This Pecha Kucha presentation shows the process, successes and mistakes made in developing a Collaboration tool for the Amsterdam school of creative leadership.
Presented at http://moodlemoot.ie
SlideShare is a website where users can upload, view, and share presentation files. Users can share their presentations privately with friends or publicly for anyone to see. Presentations can be uploaded instead of sending multiple emails and the slides can be embedded into other websites or blogs. Students can use SlideShare to share class presentations, register an account, upload files, embed links, and use hashtags in descriptions to make their work easy to find.
The document provides dos and don'ts for blogging. It recommends doing things like being positive, using images and links, blogging regularly while fitting it into your workflow, and using social media to promote your blog. It recommends not being afraid to experiment, doing it alone, using limited access links, forgetting your blog isn't personal, or being downhearted about low readership. The key is to focus on quality over quantity.
This document introduces blogs and their use in education. It defines blogs as websites that allow individuals to post regular commentary and content in reverse chronological order. Blogs are interactive as they allow comments. In education, blogs can be used by teachers, individual students, or class groups. They provide opportunities for reflection, collaboration, sharing resources, and receiving feedback. The document provides examples of how personal, cluster, and class blogs could be used in language learning and concludes with suggestions for further reading.
Ed Rodley's blog post discusses how blogging has evolved from a personal notebook to a way to share ideas and bring new ideas to colleagues. Blogging allows one to explore ideas with interested people and connect with people worldwide. While operating without an institutional persona can be tricky, blogging has helped the author learn that content is still king and people are hungry for reports from the field. The blog discusses blogging as a form of personal and professional development.
These activities are a structured series of activities to induct online learners into processes, roles and VLE activity types for online learning. The focus is on study and research skills with readings that are broadly relevant to social sciences but could easily be swapped for subject-specific papers or more generic papers. Likewise the wiki activities focus on study skills and critical thinking (again with a social science flavour to them).
Presented by Steve Wright at Moodlemoot Dublin 2013
The document discusses Project THNK, which aimed to build a collaboration tool for the Amsterdam School of Leadership THNK using the Moodle platform. THNK provides an 18-month leadership program for international students and needed an online and offline collaboration tool. The project set out to customize Moodle with features like file sharing, tasks, custom pages and authentication using LinkedIn. While Moodle offered flexibility and customization, some aspects required extensive hacking and customization beyond the standard interface. In the end, Moodle proved suitable for the project goals but some client preferences clashed with the standard Moodle user experience.
This document reviews and rates several technology tools. It summarizes Moodle as a tool that allows students and teachers to communicate, track assignments, attendance and grades through special features like a chat room. Google is praised for its easy to use applications like the Wonder Wheel for branching topic searches. Firefox is described as a free, fast and simple web browser that offers customization. Prezi is said to be fancy but difficult to navigate compared to PowerPoint. Slideshare allows sharing PowerPoint slides online. Box.net provides online organization and access of documents. Picnik is recommended for fun photo editing. Delicious makes organizing important websites effortless through copy and paste of URLs.
SlideShare is a website where users can upload, view, and share presentation files. Users can share their presentations privately with friends or publicly for anyone to see. Presentations can be uploaded instead of sending multiple emails and the slides can be embedded into other websites or blogs. Students can use SlideShare to share class presentations, register an account, upload files, embed links, and use hashtags in descriptions to make their work easy to find.
The document provides dos and don'ts for blogging. It recommends doing things like being positive, using images and links, blogging regularly while fitting it into your workflow, and using social media to promote your blog. It recommends not being afraid to experiment, doing it alone, using limited access links, forgetting your blog isn't personal, or being downhearted about low readership. The key is to focus on quality over quantity.
This document introduces blogs and their use in education. It defines blogs as websites that allow individuals to post regular commentary and content in reverse chronological order. Blogs are interactive as they allow comments. In education, blogs can be used by teachers, individual students, or class groups. They provide opportunities for reflection, collaboration, sharing resources, and receiving feedback. The document provides examples of how personal, cluster, and class blogs could be used in language learning and concludes with suggestions for further reading.
Ed Rodley's blog post discusses how blogging has evolved from a personal notebook to a way to share ideas and bring new ideas to colleagues. Blogging allows one to explore ideas with interested people and connect with people worldwide. While operating without an institutional persona can be tricky, blogging has helped the author learn that content is still king and people are hungry for reports from the field. The blog discusses blogging as a form of personal and professional development.
These activities are a structured series of activities to induct online learners into processes, roles and VLE activity types for online learning. The focus is on study and research skills with readings that are broadly relevant to social sciences but could easily be swapped for subject-specific papers or more generic papers. Likewise the wiki activities focus on study skills and critical thinking (again with a social science flavour to them).
Presented by Steve Wright at Moodlemoot Dublin 2013
The document discusses Project THNK, which aimed to build a collaboration tool for the Amsterdam School of Leadership THNK using the Moodle platform. THNK provides an 18-month leadership program for international students and needed an online and offline collaboration tool. The project set out to customize Moodle with features like file sharing, tasks, custom pages and authentication using LinkedIn. While Moodle offered flexibility and customization, some aspects required extensive hacking and customization beyond the standard interface. In the end, Moodle proved suitable for the project goals but some client preferences clashed with the standard Moodle user experience.
This document reviews and rates several technology tools. It summarizes Moodle as a tool that allows students and teachers to communicate, track assignments, attendance and grades through special features like a chat room. Google is praised for its easy to use applications like the Wonder Wheel for branching topic searches. Firefox is described as a free, fast and simple web browser that offers customization. Prezi is said to be fancy but difficult to navigate compared to PowerPoint. Slideshare allows sharing PowerPoint slides online. Box.net provides online organization and access of documents. Picnik is recommended for fun photo editing. Delicious makes organizing important websites effortless through copy and paste of URLs.
The document describes CoolJunk, a company that designs and produces DIY learning kits. It aims to create the world's largest global innovation powerhouse of personal learning kits. CoolJunk develops exhaustive kits focused on fun, wow-factor, and depth of learning. The document outlines CoolJunk's history and vision, describes its first electronics kit, and provides biographies of its founding team members. It also discusses CoolJunk's culture and available marketing intern positions.
This document provides an introduction and overview of the IFI7313.DT Interaction Design Methods course. It introduces the course instructors Hans Põldoja and Vanessa Vorteil. The course objectives are to provide practical interaction design skills and theoretical background through academic literature. The course is part of an integrated HCI project involving multiple courses. It will cover interaction design methods through contact sessions, group projects, and readings. The schedule outlines the topics and assignments for each session throughout the semester. Grading will involve assignments, group work, and a final exam. Example projects from previous years are shown.
This document discusses flipped learning in the classroom. It describes flipped learning based on Edgar Dale's Cone of Experience, which involves students accessing instructional videos and activities on a virtual learning environment before class, then using class time for hands-on activities and higher-order thinking. Some benefits mentioned are flexible access to materials, personalized learning, stronger student-teacher relationships, and using class time for more engaging activities that go beyond memorization to synthesis and evaluation. The document also briefly discusses enterprise skills, stretch and challenge approaches, and using technology like SMART Boards to move students from lower-order to higher-order thinking.
This document outlines a lesson on research skills, focusing on the topics of Confucius and China. It discusses the research process, including defining a topic, locating sources, and the importance of questions. Images and links are provided to illustrate concepts like think-pair-share and sharing information digitally. The overall goal is for students to learn a process for researching and to understand how to transfer those skills to new topics.
The document discusses Albert Bandura's social learning theory and the processes of observational learning, including attention, retention, reproduction, motivation, and reinforcement. It explains that Bandura's three key experiments on observational learning will not be covered in detail. Instead, the focus is on understanding Bandura's theory that people can learn through observing others' behavior and the consequences of that behavior.
This document provides an overview of the HEPP7001 Foundations of Academic Practice module. It outlines the module structure, themes, assignments, learning technologies, online participation expectations, and peer learning groups. The module will be delivered online over 15 weeks, exploring foundational higher education concepts and contemporary debates. Students will complete two assignments, including a patchwork assessment and professional portfolio, and are expected to regularly participate in online discussions and peer learning groups. Blackboard and Pebble+ will be used to access materials and submit assignments.
Social learning leverages interactions between individuals to benefit the entire organization beyond simple communication. It can extract more value from talent management investments by transforming systems from task tools to information destinations. SumTotal Social Learning adds a social learning module to SumTotal solutions to create communities for sharing content and collaborating around learning needs. It provides tools like discussions forums, blogs, and document libraries integrated with the learning system and powered by Microsoft SharePoint.
Ladies Be Architects: Integration Study Group: Kick Off Slidesgemziebeth
This document summarizes the first meeting of an integration peer-led study group facilitated by Niki Vankerk. The agenda included introductions, an overview of the study group purpose and structure, a review of the integration exam areas, brainstorming topics of interest, assigning topics for the next meeting, and discussing the meeting structure. The group aims to provide motivation for those working towards the integration exam by meeting weekly where members research and present on an assigned topic to teach and learn from each other.
Support for Self-regulated Learning in Personal Learning Environments (at I-K...Alexander Nussbaumer
The ROLE project is an EU-funded project involving 16 partners across 7 countries that aims to empower learners to build their own responsive open learning environments. The project developed a technical framework and psycho-pedagogical model to support self-regulated learning in personal learning environments. This includes tools like a widget store, mashup recommender, and widgets to support learning activities. The framework was tested in various educational settings from academic to professional learning. Lessons learned include the need for usability, guidance materials, fostering innovative technology use, domain-specific tools, and supporting changes to learning culture.
Designing engaging and effective online courses is a challenge faced by institutions of all types, shapes and sizes. This training session aims to demystify and simplify the process of online course design in the context of the Moodlerooms platform and informed by the latest trends in pedagogy and learning technology.
The document is a presentation on distributed agile testing given by Janet Gregory. It discusses challenges with distributed teams such as communication difficulties due to time zone differences and lack of face-to-face interaction. It provides strategies for effective collaboration and communication when teams are distributed, including using video conferencing, pairing remotely, and integrating testing with development. The presentation emphasizes the importance of experimentation and adapting practices to overcome issues unique to distributed teams.
Powerful apps for Powerful Learning : HTAV 2013 craff
This document summarizes a presentation about powerful apps for learning. It lists several apps such as SketchNation, Showbie, Nearpod, BrainPOP UK, Skitch, Popplet Lite, and i-Nigma that were discussed. It provides details about the presenters, who teach in iPad 1-to-1 classrooms, and notes that the presentation can be found on slideshare.net. The document emphasizes that there are apps for creativity, collaboration, celebration, cooperation, challenging students, and communication, and that teachers should focus on tasks rather than specific apps.
Becoming a Moodle Wizard: A Course for TeachersMichelle Moore
It all started with an idea to create a "wizard" for Moodle, a built-in support system designed to help teachers progress beyond resources, forums, and assignments. It turned into an opportunity to explore the boundaries of our Moodle expertise and the limits of Moodle's capabilities.
During this session we'll take you on a guided tour of our "Becoming a Moodle Wizard" course, the prototype for our "wizard" idea. We'll demonstrate how we've combined lessons, conditional activities, and the progress bar plug-in to create a personalized, adaptive experience for those looking to expand their Moodle skills. Then we'll take you behind the scenes where we'll discuss the design and show you how it all works.
As we wrap things up, we'll present our future plans for the course as well as applications for these ideas in your own courses. We'll also share our thoughts regarding the ultimate Moodle "wizard" and take any ideas you can offer to make it better!
Making Future-proof Library Content for the Web: Metadata-driven Workflows an...Rurik Thomas Greenall
Slides from ELAG2013 in Ghent on NTNU University Library's approach to deploying content to web using semantic technologies, OSS and workflow methodologies.
Exploring Instructional Use of MultimediaLucy Gray
Lucy Gray presented on exploring instructional uses of multimedia. She discussed how teachers can create videos using tools like iMovie and Screencast-o-Matic. Teachers can also have students consume videos on YouTube for research or language learning. Teachers can curate playlists of relevant videos for their classes. Overall, the presentation showed how multimedia resources like YouTube can be used for flipping classrooms, independent study, project research, and more.
The document describes CoolJunk, a company that designs and produces DIY learning kits. It aims to create the world's largest global innovation powerhouse of personal learning kits. CoolJunk develops exhaustive kits focused on fun, wow-factor, and depth of learning. The document outlines CoolJunk's history and vision, describes its first electronics kit, and provides biographies of its founding team members. It also discusses CoolJunk's culture and available marketing intern positions.
This document provides an introduction and overview of the IFI7313.DT Interaction Design Methods course. It introduces the course instructors Hans Põldoja and Vanessa Vorteil. The course objectives are to provide practical interaction design skills and theoretical background through academic literature. The course is part of an integrated HCI project involving multiple courses. It will cover interaction design methods through contact sessions, group projects, and readings. The schedule outlines the topics and assignments for each session throughout the semester. Grading will involve assignments, group work, and a final exam. Example projects from previous years are shown.
This document discusses flipped learning in the classroom. It describes flipped learning based on Edgar Dale's Cone of Experience, which involves students accessing instructional videos and activities on a virtual learning environment before class, then using class time for hands-on activities and higher-order thinking. Some benefits mentioned are flexible access to materials, personalized learning, stronger student-teacher relationships, and using class time for more engaging activities that go beyond memorization to synthesis and evaluation. The document also briefly discusses enterprise skills, stretch and challenge approaches, and using technology like SMART Boards to move students from lower-order to higher-order thinking.
This document outlines a lesson on research skills, focusing on the topics of Confucius and China. It discusses the research process, including defining a topic, locating sources, and the importance of questions. Images and links are provided to illustrate concepts like think-pair-share and sharing information digitally. The overall goal is for students to learn a process for researching and to understand how to transfer those skills to new topics.
The document discusses Albert Bandura's social learning theory and the processes of observational learning, including attention, retention, reproduction, motivation, and reinforcement. It explains that Bandura's three key experiments on observational learning will not be covered in detail. Instead, the focus is on understanding Bandura's theory that people can learn through observing others' behavior and the consequences of that behavior.
This document provides an overview of the HEPP7001 Foundations of Academic Practice module. It outlines the module structure, themes, assignments, learning technologies, online participation expectations, and peer learning groups. The module will be delivered online over 15 weeks, exploring foundational higher education concepts and contemporary debates. Students will complete two assignments, including a patchwork assessment and professional portfolio, and are expected to regularly participate in online discussions and peer learning groups. Blackboard and Pebble+ will be used to access materials and submit assignments.
Social learning leverages interactions between individuals to benefit the entire organization beyond simple communication. It can extract more value from talent management investments by transforming systems from task tools to information destinations. SumTotal Social Learning adds a social learning module to SumTotal solutions to create communities for sharing content and collaborating around learning needs. It provides tools like discussions forums, blogs, and document libraries integrated with the learning system and powered by Microsoft SharePoint.
Ladies Be Architects: Integration Study Group: Kick Off Slidesgemziebeth
This document summarizes the first meeting of an integration peer-led study group facilitated by Niki Vankerk. The agenda included introductions, an overview of the study group purpose and structure, a review of the integration exam areas, brainstorming topics of interest, assigning topics for the next meeting, and discussing the meeting structure. The group aims to provide motivation for those working towards the integration exam by meeting weekly where members research and present on an assigned topic to teach and learn from each other.
Support for Self-regulated Learning in Personal Learning Environments (at I-K...Alexander Nussbaumer
The ROLE project is an EU-funded project involving 16 partners across 7 countries that aims to empower learners to build their own responsive open learning environments. The project developed a technical framework and psycho-pedagogical model to support self-regulated learning in personal learning environments. This includes tools like a widget store, mashup recommender, and widgets to support learning activities. The framework was tested in various educational settings from academic to professional learning. Lessons learned include the need for usability, guidance materials, fostering innovative technology use, domain-specific tools, and supporting changes to learning culture.
Designing engaging and effective online courses is a challenge faced by institutions of all types, shapes and sizes. This training session aims to demystify and simplify the process of online course design in the context of the Moodlerooms platform and informed by the latest trends in pedagogy and learning technology.
The document is a presentation on distributed agile testing given by Janet Gregory. It discusses challenges with distributed teams such as communication difficulties due to time zone differences and lack of face-to-face interaction. It provides strategies for effective collaboration and communication when teams are distributed, including using video conferencing, pairing remotely, and integrating testing with development. The presentation emphasizes the importance of experimentation and adapting practices to overcome issues unique to distributed teams.
Powerful apps for Powerful Learning : HTAV 2013 craff
This document summarizes a presentation about powerful apps for learning. It lists several apps such as SketchNation, Showbie, Nearpod, BrainPOP UK, Skitch, Popplet Lite, and i-Nigma that were discussed. It provides details about the presenters, who teach in iPad 1-to-1 classrooms, and notes that the presentation can be found on slideshare.net. The document emphasizes that there are apps for creativity, collaboration, celebration, cooperation, challenging students, and communication, and that teachers should focus on tasks rather than specific apps.
Becoming a Moodle Wizard: A Course for TeachersMichelle Moore
It all started with an idea to create a "wizard" for Moodle, a built-in support system designed to help teachers progress beyond resources, forums, and assignments. It turned into an opportunity to explore the boundaries of our Moodle expertise and the limits of Moodle's capabilities.
During this session we'll take you on a guided tour of our "Becoming a Moodle Wizard" course, the prototype for our "wizard" idea. We'll demonstrate how we've combined lessons, conditional activities, and the progress bar plug-in to create a personalized, adaptive experience for those looking to expand their Moodle skills. Then we'll take you behind the scenes where we'll discuss the design and show you how it all works.
As we wrap things up, we'll present our future plans for the course as well as applications for these ideas in your own courses. We'll also share our thoughts regarding the ultimate Moodle "wizard" and take any ideas you can offer to make it better!
Making Future-proof Library Content for the Web: Metadata-driven Workflows an...Rurik Thomas Greenall
Slides from ELAG2013 in Ghent on NTNU University Library's approach to deploying content to web using semantic technologies, OSS and workflow methodologies.
Exploring Instructional Use of MultimediaLucy Gray
Lucy Gray presented on exploring instructional uses of multimedia. She discussed how teachers can create videos using tools like iMovie and Screencast-o-Matic. Teachers can also have students consume videos on YouTube for research or language learning. Teachers can curate playlists of relevant videos for their classes. Overall, the presentation showed how multimedia resources like YouTube can be used for flipping classrooms, independent study, project research, and more.
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document describes enhancements made to the Moodle homepage interface to make it more course-focused for students. A new block was added to centralize key course information like the course description, recent forum posts from all modules, and tabs with modules, assignments, and tutor details. The goal is to emphasize the student's overall course rather than just a collection of individual modules. Other blocks on the homepage were chosen to complement this course-focused approach and target information to students, staff or faculty.
Broadening the scope of a Maths module for student Technology teachers Sue Milne, Sarah Honeychurch, Niall Barr
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
A proposal for integrating Serious Games made with Unity3D into Moodle courses Frank Poschner, Dieter Wloka
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
This document describes the assessment elements used in a Principles of Economics module, including weekly quizzes, two online tests, a case study, and tutorial participation. The quizzes contribute to the final grade if completed within a week of the material being presented, and also give students access to lecture notes and tutorial answers. The tests include multiple choice and true/false questions covering all chapters. The author has published papers arguing that this continuous assessment scheme using an online gradebook can help induce regular revisions in students' learning process.
Using the Moodle Quiz for Formative and Summative Assessment: Safe Exam Browser and Laptops for Assessments Projects Mike Wilson
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The document discusses proposed changes to the Moodle quiz editing page, including breaking questions into sections, replacing buttons with an add menu, allowing question dependencies, and adding drag and drop and flexible repagination functionality. Quiz authors could view more questions per page, drag and drop questions within and across sections, add dependencies, and flexibly repaginate. Students would benefit from questions organized into sections on the navigation block and quiz summary page, and could be prompted about dependencies and repeat questions in adaptive quizzes.
Many a Mickle Makes a Muckle: A multitude of Moodle mods to enhance the student learning experience Roger Emery, Daran Price
Presented at Moodlemoot Edinburgh 2014 www.moodlemoot.ie
The document discusses extending the capabilities of Moodle Books by adding active learning elements like questions and assessments. It proposes developing a Moodle Workbook module that would integrate question bank functionality to allow questions to be added directly within book chapters. This would provide a structured way for students to self-test their comprehension through questions embedded in the learning context. Teachers would be able to import, edit, review, grade and provide feedback on student question responses through a linked quiz available only to teachers. The document considers both developing a standalone Workbook plugin versus modifying Books to link to quizzes.
Design approach and evaluation of Moodle 2.4 course to support induction of remote part-time students Cathy Fenn
Presented at Edinburgh Moodlemoot 2014
www.moodlemoot.ie
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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.)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
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.
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.
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,
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Mootie13 Bas Brands THNK Project
1. Project THNK
Building a Collaboration tool for the Amsterdam
School of Leadership, THNK, using Moodle
Bas Brands
Moodle developer
BrightAlley NL
2. This is my team..
Team Networks
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3. This is the client…
THNK: The Amsterdam school of
creative leadership
THNK provides a 18-month, part-time, post-graduate
program for a carefully selected group of international top
talent
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18. Plugins that were never used
Custom search
Stream
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19. Lessons learnt
Do less (use dummy functionality)
Show progress
Share plugins / blocks when you can
Use consistent user interface designs
Never hack!
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20. Was Moodle the right tool?
YES
The flexibility allowed us to build all we wanted
Code will be re-used for 2nd version
NO
Client did not always like the “Moodle way” of user interaction
There was too much to customize
donderdag 4 april 2013
Editor's Notes
This is my team at BrightAlley, we are the Moodle team within BrightAlley which has more than 60 employees working on learning projects.With this group of people and some others we deliver Moodle services which include:HostingService and supportCustomizationsThemingIntegrationsConsultancyCourse design
This presentation is about a project we did for THNK. The Amsterdam school of creative leadershipTHNK has started a project to educate creative leaders. It aims at the top of the learning market they can be called Hip, New, well connected, educated.
The THNK team has a vision: They want to build a community of people that work together, build social networks online and offline. The have a playful way of teacher and learning. The main reason to join the THNK program is because of the Network you will build while attending the program.To be able to share knowledge and connect they needed a interactive, closed, online social platform.
Most of the collaboration / learning / dancing is done offline at the Westergasfabriek in Amsterdam. The online part is there to facilitate the offline. Examples of these are Challenges: A group of learners is formed that work together on a challenge: “How to stop drought in a specific developing country”Learners work on these challenges in a online Collaboration tool and talk about it in groups offline.
Job and the THNK team entered a VISIONING phase. With a team of key users in the THNK organization they did brainstorm sessions to create a visioning document that included the learning experiences , Tools and data that was needed in this online platform.This document was used as the Blueprint for the Tool to be build
Job than consulted his team (us) to see how we could deliver such a tool.We are a team that works on Moodle project so the main question Job had to ask was “Can we do this with Moodle and Should we do this with Moodle”We made a list of pros and cons to make a well balanced decision on this and accepted the Challenge
Some of these pros were:Moodle has a big community and a lot of plugins are already there. Moodle is well documented for users and developers.We can build plugins that add to Moodle and plugins that alter its behavior..The most important pro is:Most of the requested features that came out of the Visioning stage of the project are already in Moodle
We had doubts before we accepted the project.Could we really customize Moodle enough? Could do everything that was asked for.Of course Moodle is a huge tool with many many options and what about all the stuff they don’t need: Many course modules, blocks, mymoodlepages, profile pages, category views, course views etcetcIf we want to have it exactly as the client requests we might need to build it all from scratch..
Since we accepted the challenge to build the THNK tool in Moodle we started the projectOur standard approach for project is:We start a scope session with all involved parties: Client, Consultants, Developers, Graphic designers, Functional designers and have a open discussion about the Visioning documentFrom there a technical design with estimates is created. This describes the rough technical outline for the project and cuts it into parts that need to be developed. For each of this parts an estimate is given.The functional design describes how the tool is used and what needs to be setup to make it workThe graphic design describes the general styling to be used by the tool.These designs were all printed and put up on the wall so everybody can watch them and the idea can really sink in.
Since I was the developer on this project I got to write the technical design and divided it into the to be developed chunks. (see slide)Some of these were nice separate bits of code that could easily be done as a separate plugin. Some had complicated tentacles that found their way into moodle core code.
My main problem was TIME.Not only was the number of plugins and code to be developed huge, I did also need to work on other ongoing projects. This bit of code explains what happenedThere is a certain amount of time needed to work on the project.If you don’t have enough time you can simply hire a developerThis developer did not have enough time to do it all either. So his solution was to: Hire a developer.With this construction it is hard to keep code consistent and clean. Not only from the backend but also from the frontend
Our consultants had some problems when creating a functional design.Since Moodle is already build with a certain pedagogical model in mind things are build using a certain logic. Most of Moodle’s tools use a standardized way of user interaction using forms buttons and layout.The client (just kidding with the wheelchair guy) Does not know how Moodle works and wants the tool to be a combination of tools they do know:Dropbox for it’s easy filesharingYammer for it’s nice stream of updatesLinkedin for it’s networking capabilitiesFacebook for your personal profile etc etc.
Since most users login using LinkedIn we have a user avatar on the Connect page.You can filter the list of users that is shown through Skills. These skills can be ticked on a users profile page.Everything works using Ajax and sliding menus which are very quick and easy from a user’s perspective.
Logging in is made easy with LinkedIn. This opened the tool for everybody with a linkedIn account so other ways of controlling access to the protected parts were created.The LinkedIn authentication module + the linkedIn block were shared on Moodle.org and are still being supported. Currently these have been downloaded over 500 times.
A custom course format was created where some of the custom modules live.This course format was based on the collapsed topics format but rewritten to fit the desired design.Modules were not added as links to the full module pages but shown inline in the course page.All modules were created to work with Ajax to enable quick changes and use a mix of YUI and JQuery
The OU Wiki was used and lots of effort was put into styling it through the theme.There were many other small modifications done and plugins built. But that was not the topic of this presentation. This presentation evaluates the project and presents the lessons learnt. So after 18 slides of introduction these are the results: (next slide)
We started building too soon. Some of the features created were never used. We might as well have build a dummyWe needed to test more, it is embarrassing to have too many bugs on delivery.Sharing the code (linkedIn) gave me a drive to produce better code because the audience was getting bigger. (and we got free testers)
Was Moodle the right Tool?Yes and NoYesIt did give us the flexibility we were after. As long as coding guidelines and UX guidelines are there and being followed it can be a tool to build complex systems from. NoThis client did not know Moodle and all its features, quirks, it’s community and philosophy. Moodle is not a framework, it is a big Tool build from plugins that have always been and made it to Core. Moodle is evolving. In evolution too much specialization makes you more vulnerable to changes.