Netc2015 - Baking Up 4H Renewable Energy Camp Badges
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A collaborative project conducted at Michigan State University Extension on baking and delivering open badges to 4H youth.
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Exploring Instructional Uses of YouTube - GAFE IL Summit
This document summarizes ways that YouTube can be used for instructional purposes. It discusses using YouTube for creating videos using tools like Animoto, VoiceThread and screencasting software. It also covers consuming videos for learning and curating videos by creating playlists. Specific ideas mentioned include flipping the classroom, using videos for project research, independent study, and language learning. Examples are given of school YouTube channels that showcase student work.
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Exploring Instructional Uses of YouTube - D230
Lucy Gray provides an overview of exploring instructional uses of YouTube. She discusses creation tools for videos, consuming videos on computers and mobile devices, and curating videos by creating playlists and channels. Potential uses include flipping the classroom, independent study, project research, and professional development. Links are included to Lucy's YouTube channel and playlists as well as tools for creating, editing, and sharing videos on YouTube.
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This document summarizes Lucy Gray's presentation on exploring instructional uses of YouTube. It discusses how YouTube can be used for creating, consuming, and curating educational videos. Various tools are presented for creating videos, including apps, screencasting software, and Google Hangouts. Ideas are provided for how teachers can use YouTube videos in the classroom for flipping instruction, review, project research, and more. The document also reviews features of the YouTube platform like playlists, channels, and a teacher's dashboard.
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Exploring Instructional Uses of YouTube - GAFE IL Summit
This document summarizes ways that YouTube can be used for instructional purposes. It discusses using YouTube for creating videos using tools like Animoto, VoiceThread and screencasting software. It also covers consuming videos for learning and curating videos by creating playlists. Specific ideas mentioned include flipping the classroom, using videos for project research, independent study, and language learning. Examples are given of school YouTube channels that showcase student work.
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This document discusses using YouTube for instructional purposes. It provides resources for creating, consuming, and curating YouTube videos for the classroom. Suggestions are given for using YouTube videos to flip the classroom, provide language practice, assessments, independent study, writing prompts, and documenting field trips. Tools are presented for creating videos like mobile devices, cameras, and screencasting software. Methods are described for searching educational content on YouTube through channels, playlists, and custom search engines.
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Varying Assessments for Today's Learners
This document discusses varying assessments for today's learners in a digital age. It provides an overview of formative and summative assessment tools that are aligned with technology standards. Examples of formative assessment tools include polling tools, online quizzes, and tools that provide prompt feedback. Examples of summative assessments include end of unit tests and culminating projects. The document also discusses alternative assessments such as observations, essays, projects and portfolios. Specific digital tools are presented, such as SAS Curriculum Pathways, Discovery Education, ePortfolios, Googlio, Prezi, and real-world assessments like infographics and app design. The purpose is to consider different types of assessments and how technology can support assessments.
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Oci formally signs us$ 363 m contract in iraq
CAIRO, EGYPT--(Marketwire - Apr 26, 2012) -
OCI Formally Signs US$ 363 Million Contract to Build a 1,000 MW Gas Turbine Power Plant in Iraq
Orascom Construction Industries (OCI) announced today that it formally signed the US$ 363 million contract to build a 1,000 MW gas turbine power plant in Baija, Iraq. The Iraqi cabinet approved the project in January 2012.
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FINAL FINAL FINAL
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- The European football industry has increased revenue through commercializing the sport and expanding revenue drivers like broadcasting deals. However, growth opportunities in emerging digital markets are tempered by risks from a deteriorating European economy.
- Manchester United's position as a major industry player is secured due to steady and growing revenue streams, though performance, injuries, and other unpredictable factors pose risks.
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This document discusses bringing innovation to schools. It begins with questions about how to bring innovation to different areas like student learning, schedules, assessments, spaces, creativity, and leadership. The challenges of innovation in schools are presented, along with action steps like finding allies and removing roadblocks. Specific innovations are then outlined, such as adopting a 21st century mindset, design thinking, transdisciplinary education, and performance tasks. Contact information is provided for three people involved in innovation efforts at Mount Vernon schools.
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Social Media Portfolios discusses building digital toolboxes using social media to develop professional profiles. It recommends LinkedIn as the place for professionals and developing professional profiles on social media for aspiring and practicing professionals. It introduces Connected U, a toolkit and resources for developing an online professional identity through cases studies, guides, profiles and recommendations on social media platforms like LinkedIn. The document focuses on helping students and academics develop lifelong professional habits and presence through curating content for their social media profiles.
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This document discusses the need for universities to adapt their practices in response to the COVID-19 crisis. It explores different models for restructuring the academic calendar and delivering courses online or in a hybrid format. It also acknowledges that the transition to online learning has been difficult for many students, especially those from low-income backgrounds who lack reliable technology or internet access. The document advocates giving students more opportunities to provide input into how their university experience can best support engagement and socialization during this challenging time.
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PROJECT BASED-LEARNING
Project-based learning (PBL) is a student-centered pedagogical approach that utilizes real-world projects to help students gain knowledge and skills. It acknowledges that learning occurs through social activities and experiences. PBL provides opportunities for students to develop skills like collaboration, problem-solving, and digital literacy that are important for succeeding in a world of increasing complexity and technology. By engaging in flexible learning activities involving research and interaction, PBL helps prepare students to be lifelong learners and globally competitive in the 21st century. The document then provides examples of online tools and virtual classrooms that can support PBL approaches in the classroom.
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P2PU: A Showcase of Open Learning
This document provides an introduction and overview of the P2PU School of Open and P2PU School of Ed. It introduces the executive director and learning leads of P2PU and describes their website and online courses on open education resources and professional development for K-12 educators. Participants are encouraged to register for upcoming facilitated online courses through the School of Open or get involved with the School of Ed by joining discussion groups, co-facilitating courses, or providing feedback to help improve their new model of online peer learning for teachers. Contact information is provided for those interested in learning more.
Literacy and technology feb 2013
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KTI 2014 Connecting Secondary Students
Gregory Wimmer from Keystone Technology Innovators gave a presentation at the STARS Summit on July 23rd 2014 about connecting secondary students. His presentation discussed having students practice introductory levels of Word and PowerPoint as well as techniques for PowerPoint and webpage development. It also mentioned using WebQuests and videostreaming. The presentation emphasized democratizing creativity and provided tips for project based learning such as broadening the audience, creating buy-in at all production stages, finding buddies, and remembering that process is more important than product.
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BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L.
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Oci formally signs us$ 363 m contract in iraq
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OCI Formally Signs US$ 363 Million Contract to Build a 1,000 MW Gas Turbine Power Plant in Iraq
Orascom Construction Industries (OCI) announced today that it formally signed the US$ 363 million contract to build a 1,000 MW gas turbine power plant in Baija, Iraq. The Iraqi cabinet approved the project in January 2012.
The power plant was tendered and awarded by the Iraqi Ministry of Electricity, which was established in 2003. The project is expected to be completed in 21 months.
FINAL FINAL FINAL
- Manchester United is a leading football club in the Premier League that generates revenue from broadcasting, commercial, and match-day segments. The club is managed by an experienced executive team headlined by Sir Alex Ferguson.
- The European football industry has increased revenue through commercializing the sport and expanding revenue drivers like broadcasting deals. However, growth opportunities in emerging digital markets are tempered by risks from a deteriorating European economy.
- Manchester United's position as a major industry player is secured due to steady and growing revenue streams, though performance, injuries, and other unpredictable factors pose risks.
鉴别IWC万国手表真伪的方法
万国表近年于表坛备受关注，其独特设计与高超质量制作，成功造就了为表迷们拥戴的各款型号，佩带万国表令表迷们陪感自豪。
欲了解更多信息，请访问
http://www.timeofswitzerland.com/sc/IWC/watches
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Conocimiento de las restricciones
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Manojkumar R CCNA Collaboration Telepresence
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CCCOER Panel Discussion: Increasing OER Adoptions in a Community of Practice
A key component in many community college adoption campaigns has been participating in communities of practice. Leaders of college OER campaigns from across the US will share will share their successful strategies and tactics for creating a community of practice by participating in and leveraging Community College Consortium for OER (CCCOER) activities.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 21 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly advisory meetings. Experienced members advise those who are just getting started and best practices are shared. Access to a community of college OER experts through the CCCOER listserve makes it easier for new members to find and adopt the highest quality OER available in their disciplines.
Monthly webinars featuring OER leaders at community colleges, universities, and educational organizations around the world keep the community informed of new research findings, OER projects, and open policies. Meet-ups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues throughout higher education.
Panelists will describe how these activities have informed and strengthened their local OER projects, as well as how they are serving as guides to newcomers to the OER field.
Una Daly : Open Education Consortium, CCCOER
Preston Davis: Northern Virginia Community College
Christie Fierro: Tacoma Community College, WA
James Glapa-Grossklag: College of the Canyons, CA
Quill West: Pierce College, WA
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Open badges, Open borders by Suzanne Scott
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This was a presentation from - Mobile Summit 2014
APP Engagement Checklist - http://tinyurl.com/engageapps
TAKE AWAYS
* Explain learner-centered and learning centered with value to education
* Describe ways that you can increase engagement
* Identify evaluation tools for Apps (to begin to look) for potential engagement & learning centeredness
* Recognize strategies for engagement
* 4 apps and use in a learner - centered way
* Pinpoint key management tactics for the mobile devices for those apps or Web 2.0 tools.
Conole learning design_final
The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.
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ANU Open Badges Lecture
This document discusses how learning is becoming more distributed and occurring across multiple contexts through social media and online networks. It explores the idea of "feral learning" that happens outside of traditional educational institutions. Badges are presented as a way to recognize and credential skills gained through informal learning experiences. The document suggests that universities may start to issue open badges to provide recognition for learning that occurs elsewhere, including skills gained through online activities, work experiences and peer learning. It also discusses how a badge system could help make learning outcomes and progress more visible for students and better support lifelong learning beyond traditional education models.
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This document outlines an agenda for a three-day workshop on project-based learning in the digital age. The agenda covers getting acquainted with project-based learning principles and practices, designing sample projects, developing project plans, and discussing tools that support project-based learning. Participants will work individually and in groups to draft project briefs and plans over the course of the workshop.
Edutopia 10tips-assessing-project-based-learning
This document provides 10 tips and a bonus tip for assessing project-based learning. It begins by describing a project presented by 9th grade students to design a model city of the future. It notes that authentic assessment strategies are needed to adequately evaluate real-world learning experiences like this. The tips are organized around the stages of a project: planning, active learning, presentation, and reflection. The first tip emphasizes planning authentic products for students to demonstrate their learning. Subsequent tips provide formative assessment strategies, focusing on teamwork, tracking progress, growing audiences, and professional development around assessment. The document encourages sharing assessment ideas and discusses how project-based assessments align with current reforms.
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CCCOER Panel Discussion: Increasing OER Adoptions in a Community of Practice
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Digital Badges for Learning: No Sewing Required - Distance Library Services 2...
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- 1. BAKING UP 4H RENEWABLE ENERGY CAMP BADGESA C O L L A B O R AT I V E T R U S T P R O J E C T W I T H O P E N B A D G E S 1Open Badges Pilot Project
- 2. KAHOOT POLL 2 Go to : kahoot.it
- 3. PRESENTERS/COLLABORATORS • Alan Pilkenton, Educational Media Coordinator, MSU 4H Extension – Children and Youth Institute - pilkento@msu.edu • Keesa Johnson, Instructional Designer, MSU IT Services Teaching, Learning, and Technology - johns253@msu.edu • Tracy Daugustino, Science Educator, MSU 4H Extension – Children and Youth Institute - daugustt@msu.edu Open Badges Pilot Project 3
- 4. WHAT IS A BADGE? • https://youtu.be/HgLLq7ybDtc How do we recognize and value the way we learn today? Badges are a new idea to recognize the learning that happens anywhere and share it in the places that matter. Created by the Chicago Art Department 4Open Badges Pilot Project
- 5. HAVE YOU EVER EARNED A BADGE BEFORE? • What do (or did) they represent? • Who are (or were) they important to? • Where are (or were) they stored? 5
- 6. A LITTLE VOCABULARY 6Open Badges Pilot Project
- 7. COLLABORATION BADGE PILOT PROJECT 7 Image: www.chicagosummeroflearning.org MSUE 4-H Camp Youtube: https://youtu.be/WM7M_vR07dk Website: http://4h.msue.msu.edu/events/4_h_renewable_energy_camp
- 8. COLLABORATIVE RESULTS PROCESS: • Determination of which tools to use • To house badges • To pick up badges • Determination of roles: • Establishment of criteria • Issuer • Integration with other initiatives: • Competency based reporting • Personalized learning • Other 8
- 9. Earned in Camp Issued and Picked Up via MSU Badges Leaderboard Shared, with embedded Criteria and Evidence, via Email, Twitter, Facebook Stored in a Mozilla Backpack 9
- 11. MORE VOCABULARY 11 • Design Badges –Credly –Open Badges • Award/Issue Badges –Credly • Display/Claim Badges – Mozilla Backpack
- 12. LETS CREATE A BADGE 12
- 14. CLAIM YOU BADGE 14 Go to: http://goo.gl/forms/LC4WTiVHTo Credly Give
- 15. RESOURCES AND WORKING GROUPS • MSUE (Michigan State University Extension) 4-H Renewable Energy Camp Badges http://4h.msue.msu.edu/events/4_h_renewable_energy_camp/digital _badges • MSU Badges Page - http://badges.msu.edu/ • Mozilla Backpack - https://backpack.openbadges.org • http://www.coerll.utexas.edu/coerll/sites/coerll.utexas.edu.coerll/files/ badge_concept_template_assignment.pdf • Credly - https://credly.com/ • MiBadges – http://mibadges.org 15Open Badge Pilot Project
- 16. THANK YOU! M O V I N G B A D G E S I N T O E D U C AT I O N 16The time is now