This document outlines the structure and navigation of a website for an education portfolio. The top navigation bar remains visible across all pages and includes links to sections on 21st century schools, professionalism, and best works essays. The site navigation is only available from the home page. Key sections include reflections, 21st century teaching standards, and artifacts representing work. Individual pages provide an artifact explanation, sample artifact, and associated teaching standard. Navigation buttons allow moving forward and backward through pages within each section.
Engaging Learners With Powerpoint Games-Animated Videos-E-learning Modules-SHORTBarbara O'Neill
This document discusses Barbara O'Neill's experience using interactive PowerPoint games, animated videos, and e-learning modules to engage communities in financial education. It provides examples of how these tools can be used to review content, assess knowledge, deliver trainings, and promote programs like America Saves. Specific templates, websites and video examples are referenced to illustrate how to create games and videos for teaching concepts, conducting staff trainings, and outreach. The document encourages using these interactive tools to make financial education content more engaging.
Tom Johnson provides information about setting up and using Seesaw and Puppet Edu in the classroom. The document discusses setting up classrooms and student accounts, capturing student work through photos and videos, using the apps for blogging, differentiation, and engaging parents. It also covers the admin interface and getting started with the platforms.
This document provides guidance for students to be successful in their math course. It recommends that students always arrive on time and prepared with necessary materials, attempt all homework assignments, review notes daily, ask questions when unsure of concepts, get help from the teacher when falling behind, form a study group, and set a regular time for homework. The document also outlines classroom rules regarding food, drinks, cellphones, and bathroom breaks. It provides links to class wikis as additional resources.
The document provides the lyrics and instructions for several songs and games that can be used during morning meeting time at an elementary school. It includes call-and-response songs like "Bang Bang Choo Choo Train" as well as songs involving motions like "Boom Sha Boom". Games described involve acting out scenarios, finding matches, and cooperative activities like keeping a beach ball in the air. The goal is to engage students and fill time during transitions using music and movement.
This document discusses visual puzzles and games that aim to exercise thinking. It describes ambigrams, which are words that can be read the same upside down or rotated. The document also covers designing puzzles to teach letter parts or typography concepts. Games are proposed that turn images like photos into interactive puzzles by having players find details. The goals are to design casual games for mental fitness as part of a healthy lifestyle using trends like social media and player-generated content.
This document provides instructions for several team-building activities that can be used for icebreakers:
- Two Truths and a Lie involves each person sharing two true facts and one lie about themselves for the group to guess which is the lie.
- Speed Dating has pairs discuss topics for 30 seconds before switching partners.
- Beach Ball Game passes a beach ball around with questions written on it that each person must answer when their thumb lands on it.
- Several other activities like the Picnic Name Game, True That Double True, and Silent Line-Up are also described to learn more about each other through games.
This document provides an overview and introduction to an online course called ELT Techniques (ELT-T). The following key points are made:
- ELT-T is a 4-week massive open online course focused on English language teaching, with a theme of listening and pronunciation. It is overseen by Jason Levine and includes contributions from 24 presenters.
- The course consists of live and recorded virtual classes, individual and group work, and discussions around pre-class and post-class tasks. A team of 30 facilitators provide support.
- To earn a certificate of completion, participants must attend or watch at least 4 classes and complete the accompanying assignments by December 20, 2013.
-
This document outlines the structure and navigation of a website for an education portfolio. The top navigation bar remains visible across all pages and includes links to sections on 21st century schools, professionalism, and best works essays. The site navigation is only available from the home page. Key sections include reflections, 21st century teaching standards, and artifacts representing work. Individual pages provide an artifact explanation, sample artifact, and associated teaching standard. Navigation buttons allow moving forward and backward through pages within each section.
Engaging Learners With Powerpoint Games-Animated Videos-E-learning Modules-SHORTBarbara O'Neill
This document discusses Barbara O'Neill's experience using interactive PowerPoint games, animated videos, and e-learning modules to engage communities in financial education. It provides examples of how these tools can be used to review content, assess knowledge, deliver trainings, and promote programs like America Saves. Specific templates, websites and video examples are referenced to illustrate how to create games and videos for teaching concepts, conducting staff trainings, and outreach. The document encourages using these interactive tools to make financial education content more engaging.
Tom Johnson provides information about setting up and using Seesaw and Puppet Edu in the classroom. The document discusses setting up classrooms and student accounts, capturing student work through photos and videos, using the apps for blogging, differentiation, and engaging parents. It also covers the admin interface and getting started with the platforms.
This document provides guidance for students to be successful in their math course. It recommends that students always arrive on time and prepared with necessary materials, attempt all homework assignments, review notes daily, ask questions when unsure of concepts, get help from the teacher when falling behind, form a study group, and set a regular time for homework. The document also outlines classroom rules regarding food, drinks, cellphones, and bathroom breaks. It provides links to class wikis as additional resources.
The document provides the lyrics and instructions for several songs and games that can be used during morning meeting time at an elementary school. It includes call-and-response songs like "Bang Bang Choo Choo Train" as well as songs involving motions like "Boom Sha Boom". Games described involve acting out scenarios, finding matches, and cooperative activities like keeping a beach ball in the air. The goal is to engage students and fill time during transitions using music and movement.
This document discusses visual puzzles and games that aim to exercise thinking. It describes ambigrams, which are words that can be read the same upside down or rotated. The document also covers designing puzzles to teach letter parts or typography concepts. Games are proposed that turn images like photos into interactive puzzles by having players find details. The goals are to design casual games for mental fitness as part of a healthy lifestyle using trends like social media and player-generated content.
This document provides instructions for several team-building activities that can be used for icebreakers:
- Two Truths and a Lie involves each person sharing two true facts and one lie about themselves for the group to guess which is the lie.
- Speed Dating has pairs discuss topics for 30 seconds before switching partners.
- Beach Ball Game passes a beach ball around with questions written on it that each person must answer when their thumb lands on it.
- Several other activities like the Picnic Name Game, True That Double True, and Silent Line-Up are also described to learn more about each other through games.
This document provides an overview and introduction to an online course called ELT Techniques (ELT-T). The following key points are made:
- ELT-T is a 4-week massive open online course focused on English language teaching, with a theme of listening and pronunciation. It is overseen by Jason Levine and includes contributions from 24 presenters.
- The course consists of live and recorded virtual classes, individual and group work, and discussions around pre-class and post-class tasks. A team of 30 facilitators provide support.
- To earn a certificate of completion, participants must attend or watch at least 4 classes and complete the accompanying assignments by December 20, 2013.
-
Introduction to Massive open online courses (MOOCs) , showing examples, explaining their structure and process and finally discussing their opportunities and risks.
Mooc for professional learning - A PresentationJaspal Singh
MOOC is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs).
Using social media tools for language learningAmel Lusta
The document discusses two social media platforms that can be used for language learning: TalkEnglish and FutureLearn. TalkEnglish is a free smartphone app with over 900 lessons and 8,000 audio files for learning English. It allows users to record themselves and compare to native speakers. FutureLearn is a free online education website that offers massive open online courses from various university and organization partners. Courses are 6-10 weeks long and include videos, articles, quizzes, peer comments, assignments and certificates of achievement for completing 90% of coursework and scoring over 70% on tests.
Task 4 final: Consultants-E E-Moderating Course Oct 2015brendawm
The document provides tips for moderating synchronous online chats, including preparing for text and audio chats, giving clear instructions during discussions, and conducting post-discussion analysis. It also discusses approaches for assessing asynchronous online discussions and some of the challenges of assessing student learning in online courses as compared to face-to-face courses. Suggested solutions to challenges include using tools to prevent cheating, providing rich multimedia content, and incorporating more opportunities for student interaction and feedback.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presenter: Julie Hansen, Implementation & Training Specialist, Cengage Learning
Are you finding that it’s challenging to get students engaged in the course material? How can you ignite student interest to get better outcomes? Engaging today’s students presents unique challenges. Join Julie Hansen as she shares strategies and tips for engaging students. You’ll see examples of activities and assignments that really work, as well as innovative techniques for getting students motivated, facilitate meaningful application, and result in improved learning outcomes. We will also share examples of technology solutions that can help you engage your students, as well as how a student-tested, faculty approved solution from Cengage Learning – 4LTR Press – can also assist with getting student involved in the course.
This document discusses strategies and tips for engaging today's students. It provides ideas for activities both in and outside the classroom to improve student engagement with course material. In-class techniques include group activities, videos, games, and polls. Outside class, the document recommends projects, online homework, eBooks, and communication tools. It also promotes the use of technology like CourseMate, an online learning platform, to enhance the student experience and make teaching more effective and efficient.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
E-learning involves teaching and learning done mainly at a distance via personal computers and the internet. It can be delivered through a learning platform or virtual learning environment (VLE) that allows tutors to track student activities and provides tools for assessment. There are advantages to VLEs like allowing tutors to monitor student logins and activities. Designing an online course requires considering delivery methods, content, student needs, tasks and materials, assessment, and teacher support. It is important to involve students and ensure they have the needed computer skills and expectations when developing an online learning environment.
This document outlines the agenda for an online teaching and learning group meeting. The agenda includes check-ins, discussions on accessibility standards, quality assurance through peer reviews, preparing draft online modules, and scheduling upcoming class sessions for online module delivery and support. Participants will work on developing their online teaching skills and online course modules.
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
This document provides an overview of HyFlex teaching and learning at Middlesex Community College. It discusses preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and HyFlex classroom technology. The document outlines the three modes of HyFlex instruction - face-to-face, synchronous online, and asynchronous online. It also provides tips for structuring a HyFlex course in Blackboard and setting student expectations for the classroom environment. Faculty support resources are highlighted, including instructional design support and technology support. HyFlex teaching scenarios are demonstrated, such as sharing slides, videos, annotations, and facilitating class discussions. An overview of the classroom technology concludes the document.
This document discusses considerations for creating a HyFlex course that satisfies both online and in-person students. Key points include:
- Technical requirements like webcams, microphones, screens, reliable internet access for both instructors and students
- Pedagogical decisions around course structure, expectations, learning objectives, and student participation
- Strategies for building community such as introductions, breakout rooms, and discussion boards
- Formative and summative assessments including polls, essays, and rubrics to evaluate student learning
- Anticipating and addressing potential glitches in technology
This document provides an overview of Blackboard and how to use it at High Point University. It describes the five ways to access Blackboard, how to get help, the different types of courses, how to locate courses, and the default course structure. The document also covers instructor and student views, customizing the course menu and appearance, and how to provide an engaging online learning experience through Blackboard.
This document provides an overview of Blackboard and how to use it at High Point University. It describes the five ways to access Blackboard, how to get help, the different types of courses, how to locate courses, and the default course structure. The document also covers instructor and student views, customizing the course menu and appearance, and how to provide an engaging online learning experience for students through Blackboard.
This document provides an overview of HyFlex teaching and learning at MCC. It discusses preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and HyFlex classroom technology. The agenda includes an overview of HyFlex at MCC, preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and a Q&A session. It provides examples of engaging students both in-person and online through activities like sharing slides, videos, annotations, discussions, and group work using the classroom technology.
Arch Grieve presented on using podcasts in a project-based economics classroom. The project has students research how macroeconomic trends impact individuals locally by developing essential questions and interviewing community partners. Students record interviews, edit podcasts using Audacity, and publish them on Archive.org. Grieve then uploads the podcasts to a class blog and feedburner account to distribute them on iTunes. The project aims to teach economics standards while connecting classroom learning to the real world through student-produced media.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
V Jornadas eMadrid sobre “Educación Digital”. Ryan Baker, Columbia University...eMadrid network
This document discusses research conducted on a Massive Open Online Course (MOOC) on learning analytics and educational data mining. It summarizes findings that course completion predicts longer-term participation in the field's community and that assignment performance, video watching, and forum posting predict completion. It also discusses negative student posts directed at the instructor and the costs of developing the MOOC, which was $38,980 and required 176 hours of the instructor's time. The MOOC provided an opportunity to share research methods and analyze learner data.
SOAInstitute.org On-Demand Training FAQsSOAInstitute
SOAInstitute.org's training without the travel!
On-Demand Training features the same premium quality content as our highly acclaimed Face-To-Face training. They are available 24/7/365.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Introduction to Massive open online courses (MOOCs) , showing examples, explaining their structure and process and finally discussing their opportunities and risks.
Mooc for professional learning - A PresentationJaspal Singh
MOOC is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs).
Using social media tools for language learningAmel Lusta
The document discusses two social media platforms that can be used for language learning: TalkEnglish and FutureLearn. TalkEnglish is a free smartphone app with over 900 lessons and 8,000 audio files for learning English. It allows users to record themselves and compare to native speakers. FutureLearn is a free online education website that offers massive open online courses from various university and organization partners. Courses are 6-10 weeks long and include videos, articles, quizzes, peer comments, assignments and certificates of achievement for completing 90% of coursework and scoring over 70% on tests.
Task 4 final: Consultants-E E-Moderating Course Oct 2015brendawm
The document provides tips for moderating synchronous online chats, including preparing for text and audio chats, giving clear instructions during discussions, and conducting post-discussion analysis. It also discusses approaches for assessing asynchronous online discussions and some of the challenges of assessing student learning in online courses as compared to face-to-face courses. Suggested solutions to challenges include using tools to prevent cheating, providing rich multimedia content, and incorporating more opportunities for student interaction and feedback.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presenter: Julie Hansen, Implementation & Training Specialist, Cengage Learning
Are you finding that it’s challenging to get students engaged in the course material? How can you ignite student interest to get better outcomes? Engaging today’s students presents unique challenges. Join Julie Hansen as she shares strategies and tips for engaging students. You’ll see examples of activities and assignments that really work, as well as innovative techniques for getting students motivated, facilitate meaningful application, and result in improved learning outcomes. We will also share examples of technology solutions that can help you engage your students, as well as how a student-tested, faculty approved solution from Cengage Learning – 4LTR Press – can also assist with getting student involved in the course.
This document discusses strategies and tips for engaging today's students. It provides ideas for activities both in and outside the classroom to improve student engagement with course material. In-class techniques include group activities, videos, games, and polls. Outside class, the document recommends projects, online homework, eBooks, and communication tools. It also promotes the use of technology like CourseMate, an online learning platform, to enhance the student experience and make teaching more effective and efficient.
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
E-learning involves teaching and learning done mainly at a distance via personal computers and the internet. It can be delivered through a learning platform or virtual learning environment (VLE) that allows tutors to track student activities and provides tools for assessment. There are advantages to VLEs like allowing tutors to monitor student logins and activities. Designing an online course requires considering delivery methods, content, student needs, tasks and materials, assessment, and teacher support. It is important to involve students and ensure they have the needed computer skills and expectations when developing an online learning environment.
This document outlines the agenda for an online teaching and learning group meeting. The agenda includes check-ins, discussions on accessibility standards, quality assurance through peer reviews, preparing draft online modules, and scheduling upcoming class sessions for online module delivery and support. Participants will work on developing their online teaching skills and online course modules.
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
This document provides an overview of HyFlex teaching and learning at Middlesex Community College. It discusses preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and HyFlex classroom technology. The document outlines the three modes of HyFlex instruction - face-to-face, synchronous online, and asynchronous online. It also provides tips for structuring a HyFlex course in Blackboard and setting student expectations for the classroom environment. Faculty support resources are highlighted, including instructional design support and technology support. HyFlex teaching scenarios are demonstrated, such as sharing slides, videos, annotations, and facilitating class discussions. An overview of the classroom technology concludes the document.
This document discusses considerations for creating a HyFlex course that satisfies both online and in-person students. Key points include:
- Technical requirements like webcams, microphones, screens, reliable internet access for both instructors and students
- Pedagogical decisions around course structure, expectations, learning objectives, and student participation
- Strategies for building community such as introductions, breakout rooms, and discussion boards
- Formative and summative assessments including polls, essays, and rubrics to evaluate student learning
- Anticipating and addressing potential glitches in technology
This document provides an overview of Blackboard and how to use it at High Point University. It describes the five ways to access Blackboard, how to get help, the different types of courses, how to locate courses, and the default course structure. The document also covers instructor and student views, customizing the course menu and appearance, and how to provide an engaging online learning experience through Blackboard.
This document provides an overview of Blackboard and how to use it at High Point University. It describes the five ways to access Blackboard, how to get help, the different types of courses, how to locate courses, and the default course structure. The document also covers instructor and student views, customizing the course menu and appearance, and how to provide an engaging online learning experience for students through Blackboard.
This document provides an overview of HyFlex teaching and learning at MCC. It discusses preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and HyFlex classroom technology. The agenda includes an overview of HyFlex at MCC, preparing for HyFlex instruction, supporting faculty and students, HyFlex teaching scenarios, and a Q&A session. It provides examples of engaging students both in-person and online through activities like sharing slides, videos, annotations, discussions, and group work using the classroom technology.
Arch Grieve presented on using podcasts in a project-based economics classroom. The project has students research how macroeconomic trends impact individuals locally by developing essential questions and interviewing community partners. Students record interviews, edit podcasts using Audacity, and publish them on Archive.org. Grieve then uploads the podcasts to a class blog and feedburner account to distribute them on iTunes. The project aims to teach economics standards while connecting classroom learning to the real world through student-produced media.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
V Jornadas eMadrid sobre “Educación Digital”. Ryan Baker, Columbia University...eMadrid network
This document discusses research conducted on a Massive Open Online Course (MOOC) on learning analytics and educational data mining. It summarizes findings that course completion predicts longer-term participation in the field's community and that assignment performance, video watching, and forum posting predict completion. It also discusses negative student posts directed at the instructor and the costs of developing the MOOC, which was $38,980 and required 176 hours of the instructor's time. The MOOC provided an opportunity to share research methods and analyze learner data.
SOAInstitute.org On-Demand Training FAQsSOAInstitute
SOAInstitute.org's training without the travel!
On-Demand Training features the same premium quality content as our highly acclaimed Face-To-Face training. They are available 24/7/365.
Similar to MOOC – video games and learning kick off meeting (20)
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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,
5. Go to www.coursera.org
OPTION 1: Look for “Video Games and Learning” at the search bar
OPTION 2: Visit the page directly
https://www.coursera.org/course/videogameslearning
“Video Games and Learning”
7. Fill-up the necessary fields
If you already have a Coursera account,
please click the sign in button located at the
upper right corner of the page
8. How Coursera Works?
• What Format are the courses in?
– Course syllabus
– Pre-recorded video lectures
– Multiple Choice assignments and exams
– Peer-graded written assignments
9. How Coursera Works?
• What is the Honor Code?
– I will register for only one account.
– My answers to homework, quizzes and exams will be my own
work (except for assignments that explicitly permit
collaboration).
– I will not make solutions to homework, quizzes or exams
available to anyone else. This includes both solutions written
by me, as well as any official solutions provided by the course
staff.
– I will not engage in any other activities that will dishonestly
improve my results or dishonestly improve/hurt the results of
others.
10. How Coursera Works?
• Do I need any special software or computer
equipment?
– Make sure you’re using a supported web browser.
• Google Chrome (newest version)
• Firefox (newest version)
• Safari (newest version)
11. Course Policies
• Are the deadlines flexible? What if I fall
behind?
– Check the syllabus for your course carefully to
make sure that you understand the details of the
deadline structure.
12. Course Policies
• Are there any academic prerequisites?
– No, the “Video Games and Learning” course is an
introductory course.
13. Course Policies
• I'm just curious about the course topic. Do I
have to complete all of the assignments to
stay in the course?
– Yes, you must finish the course in order to get the
following certificates:
• Coursera Statement of Accomplishment
• U.S. Embassy Certificate of Graduation
14. Course Logistics
• How much time should I expect to devote in
the course?
– The course is a 5-week long session and you need
to devote 4-6 hours a week
15. Course Logistics
• How can I contact the instructor and the
course staff?
– Please use the discussion forum of the Coursera
page to contact the class moderator.
16. Course Logistics
• Do I have to watch the lectures live?
– No! All video lectures for your course will be pre-
recorded, and you can watch them at your
convenience. Your instructor will usually release
videos on a weekly basis
17.
18. Course Logistics
• Can I download the videos and other visual aids?
– Yes, you can download the video files and other resources (e.g.
subtitles and slides)
20. Exams, Quizzes and Assignments
• What is the difference between due date and
hard deadline?
– Due date is the date by which you should submit
the assignment, and the hard deadline is the date
by which you must submit it if you want to receive
credit.
21.
22. Exams, Quizzes and Assignments
• Can I attempt an assignment more than
once?
– Many assignments allow multiple attempts. For
details please check the announcement page of
the course.
23.
24. How do peer assessments work?
• Peer assessments phase
– Submission phase
• when you submit your work
– Evaluation phase
• when you evaluate your classmate’s work
– Result phase
• when you see your scores
25. Discussion Forum?
• Coursera discussion forum
– Questions on the course content
• Facebook Open Group
– Survey
– https://www.facebook.com/groups/amspacesphmooc/
28. Will I receive a Certificate?
• The course offers a statement of
accomplishment from Coursera and US
Embassy Certificate for students who meet
the course passing criteria
• Class Graduation will be on 3rd Week of
November
31. After the course, what’s next?
• Discover more opportunities by studying in
the United States. Our educationUSA advisers
help students by providing accurate,
comprehensive and current information on
how to apply to U.S. universities.
Please contact Ms. Princess Grace Wooden,
TJIC Deputy Director for more information.
Phone: 301-2558
E-mail: WoodenPC@state.gov
32. After the course, what’s next?
• You may access tons of resources at
eLibraryUSA, an American Digital Library.
• eLibraryUSA provides access to nearly 30
authoritative databases on current events,
business news and information, health,
science and technology, English language
learning and arts and culture.
Please contact Mr. Randolf Mariano,
TJIC Librarian for more information.
Phone: 301-2561
E-mail: MarianoRD@state.gov