a difference during this time.
Webinar - Accomplishing More with Social Media - 2015-08-06TechSoup
Visit http://www.techsoup.org for donated technology for nonprofits and libraries!
The Internet changed the world in the mid 90's and social media is changing it again in the new decade. Today's social media platforms (from LinkedIn, to Facebook, Twitter, and the blogosphere), offer extraordinary capabilities and unique opportunities which can bring about significant business and personal benefits.
However, many organizations and users are not realizing these benefits, either a) getting caught up in the social media "chatter" and spending too much time in these platforms with little or no returns, b) not fully leveraging the capabilities of these platforms, or c) writing them off all together as irrelevant or unimportant — the place where people post what they had for lunch.
Whatever our view is on social media, the reality is that 100s of millions of users are engaged in these platforms, and this large user-base includes many of our customers, donors, employees, partners, colleagues, friends, and family members.
It is imperative then that we better understand these platforms, become skilled at using them, and learn how to fully leverage them. In this session, we explore their capabilities, and discuss ways in which we can use them strategically and purposefully, to achieve significant business and personal results.
Key Takeaways:
-- If you are new to social media, this session will provide you with everything you need to get started including demonstrations of each of the platforms.
-- If you are already using these platforms, you will gain additional insights into how to use them more strategically and purposefully.
-- In addition (as an extra bonus), you will learn about the Results Curve™, and how it can help you in managing social media and other interrupting technologies such as email and Instant Messaging.
This document discusses how education can leverage Web 2.0 technologies. It provides background on the evolution of the internet from Web 1.0 to Web 2.0, noting that Web 2.0 emphasizes user-generated content and participation. Web 2.0 allows for collaborative learning through tools like blogs, wikis, social networks, and content sharing sites. These technologies can help supplement classroom teaching by facilitating discussion, peer learning, and access to online resources. Specific Web 2.0 tools that are useful for educators are highlighted.
The document provides an overview of a presentation on digital citizenship for educators. It discusses the importance of teaching digital citizenship to meet state technology standards and e-rate funding requirements. The presentation covers 6 strands of digital citizenship and includes activities for grades 3 through 5 to teach about digital content, contact, and conduct. It also provides resources and links for further information.
This document provides an introduction to wikis and Google Wave. It discusses that wikis allow for collaborative knowledge sharing through easy editing by enthusiasts. Wikis have few formatting options and Wikipedia is an example of a wiki that is inspired by a vision of freely sharing all knowledge. Google Wave aims to improve on email by hosting conversations, documents and applications in one collaborative space.
This document discusses various tools of Web 2.0 that enable user-generated content and social interaction online. It describes blogs as frequently updated websites that allow people to publish personal thoughts and commentary. Wikis allow any user to add and edit content collaboratively. Podcasting involves publishing audio files that users can subscribe to. Social networks map relationships between individuals through online connections. Social sharing sites allow users to post photos, videos and other content for others to view. The document provides examples of these tools and encourages readers to set up accounts and explore their capabilities.
Using Video to Tell Your Story-TechSoupConnect MN & Dakotas Chapter-April 7-2...Mary Ann Van Cura
The document summarizes a TechSoup Connect event on using video to tell stories that create impact and build relationships. It provides details on the presenter, panelists, topics that will be discussed including keeping videos authentic and going DIY. It also lists upcoming event dates and contact information for chapter co-hosts. A panel discussion was held on creating a video to solve a problem or meet a goal. Community members were invited to join the chapter to learn about events and software discounts.
This document discusses using podcasts and other web tools for educational purposes. It describes what podcasts are and how they can be useful for administrators and teachers to communicate with students and the community. The document provides steps to create a podcast, examples of equipment that can be used, and discusses other tools like social bookmarking sites, wikis, screen casting, blogs, and video sharing sites and how they can be applied in an educational setting.
This document summarizes various social media tools that teachers can use to connect with colleagues, parents, and other stakeholders. It provides examples of popular tools like wikis (Wikipedia), social networking (LinkedIn, Ning), photo sharing (Flickr, Webshots), video sharing (TeacherTube), blogging (WordPress, TeacherLingo), and microblogging (Twitter). It also gives specific examples of how these tools can be used, such as sharing photos of school events, creating networks for special interest groups, and using tools like Google Alerts to monitor mentions of a school online.
Telling different stories: a storify for learning experimentAndrew Middleton
We set out to learn more about how Storify can be used for learning. Three people volunteered to produce an account of their day at the MELSIG Nottingham Trent University event. Only two were attending!
The document discusses two workshops about personal learning networks (PLNs) and powerful online practices. Workshop 1 introduces PLNs, how to build one, and tools to use. It provides examples of Coach Carole's evolving PLN over time. Workshop 8 focuses on collaboration with Google tools, communication using Elluminate Live and Learn Central, and blended delivery with Moodle, wikis, and Google Sites. Participants can create accounts and try the tools discussed. The workshops aim to help participants manage their online collaboration, communication, and education.
This document outlines a presentation on using mobile devices for ministry. It discusses embracing new technologies rather than fearing them. After completing the presentation, participants will be able to promote digital etiquette using mobile devices for learning, and find ways to integrate mobile technologies into faith learning. The presentation covers guidelines for appropriate classroom use of cell phones, potential ministry applications of mobile technologies like conducting interviews and creating videos/podcasts, and using tools like Animoto to create video presentations.
This document discusses using mobile devices in religious education. It provides an overview of a training module on this topic. The module aims to teach participants how to utilize mobile devices as learning tools, embrace new technologies, and promote digital etiquette. It also explores ways to integrate mobile devices into faith learning through tools like videos, photos, interviews and blogs. The document outlines the module's learning objectives and provides several references and resources for further reading.
This document provides information about utilizing cell phones as learning tools in faith education. It discusses digital etiquette, acknowledging new technologies, and integrating mobile devices into faith learning. It outlines module objectives and lists ways cell phones can be used as knowledge construction, data collection, and communication tools. Examples provided include conducting interviews, taking photos and videos, creating podcasts and slideshows, and using apps and websites to collaborate.
This document provides an overview of a presentation on using mobile devices in ministry. It discusses how ubiquitous mobile devices have become, especially among students, and encourages embracing new technologies rather than ignoring or fearing them. It also covers digital etiquette, different mobile device types, and examples of apps that can be used for assignments, like recording interviews, taking photos, and editing videos. The presentation aims to show participants practical ways to integrate mobile devices into faith learning.
This document provides an overview of a presentation on using mobile devices for ministry. It discusses embracing new technologies rather than fearing them. Mobile devices can be used as tools for learning, data collection, and collaboration. Examples of apps that could be used for mobile evangelization and catechesis are provided, such as those for video editing, blogging, and photo sharing. Etiquette and competencies around digital citizenship, communication, and mobile ministry are covered. The document examines whether a parish is ready to utilize these technologies and provides examples of how mobile devices can be used for knowledge construction, interviews, and collaborative communication.
The document discusses using cell phones as learning tools in the classroom. It provides an overview of a module that will teach students how to utilize cell phones to embrace new technologies, promote digital etiquette, and integrate mobile devices into faith learning. Examples are given of ways students can use cell phone features like cameras, texting, and apps to complete projects and assignments that incorporate the cell phones into the classroom experience. Guidelines are also provided around establishing proper digital etiquette and managing cell phone use in the classroom.
The iCatechist: Effectively Using Your iDevices Caroline Cerveny
This document discusses using mobile devices like cell phones and tablets in religious education. It begins by noting that digital kids are using devices for activities like streaming media, messaging, and making videos. The presenter advocates bringing student culture into the classroom through digital tools. Examples discussed include using cell phones for activities like digital storytelling, interviews, photography, and scavenger hunts. Guidelines are provided around managing cell phone use in the classroom and developing acceptable use policies. The presentation concludes by recommending Catholic apps and websites to explore for digital catechesis.
Blackboard K12 Mobile Webinar October 2010Blackboard
Learn how Mobile Learn can impact teaching and learning and extend your existing Blackboard Learn implementation by giving students and teachers access to all of the content available in the web interface, with the added ability to access documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals.
Webinar: Making Learning Mobile 2.0 study Julie Evans
Learn the results from our Making Learning Mobile 2.0 Study
The Making Learning Mobile 2.0 study takes an in-depth look at the impact of 1-to-1 tablet implementation, including Internet access outside the classroom, with Chicago Public Schools students. Kajeet®, the only wireless service provider dedicated to kids and education, and Project Tomorrow®, a national education nonprofit, announce the results from a two-year-long study on the impact of mobile devices on teaching and learning. The project was sponsored by Kajeet with funding from Qualcomm’s Wireless Reach Initiative. http://www.tomorrow.org/publications/MakingLearningMobile2.html
The mlearning meeting and workshop teachers handoutMr Bounab Samir
The document discusses the potential benefits of using mobile phones (mlearning) in education. It provides numerous examples of how phones can be used to collaborate, communicate, create, coordinate, and curate educational content and activities. Phones allow students to research questions, access educational resources, record lessons, provide peer feedback, and engage in learning outside the classroom. When used appropriately under the guidance of teachers, mlearning can effectively support students' digital literacy and safety, help prepare them for future careers, and make learning more convenient, interactive, and up-to-date.
Blackboard K12 Mobile Webinar August 2010Blackboard
Learn how Mobile Learn can impact teaching and learning and extend your existing Blackboard Learn implementation by giving students and teachers access to all of the content available in the web interface, with the added ability to access documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals.
Blackboard K12 Mobile Webinar August 2010Blackboard
Learn how Mobile Learn can impact teaching and learning and extend your existing Blackboard Learn implementation by giving students and teachers access to all of the content available in the web interface, with the added ability to access documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals.
Have you ever considered inviting your students or parishioners to use the mobile devices that they carry in their purses or pockets? Let’s rethink how we might do ministry with cell phones.
This presentation discusses using cell phones as learning tools in faith education. It begins by outlining learning objectives around utilizing cell phones, embracing new technologies, and promoting digital etiquette. It then provides examples of how to integrate mobile devices for knowledge construction, data collection, and collaborative communication. Throughout, it emphasizes best practices for classroom control, appropriate use, and protecting student privacy and safety.
The document discusses various ways that students' cell phones can be integrated into classroom learning, including:
1. Having students take pictures or videos to document class activities and projects, and posting them to blogs or private photo sites.
2. Using cell phones to record podcasts or audio files and posting them online for others to access.
3. Employing cell phones for note-taking, organization, and scheduling by using speech-to-text and calendar features.
4. Engaging students in mobile storytelling, journalism, or novel writing projects using text, photo, and video capabilities of cell phones.
This document discusses catechesis and religious education in the 21st century using digital tools. It notes that today's students are immersed in digital technologies like Netflix, iTunes, texting and social media. It argues that catechesis must integrate these digital literacies and technologies to engage students. Several strategies are proposed, such as using cell phones for learning, digital storytelling, and online editing tools. The presentation concludes by envisioning future opportunities in digital catechesis through online communities and new technologies.
The document discusses various ways that students' cell phones can be integrated into classroom learning. It provides 12 examples of projects using cell phones for tasks like podcasting, note taking, photo sharing, location-based blogging, surveys and quizzes. It also addresses concerns around cell phone use in schools, such as cheating, and suggests establishing clear rules and educating students on appropriate and safe usage.
This document discusses a BYOD (Bring Your Own Device) framework for transforming education. It describes how BYOD allows students to use their own mobile devices in class, enhancing learning experiences. BYOD changes education by enabling digital citizenship, mobility, Web 2.0 tools, and student-owned active learning. The framework recommends robust wireless, cloud-based tools, and mobile apps to support BYOD. It also discusses implementing BYOD gradually and focusing on teaching/learning. Benefits include incorporating student learning styles and preparing them for future education/careers, while risks include cyberbullying and distraction.
Digital literacy is becoming increasingly important as technology and media rapidly change how people access information and communicate. Teachers need to incorporate digital literacy skills into classrooms to help students succeed. Some strategies for teaching digital literacy include using classroom blogs for students to read and write online, creating video blogs to showcase projects and lessons, and setting up wikis for collaborative writing. These tools help develop skills like using technology, analyzing online content, and communicating digitally.
This document provides an orientation for participants in the Digital Disciple Boot Camp (DDBC). It introduces the presenters and overview of the program. The DDBC will help participants develop competencies to become digital disciples, including areas like digital citizenship, curation, communication, evangelization and catechesis. Participants can take part at different levels from introductory to pastoral technology certification. The program will involve webinars, blogs, Microsoft Teams collaboration, and independent lab work to set up accounts and learn tools. It outlines the schedule including optional practice sessions, the orientation webinar, and self-paced lab video modules to set up accounts on platforms like Facebook, Twitter, and WordPress. Coaches will
This webinar discusses the capstone project for the Digital Discipleship Boot Camp program. The capstone project involves implementing a technology-focused project in three phases: a proposal, implementation, and final essay/article. Participants brainstorm possible projects for faith communities and learn about integrating technology to enhance community building. The goals and requirements of each project phase are reviewed.
The document discusses 10 ideas for using Web 2.0 tools in catechetical classrooms and ministries. It introduces tools like Pinterest for curating content, join.me for online meetings, Padlet for classroom collaboration, Google Forms for surveys, Socrative for assessments, Canva for design, QR codes on mobile devices, using images from Pixabay, and geocaching as an activity. The document provides examples of how each tool can be applied and customized for faith formation.
This document provides an overview of websites for ministry. It discusses why ministries need websites, different tools for building websites like WordPress, WIX and Blogger. It covers website basics like domains, URLs, and parts of a website. The document also discusses choosing a website name, content management systems, editing tools, and using websites for ministry purposes. It provides examples of parish vs ministry websites and reviews copyright permissions and attribution requirements.
This document provides an overview of a presentation on digital storytelling for evangelism. The objectives are to describe storytelling as a teaching tool, identify elements of storytelling, demonstrate digital tools for creating short videos, and design student assignments involving researched stories. Digital storytelling combines story with visuals, text, audio and video. YouTube-style short videos are discussed as a format. Participants will create a 30-second video on a topic related to the Pope's environmental encyclical. The process involves planning content, choosing a tool like Animoto or WeVideo, writing a script, and storyboarding with images.
This document discusses collaboration tools and wikis for ministry. It begins by defining collaboration and discussing how Digital Discipleship Boot Camp is collaborative. It then covers objectives which are to understand collaboration, digital discipleship competencies related to collaboration, learn about wikis and how to embed media in PBWorks. It discusses barriers to collaboration and digital discipleship competencies. It provides an overview of wikis including their strengths for educational use and flexibility. It demonstrates how to embed tools like videos and forms in wikis. Homework includes engaging with the class blog and wiki to brainstorm ideas and share learning.
This document provides an overview of a presentation on social networking and building online faith communities. The presentation covers topics like different levels of participation in social media, utilizing popular tools like Facebook and Twitter, understanding digital footprints, and modeling best practices. The overall aim is to equip participants to use social media to create communities centered around Christ and continue engaging online after the training concludes.
This document provides an orientation for participants in the Digital Discipleship Boot Camp (DDBC). It introduces the DDBC team and overview the schedule, modules, and expectations for the program. Participants are expected to set up accounts on various online tools like WordPress, PBWorks, Twitter and Facebook by certain deadlines in order to fully participate. The orientation emphasizes getting help from assigned coaches if needed. The goal of DDBC is to help participants become digital disciples by learning skills for online ministry and evangelization.
This document provides an overview and instructions for using GoToWebinar, including how to register for and participate in webinars. It outlines the control panel features for audio settings, asking questions, polls, handouts, and getting help. It also includes the schedule for the Digital Discipleship Boot Camp webinar modules in June-September 2018.
This document provides instructions for students to access and navigate a private WordPress class blog for a Digital Discipleship Boot Camp. It outlines how to create a WordPress account, request access to the private class blog, complete one's profile, and comment on blog posts. The goal is for students to become familiar with the class blog interface and participate in online discussions about modules and assignments.
This document is a presentation on using Twitter for ministry purposes. It covers how to create a Twitter account and adjust privacy settings. Key Twitter terms are defined such as tweets, following, followers, hashtags and retweets. The navigation of Twitter is explained along with how to find and interact with other users. Ways to search for people to follow and learn more about Twitter through tutorials and help resources are also outlined. The goal is to help participants understand how to use Twitter as a tool for digital discipleship.
This document provides an overview of using a PBWorks wiki for a Digital Discipleship Boot Camp class. It explains that a wiki is a collaborative website that will be used for class homework. It outlines the steps to create a PBWorks account, join the class wiki, and demonstrates basic features of PBWorks like navigating pages, editing wiki pages, and commenting. The goal is for students to understand how to complete and submit assignments through the class wiki.
This document provides instructions for setting up a Gravatar account and profile. It explains what a Gravatar is, how to create a Gravatar account, how to upload a profile photo and set display details. It also discusses how Gravatar profiles can be linked to WordPress sites and blogs to display user photos and information.
This document provides instruction on setting up and using a Facebook account. It outlines the objectives of creating an account, joining the Digital Discipleship Boot Camp Facebook group, and demonstrating basic Facebook features. It discusses privacy settings and the differences between Facebook pages and groups. Step-by-step instructions are provided for creating an account and connecting with the Boot Camp group.
This document provides an overview of the capstone project for the Digital Discipleship Boot Camp. The capstone project has three phases: a proposal due May 25th, project implementation between May 26th and July 25th, and an essay and article due August 8th. The capstone is meant to apply what was learned in the boot camp and demonstrate how technology can build community. Ideas are brainstormed and rubrics and guidelines are provided to help complete the capstone.
The document discusses using Web 2.0 tools in catechetical and ministry settings. It introduces 10 tools, including Pinterest for social networking, join.me for online meetings, Padlet for project collaboration, WordClouds.com for word clouds, Google Forms for online surveys, Socrative for assessments, Canva for graphics/design, QR codes on mobile devices, Pixabay for digital images, and geocaching as an outside tool. The presentation provides examples of how each tool can be applied and encourages participants to try different tools in their own ministries.
The document discusses websites for ministry and provides guidance on developing an effective ministry website. It covers topics such as determining why a ministry needs a website, common website platforms like WordPress and WIX, basic website design principles, and legal issues around content and copyright permissions. The overall objective is to help participants understand how to create a well-designed website that achieves the goals of their ministry while following relevant laws.
This document provides an overview of a presentation on digital storytelling for evangelism. The presentation covers defining digital storytelling, its elements, and tools for creating digital stories. Attendees are instructed to create a 30-second digital story on a topic related to the Pope's encyclical Laudato Si to practice the techniques discussed. Examples of digital stories created by past participants are also provided. The goal is to learn how to use digital storytelling as an effective method for teaching, learning, and evangelism.
This document provides an overview of a webinar on using mobile devices for ministry. It discusses the types of mobile devices commonly used, including phones and tablets from Apple, Microsoft, Google and Amazon. It addresses why mobile devices are useful for ministry work due to their ubiquity, ease of use and affordability. The webinar covers how to embrace new technologies rather than fear them and provides examples of apps that can be used for various ministry tasks, such as recording podcasts. It also discusses best practices for using mobile devices in ministry, including digital etiquette and acceptable use policies.
This document is a presentation about wikis and their uses for ministry. Some key points:
- Wikis allow for online collaboration and interaction between users. They can be used as tools for faith formation topics and discussions.
- Wikis have strengths like being web-based, collaborative in nature, and flexible for various types of content. They are well-suited for educational uses.
- Some weaknesses include the initial setup process, need for monitoring content, and reliance on ads for free platforms. Wikis also have a learning curve for new users.
- Examples are provided of wikis used for catechist resources, book exchanges, and educational purposes like sharing lesson plans and activities. Wikis
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
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Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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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.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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1. Copyright 2015 INTERACTIVE CONNECTIONS
Welcome
Please wait…
your webinar is about to begin
DDBC Mobile Devices and Ministry
2. Copyright 2015 INTERACTIVE CONNECTIONS
Welcome to
Digital Discipleship
Boot Camp
Mobile Devices and Ministry
A Presentation of Digital Discipleship Boot Camp
Lifelong Learners in the New Media Age
5. After completing this module, you will be able to:
Copyright 2015 INTERACTIVE CONNECTIONS
• Embrace and acknowledge new technologies, rather than
ignore or fear the new literacy.
• Promote digital etiquette through the use of a cell
phone/tablet for learning opportunities.
• Find useful ways to integrate these mobile devices as
knowledge construction, data collection, and collaborative
communication tools into faith learning.
• Demonstrate how Internet resources allow you to talk into
your cell phone and immediately record the narrative as a
podcast to a Web site.
18. • SMARTPHONE USERS: 65% of grades 6-8 students and 80% in grades
9-12 own them – one main concern is how to use them for academics.
• MIDDLE SCHOOL DIGITAL READERS: From 2011-2012, the number of
owners more than doubled from 17% to 39%.
• MIDDLE SCHOOL PERSONAL TABLETS: F rom 2011-2012, the number
of owners more than doubled, to 52%
• WHAT DEVICES ARE HIGH SCHOOL STUDENTS ALLOWED TO USE?
– Just 50% of smartphone owners
– Only 9% of personal tablets owners
– Only 18% of seniors are allowed to use personal laptops at school.
http://www.tomorrow.org/speakup/SU12_DigitalLearners_StudentReport.html
• Is this a missed opportunity?
Copyright 2015 INTERACTIVE CONNECTIONS
28. Keep in mind that students do
not have to bring their mobile
devices into school (or class) in
order to use them for class
assignments. (pg. 22)
Copyright 2015 INTERACTIVE CONNECTIONS
29. • Classroom Control
• Cell Phone Etiquette
• Student Access – Think outside the box, use
“one” phone
• Financial Considerations
• Advertising – opportunity for “Media Literacy”
conversations
• Web Publishing – Safely and appropriately
communicating with others
• Permission from Administrators
Copyright 2015 INTERACTIVE CONNECTIONS
58. Co-Sponsored by
University of Dayton
Institute for
Pastoral Initiatives
INTERACTIVE
CONNECTIONS
Our Sponsoring Dioceses Include…
Diocese of St. Petersburg Diocese of Pensacola- Tallahassee
Diocese of Las Cruces Archdiocese of Atlanta
Diocese of Columbus Diocese of Joliet
Archdiocese of Cincinnati Diocese of Syracuse
Archdiocese of New York Diocese of Fall River
Military Archdiocese Diocese of Erie
Archdiocese of Milwaukee Diocese of Orange
59. Join the Conversation
Follow along and share
your thoughts on Twitter
at #DDBC2015
Come to our FB Group
Digital Discipleship Boot
Camp and converse with
your DDBC friends