Cable in The Classroom: A Resource for All TeachersOHIO ITSCO
The document summarizes resources available through Cable in the Classroom, which is the cable industry's education foundation. It provides magazines, websites for teachers and parents, media literacy resources, educational television programming and web resources from cable networks, and awards that recognize innovative uses of cable resources in education. The presentation introduces these materials and suggests ways teachers can utilize cable content and technology to enhance learning.
Eduserv is a not-for-profit professional IT services group that aims to realize the benefits of ICT for learners and researchers. It provides services such as access and identity management as well as license negotiation. Eduserv also funds research grants and sponsors activities related to teaching and learning in virtual worlds like Second Life. Some of the projects it has funded include researching learning in online social worlds like Second Life and World of Warcraft, developing computer modeling tools and online communities, and creating an open source platform called Sloodle that combines Moodle and Second Life.
The document discusses social networks and how they can be used to examine e-learning. It defines key concepts like actors, relations, ties and networks. Relations between people lead to the formation of networks. The document examines different types of relations and ties that can exist for e-learning students, like receiving information or collaboration. Networks can be analyzed to study how structure impacts resource sharing. Arguments are made both for and against the ability to form strong, meaningful relationships online.
Final draft paper electronic portfoliosMatthew Jones
Electronic portfolios are digital collections that allow individuals to showcase their work and achievements. They can contain a variety of media like text, images, videos and links. Unlike physical portfolios, e-portfolios can be edited, shared publicly online, and connected through social media. The key features of e-portfolios are the ability to publish and share content, and for elements to be interconnected through frequent updates in real time. However, the most important part is reflection, as it brings greater depth and connection. The author plans to use e-portfolios to supplement classroom teaching by providing additional educational resources to students online.
The document discusses how information and communication technologies (ICT) can help personalize learning and engage students. It outlines elements of personalization like interactivity, deeper learning, and student voice that are enabled through ICT. The document also addresses hurdles to personalization through ICT like change management issues, cost implications, and shifting school culture to embrace new technologies. It encourages starting small with personalization projects and emphasizes support from digitally native students and staff members.
The document discusses the evolution of the web from Web 1.0 to Web 2.0 and why teachers should care. It notes that Web 1.0 involved static pages created by few, while Web 2.0 enables mass participation and user-generated content. Today's students are actively using the web to IM, blog, upload videos and photos. However, classrooms still resemble yesterday's model. The document argues teachers need to teach digital literacy skills and how to collaborate online to prepare students for a changing world.
Social media and Web 2.0 tools are changing the way we teach and learn. These tools allow for greater accessibility, immediacy, and interactivity in communication. Over half of online youth ages 12-17 use social networking sites like Facebook and Twitter, primarily to connect with friends and meet new people. Tools like YouTube, microblogging on Twitter, Google Apps, Wikipedia, and social bookmarking have implications for teaching and learning by engaging students, facilitating collaboration and sharing, and developing skills like visual literacy, research, and information literacy.
Cable in The Classroom: A Resource for All TeachersOHIO ITSCO
The document summarizes resources available through Cable in the Classroom, which is the cable industry's education foundation. It provides magazines, websites for teachers and parents, media literacy resources, educational television programming and web resources from cable networks, and awards that recognize innovative uses of cable resources in education. The presentation introduces these materials and suggests ways teachers can utilize cable content and technology to enhance learning.
Eduserv is a not-for-profit professional IT services group that aims to realize the benefits of ICT for learners and researchers. It provides services such as access and identity management as well as license negotiation. Eduserv also funds research grants and sponsors activities related to teaching and learning in virtual worlds like Second Life. Some of the projects it has funded include researching learning in online social worlds like Second Life and World of Warcraft, developing computer modeling tools and online communities, and creating an open source platform called Sloodle that combines Moodle and Second Life.
The document discusses social networks and how they can be used to examine e-learning. It defines key concepts like actors, relations, ties and networks. Relations between people lead to the formation of networks. The document examines different types of relations and ties that can exist for e-learning students, like receiving information or collaboration. Networks can be analyzed to study how structure impacts resource sharing. Arguments are made both for and against the ability to form strong, meaningful relationships online.
Final draft paper electronic portfoliosMatthew Jones
Electronic portfolios are digital collections that allow individuals to showcase their work and achievements. They can contain a variety of media like text, images, videos and links. Unlike physical portfolios, e-portfolios can be edited, shared publicly online, and connected through social media. The key features of e-portfolios are the ability to publish and share content, and for elements to be interconnected through frequent updates in real time. However, the most important part is reflection, as it brings greater depth and connection. The author plans to use e-portfolios to supplement classroom teaching by providing additional educational resources to students online.
The document discusses how information and communication technologies (ICT) can help personalize learning and engage students. It outlines elements of personalization like interactivity, deeper learning, and student voice that are enabled through ICT. The document also addresses hurdles to personalization through ICT like change management issues, cost implications, and shifting school culture to embrace new technologies. It encourages starting small with personalization projects and emphasizes support from digitally native students and staff members.
The document discusses the evolution of the web from Web 1.0 to Web 2.0 and why teachers should care. It notes that Web 1.0 involved static pages created by few, while Web 2.0 enables mass participation and user-generated content. Today's students are actively using the web to IM, blog, upload videos and photos. However, classrooms still resemble yesterday's model. The document argues teachers need to teach digital literacy skills and how to collaborate online to prepare students for a changing world.
Social media and Web 2.0 tools are changing the way we teach and learn. These tools allow for greater accessibility, immediacy, and interactivity in communication. Over half of online youth ages 12-17 use social networking sites like Facebook and Twitter, primarily to connect with friends and meet new people. Tools like YouTube, microblogging on Twitter, Google Apps, Wikipedia, and social bookmarking have implications for teaching and learning by engaging students, facilitating collaboration and sharing, and developing skills like visual literacy, research, and information literacy.
The document outlines an agenda for a workshop exploring the development of a Web 2.0 learning environment. It discusses the differences between Web 1.0 and Web 2.0 technologies and their implications for education. Participants will engage in an activity to envision and design a new learning system through collaborative discussion and by choosing development approaches and tools. They will then write stories about how students, teachers and administrators might interact with the envisioned system.
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
This document discusses how Web 2.0 technologies can transform passive learners into active learners by encouraging collaboration, accessibility, and student engagement. It provides examples of how tools like wikis, podcasts, and online assessments can be used to improve learning outcomes by making content more interactive and personalized for students. The document also acknowledges some potential drawbacks of technology in education, but argues that when used properly Web 2.0 has mostly positive impacts on learning.
The document discusses learning design as a new approach to curriculum design that makes the design process more explicit and shareable. It outlines the Open University Learning Design Initiative which developed tools like CompendiumLD for visualizing designs and the Cloudworks site for sharing them. Evidence from trials showed these tools helped teachers design more effective learning activities that integrated technologies and pedagogical approaches. The initiative aims to foster more open and collaborative design through these online communities and representations.
Social software in education: an early 2007 overviewBryan Alexander
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It describes several Web 2.0 concepts like wikis, blogs, social networking sites, tagging, and rich media tools. It also examines how these technologies could support new pedagogical approaches by enabling collaborative writing, distributed conversation, and student content creation. While some Web 2.0 uses for education build on earlier Internet-based practices, others may require rethinking traditional models of teaching and learning.
This document discusses the transition to 21st century teaching and learning. It notes that the amount of new information generated annually now exceeds that of the previous 5,000 years combined. It also states that half of what students learn in their first year of college will be outdated by their third year. The document advocates for teaching creativity and collaboration skills and leveraging technologies like mobile devices and social media in the classroom. It argues that schools must reinvent themselves to remain relevant in preparing students for future jobs and an increasingly digital world.
"Process, Technologies, and Impact of the 2007 Horizon Report" presented at CNI Spring 2007 Task Force Meeting (Phoenix) See <a>sesion materials</a>
This document discusses Padlet, a free web-based tool that allows users to create virtual walls for collaboration. Padlet walls can be used by teachers and students to post assignments, provide feedback, display examples, and conduct formative assessments. Students can use Padlet for collaboration, creation, discussion boards, portfolios, notes, and more. Padlet is easy to use, supports multiple devices, and walls can be embedded or exported in different formats. Experts say Padlet encourages participation and engagement by allowing all students to contribute and learn from each other.
This document discusses the potential of Web 2.0 technologies for supporting social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural adoption of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for education and social inclusion.
This document discusses the potential of Web 2.0 technologies to support social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural acceptance of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for social inclusion in education.
This document discusses the potential of Web 2.0 technologies to support social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural acceptance of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for social inclusion in education.
This document discusses technology integration in adult English as a second language (ESL) instruction. It covers the background and goals of technology usage, ideas for integrating technology into ESL lessons, and professional development for teachers. Some benefits identified are promoting life skills, self-directed learning, and differentiated instruction. Challenges include lack of preparation time, varying student abilities, and limited resources. The document advocates for expanding technology use and online professional learning communities to improve adult ESL instruction.
MAS Presentation: Using Digital Tools to Engage LearnersDean Phillips
This document discusses using digital tools like cell phones and social media to engage students. It provides tips for using tools like Twitter, Google Docs, Google Voice, and photos/videos to connect with students and encourage collaboration. Examples are given of how these tools can be used for assignments, presentations, organizing work, and administrative tasks. Educators are encouraged to think about how the prevalence of cell phones and smart devices can impact teaching and learning.
Introduction to Web 2.0 Tools-Multimedia Unit 2mrsbrown526
This document outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.
Elgg is a social ePortfolio platform that allows learners to create their own digital identity and learning landscape. It provides a learner-controlled space for exploring, reflecting, and interacting with others around common interests. Elgg aims to be interoperable with other tools through open standards and allows users to choose which tools they integrate. The platform includes blogging, wikis, and other social features to help users build an identity and portfolio that can be shared and used to make connections. Developers are working to better integrate Elgg with the Moodle learning management system. Future plans include improving user interfaces and developing additional components like resume building.
The document discusses current trends in the US employment landscape and opportunities for placement and recruiting. It provides statistics on unemployment rates and discusses an evolving view of work. Specifically, it notes rising unemployment, a shift to online recruiting, and projects major growth in certain industries and jobs requiring postsecondary education or training by 2018.
Metamorphic rocks are rocks that have been modified by heat, pressure, and chemical processes usually deep within the Earth. Common types of metamorphic rocks include slate, shale, gneiss, granite, marble, limestone, quartzite, and sandstone. Large areas of rock undergo intense heat and pressure from friction as moving layers add heat, causing changes in the rocks like the formation of parallel mineral layers through foliation. Contact metamorphism also occurs when hot magma forces its way into overlying rock and reacts with its minerals. The rock cycle involves igneous rocks forming from magma and weathering into sediments, then becoming sedimentary rocks that are buried and undergo metamorphism before
The document outlines an agenda for a workshop exploring the development of a Web 2.0 learning environment. It discusses the differences between Web 1.0 and Web 2.0 technologies and their implications for education. Participants will engage in an activity to envision and design a new learning system through collaborative discussion and by choosing development approaches and tools. They will then write stories about how students, teachers and administrators might interact with the envisioned system.
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
This document discusses how Web 2.0 technologies can transform passive learners into active learners by encouraging collaboration, accessibility, and student engagement. It provides examples of how tools like wikis, podcasts, and online assessments can be used to improve learning outcomes by making content more interactive and personalized for students. The document also acknowledges some potential drawbacks of technology in education, but argues that when used properly Web 2.0 has mostly positive impacts on learning.
The document discusses learning design as a new approach to curriculum design that makes the design process more explicit and shareable. It outlines the Open University Learning Design Initiative which developed tools like CompendiumLD for visualizing designs and the Cloudworks site for sharing them. Evidence from trials showed these tools helped teachers design more effective learning activities that integrated technologies and pedagogical approaches. The initiative aims to foster more open and collaborative design through these online communities and representations.
Social software in education: an early 2007 overviewBryan Alexander
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It describes several Web 2.0 concepts like wikis, blogs, social networking sites, tagging, and rich media tools. It also examines how these technologies could support new pedagogical approaches by enabling collaborative writing, distributed conversation, and student content creation. While some Web 2.0 uses for education build on earlier Internet-based practices, others may require rethinking traditional models of teaching and learning.
This document discusses the transition to 21st century teaching and learning. It notes that the amount of new information generated annually now exceeds that of the previous 5,000 years combined. It also states that half of what students learn in their first year of college will be outdated by their third year. The document advocates for teaching creativity and collaboration skills and leveraging technologies like mobile devices and social media in the classroom. It argues that schools must reinvent themselves to remain relevant in preparing students for future jobs and an increasingly digital world.
"Process, Technologies, and Impact of the 2007 Horizon Report" presented at CNI Spring 2007 Task Force Meeting (Phoenix) See <a>sesion materials</a>
This document discusses Padlet, a free web-based tool that allows users to create virtual walls for collaboration. Padlet walls can be used by teachers and students to post assignments, provide feedback, display examples, and conduct formative assessments. Students can use Padlet for collaboration, creation, discussion boards, portfolios, notes, and more. Padlet is easy to use, supports multiple devices, and walls can be embedded or exported in different formats. Experts say Padlet encourages participation and engagement by allowing all students to contribute and learn from each other.
This document discusses the potential of Web 2.0 technologies for supporting social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural adoption of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for education and social inclusion.
This document discusses the potential of Web 2.0 technologies to support social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural acceptance of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for social inclusion in education.
This document discusses the potential of Web 2.0 technologies to support social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural acceptance of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for social inclusion in education.
This document discusses technology integration in adult English as a second language (ESL) instruction. It covers the background and goals of technology usage, ideas for integrating technology into ESL lessons, and professional development for teachers. Some benefits identified are promoting life skills, self-directed learning, and differentiated instruction. Challenges include lack of preparation time, varying student abilities, and limited resources. The document advocates for expanding technology use and online professional learning communities to improve adult ESL instruction.
MAS Presentation: Using Digital Tools to Engage LearnersDean Phillips
This document discusses using digital tools like cell phones and social media to engage students. It provides tips for using tools like Twitter, Google Docs, Google Voice, and photos/videos to connect with students and encourage collaboration. Examples are given of how these tools can be used for assignments, presentations, organizing work, and administrative tasks. Educators are encouraged to think about how the prevalence of cell phones and smart devices can impact teaching and learning.
Introduction to Web 2.0 Tools-Multimedia Unit 2mrsbrown526
This document outlines a lesson plan for introducing students to various Web 2.0 tools over two weeks. Week 1 covers blogs, wikis, podcasts, social networking, social bookmarking, virtual worlds, and mobile technologies. Students are assigned a paper and project using a Web 2.0 tool of their choice. Week 2 focuses on completing the project, with checkpoints for posting topics, journal entries, and the final project deadline. Examples and educational uses of each tool are provided.
Elgg is a social ePortfolio platform that allows learners to create their own digital identity and learning landscape. It provides a learner-controlled space for exploring, reflecting, and interacting with others around common interests. Elgg aims to be interoperable with other tools through open standards and allows users to choose which tools they integrate. The platform includes blogging, wikis, and other social features to help users build an identity and portfolio that can be shared and used to make connections. Developers are working to better integrate Elgg with the Moodle learning management system. Future plans include improving user interfaces and developing additional components like resume building.
The document discusses current trends in the US employment landscape and opportunities for placement and recruiting. It provides statistics on unemployment rates and discusses an evolving view of work. Specifically, it notes rising unemployment, a shift to online recruiting, and projects major growth in certain industries and jobs requiring postsecondary education or training by 2018.
Metamorphic rocks are rocks that have been modified by heat, pressure, and chemical processes usually deep within the Earth. Common types of metamorphic rocks include slate, shale, gneiss, granite, marble, limestone, quartzite, and sandstone. Large areas of rock undergo intense heat and pressure from friction as moving layers add heat, causing changes in the rocks like the formation of parallel mineral layers through foliation. Contact metamorphism also occurs when hot magma forces its way into overlying rock and reacts with its minerals. The rock cycle involves igneous rocks forming from magma and weathering into sediments, then becoming sedimentary rocks that are buried and undergo metamorphism before
The document summarizes the Bournemouth, Dorset and Poole (BD&P) Multi-Area Agreement (MAA) and Local Economic Assessment (LEA). The MAA aims to develop a strongly performing economy with higher-skilled jobs while protecting the environment. It engages public and private sectors through 2026. The LEA process involves defining projects, preparing and finalizing draft reports with evidence and consultation, and publishing the assessment to inform strategies with ongoing review. Issues include coordinating resources across authorities while ensuring momentum and priorities align with changing government views, with the goal of producing a single report and executive summary embedding the LEA within regular business.
The document is titled "Little Rock People" and appears to be written by Lisa Arata. It likely discusses the people who live in Little Rock, as the title suggests it focuses on those from Little Rock. The document may provide descriptions, profiles, or insights into various individuals who are residents of Little Rock.
The document outlines Devon County Council's plan to create a Local Economic Assessment (LEA) as required by legislation. The LEA will analyze Devon's economy, identify economic factors and inform local strategies. It will include analysis of business sectors, skills, inclusion, sustainability and more. Devon's approach involves collaborating with districts, stakeholders and businesses to develop an evidence base on the current economy and future growth assumptions. Challenges include aligning the LEA with other local strategies and timelines.
Group 4 submitted 14 photo titles with information on the photographer, date taken, and location. The photos covered a range of topics from weddings to international events to landscapes. The group included submissions from Brittany, Jill, Alyssa, and Jason with photos found on personal blogs and photo sharing websites.
The document discusses two key pieces of evidence that support the Big Bang theory: 1) Light from distant galaxies is redshifted, suggesting the galaxies are moving away from Earth as the universe expands; 2) There is uniform microwave radiation throughout the universe, which is believed to be leftover radiation from the explosive initial expansion of the universe according to the Big Bang theory.
Bernhard G. Kloppenburg has over 20 years of experience in hospitality operations and sales initiatives. As Director of Food & Beverage at Tampa Bay Performing Arts Center, he grew annual revenues from $1.3 million to $3 million over 4 years. As Regional Vice President for Aramark Corporation, he exceeded sales plans and improved profits and efficiencies at multiple accounts. He has extensive experience planning large events, growing catering businesses, and negotiating contracts.
Matt created a website to share updates from his travels with friends and family. A friend filmed Matt dancing in iconic locations as a joke. The video spread widely online and gained millions of views on YouTube. This led to opportunities like being sponsored by Stride gum to film more dance videos around the world. Matt's videos have been featured widely in media and he now travels full-time making dance videos that celebrate people and culture around the world.
Federalism involves the sharing of power between the federal/national government and state governments. Some key aspects of federalism include:
1) The federal government has expressed powers that are specifically enumerated in the Constitution like coining money and regulating interstate commerce. It also has implied powers that are suggested though not expressly stated, like establishing a national bank.
2) States have reserved powers over areas not given to the federal government like education, welfare, and family law.
3) Both the federal and state governments have concurrent powers like taxation and establishing courts. The Supremacy Clause establishes that federal authority overrides state authority.
The five pillars of Islam are summarized as:
1) The testimony of faith that there is no god but Allah and Muhammad is his messenger.
2) Establishing the five daily prayers.
3) Paying zakah or financial obligation to benefit the poor and promote growth.
4) Fasting during the month of Ramadan from dawn to sunset.
5) Making the pilgrimage to Mecca once in a lifetime for those who are able.
Introducing Drupal: The open source content management and web application fr...Anthony Ogbonna
Drupal is an open source content management platform and web application framework that powers millions of websites. It allows users to organize, edit, and publish content from a central interface. Drupal is highly flexible and can be used to build many types of websites and applications. It has a large community of users and is used by many large organizations like the White House, Harvard, and Greenpeace. The presentation provides an overview of what Drupal is, how to use it, examples of companies that use it, and its future potential as a platform for new types of online experiences and integration of third party applications.
The document proposes a framework called be-SMART for semantically annotating 3D models. It involves a two-level segmentation of models into meaningful parts. Automatic segmentation decomposes objects into regions, which are then clustered. Manual segmentation allows merging/cutting of regions. Segments are organized into a graph and annotated hierarchically according to an ontology to extract embedded knowledge from 3D objects. Future work involves improving geometric modeling and semantic reasoning capabilities.
The document summarizes key aspects of industrialization in three sections. The first section discusses improvements in transportation including early methods like rivers, canals, and rock roads, and the revolutionary impact of the steam engine allowing trains and steamships. The second section covers changes to the labor force, such as wage labor replacing family work, men and sometimes families working in factories, and women and children increasingly working in factories. The third section outlines the factors of production - natural resources, human resources, capital resources, and the importance of entrepreneurship in building and organizing new businesses to drive industrialization.
The power of vector images is unique. These images can be scaled to any size without affecting the original output. Requiring the least space on disk, these lightweights are the most preferred formats for the density-sensitive web pages. What more...these curves-and-lines marvels simply refuse to lose their sheen even after multiple transfers across storage media!
Here is a collection of my pictures made with Adobe Illustrator, the sultan of vector imaging. Some of these drawings were made as part of the learning curve. The rest were made to meet specific demands, both professional as well as personal. I invite you to the show :)
The potential of vector imaging is so huge that the possibilities for creative expression ever seem endless. My effort to soak in its delights can be nothing short of a pursuit for a lifetime.
http://sevennorthgraphics.com
St Pete's Seven North Web & Graphics Social Media-Hub Website: Leveraging Wordpress for Easy SEO and Lower Cost.
Web Design With Wordpress for Social Media Success in St Petersburg, Tampa Bay, Florida
The document summarizes key events and developments during World War I between 1914-1918. It discusses how the war became a total war that mobilized entire societies and economies to support the war effort. New weapons like machine guns, tanks, planes and chemical weapons transformed the nature of combat. The Russian Revolution of 1917 occurred due to Czar Nicholas II's poor leadership and massive casualties suffered by Russia. The U.S. initially remained neutral but entered the war in 1917 after German unrestricted submarine warfare threatened American merchant shipping and the Zimmerman Telegram proposed a German-Mexican alliance against the U.S.
This document provides an overview of various Web 2.0 tools and how they can be used for educational purposes. It discusses blogs, RSS feeds, wikis, social bookmarks, and podcasting. It emphasizes that these tools support collaborative, constructivist learning and allow students to actively create and share content. The document suggests teachers should explore how to harness these tools to engage students and make learning more authentic.
This document discusses various Web 2.0 applications that can be used in the classroom, including blogs, Delicious, SlideShare, Twitter, and TeacherTube. Teachers are introduced to these applications and how they can be used for a variety of purposes like reflective journals, assignment submissions, sharing resources, and holding online discussions. The document emphasizes that these tools engage students by allowing them to contribute and collaborate online in ways that are familiar to them.
The document discusses how Web 2.0 technologies can be used to engage digital native students in social studies classrooms. It notes that today's students think and process information differently due to growing up with the internet, and recommends using interactive, collaborative, and customizable technologies. Specific Web 2.0 tools mentioned include wikis, blogs, and podcasts, which allow students to identify important questions, locate and evaluate information, communicate and collaborate with others.
This document discusses how technology is changing research and learning. It notes that technologies like mobile devices, social networking, and cloud computing are becoming more ubiquitous. Researchers are now able to work from anywhere, collaborate globally, and make their work more openly accessible online. Learning is also becoming more personalized through individual learning environments across multiple devices. New models are needed to combine these technology affordances with good pedagogical approaches while addressing digital divides.
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
The document discusses how digital technologies and social media have changed literacy and learning for modern students. It notes that students now generate hundreds of pages worth of digital communication per semester compared to only dozens of pages of schoolwork. It advocates integrating digital literacy tools like blogging, video, and online collaboration into classrooms to better engage today's "Net Generation" of students, who are accustomed to learning through new media. The document provides examples of free web tools that teachers can use to incorporate more digital literacy skills and participatory learning models into their instruction.
This document discusses using Web 2.0 applications in the classroom to support 21st century learning skills. It provides examples of how tools like blogs, social bookmarking, presentations, and multimedia creation can help students develop skills like collaboration, communication, creativity, and digital literacy. The document advocates letting students use familiar Web 2.0 tools to engage with and express their understanding of course content, rather than focusing on the tools themselves.
This document discusses online portfolio affordances for visual arts educators. It discusses how self-publication, networked content creation, and networked innovation can provide opportunities for students. Specifically, it focuses on how these affordances allow students to define themselves creatively, make their work searchable and visible online, participate in art history, learn digital literacy skills, and gain experience that prepares them for life after school. However, it also cautions that teachers should ensure students understand issues like privacy, copyright, providing appropriate feedback, and protecting their safety online. The document provides examples of software and services that can be used to take advantage of these affordances in a safe and productive way.
Keynote presentation to the NZ Adult Literacy Practitioners Association (ALPA) focusing on the potential for ICTs to be used to enable better learning for adult literacy students.
The document discusses the changing landscape of education due to new technologies and learners. It outlines the shift from Web 1.0 to Web 2.0, including a typology of Web 2.0 tools. It proposes using these tools to support new approaches to course design, including learning design frameworks and the sharing of teaching practices through a social networking site called Cloudworks. Key challenges include bridging the gap between potential and reality of using new technologies in mainstream education.
The document discusses the shift from Web 1.0 to Web 2.0 and the new practices that have emerged with Web 2.0 technologies like user-generated content, social networking, blogging, and wikis. It also addresses both the potential and challenges of using these technologies for social inclusion and education, including issues of digital literacy skills, institutional barriers, digital identity, and the need for new pedagogical models that leverage the affordances of personalization and networked learning. The document provides examples of uses for different Web 2.0 tools and calls for strategies at multiple levels to facilitate effective educational use of these technologies.
The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
Compuet Technology to help teachers and benefit studentsIrina K
The document discusses how computer technology can help teachers and benefit students through creating learner-centered environments. It describes how technologies like the internet provide educational resources to enhance teaching and learning both in the classroom and at home. It advocates for student-centered approaches where students take responsibility for their own learning and teachers take on roles as facilitators.
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
This document summarizes trends in eLearning and provides guidance for schools. It discusses how technology can enhance pedagogy by facilitating connections, shared learning, and supportive environments. It also outlines changing student and teacher roles, issues of cyber citizenship, and emerging technologies like mobile learning and cloud computing. The document advocates developing a shared eLearning vision and focusing on collaborating with other schools while supporting student learning.
The document discusses strategies for teaching 21st century learners. It outlines how traditional classrooms can transition to newer student-centered models that incorporate multimedia, collaboration, and real-world contexts. The role of information and communication technologies (ICT) is examined, noting they should enhance rather than replace quality teaching. A variety of digital learning objects, collaborative projects using Web 2.0 tools, and educational software options are presented as ways to integrate technology into classroom instruction.
The document discusses how Web 2.0 tools can enhance teaching and learning. It describes how Web 2.0 enables two-way interaction and user-generated content through blogs, wikis, social networking, podcasting, and media sharing. These tools encourage collaboration, engagement, and make learning more personal, flexible and social. The document argues that Web 2.0 will change education by supporting problem-based, experiential and authentic learning through student-led discovery and peer-to-peer interaction.
This document outlines the agenda for a two-day symposium on new roles for libraries in education, MOOCs, eLearning and gamification. Day one will include discussions on opportunities for libraries in eLearning, the underpinnings of eLearning and MOOCs, and examples of eLearning in libraries and research. Day two will cover supporting eLearning, MOOC toolkits, online learning platforms, and brainstorming future library roles. The symposium aims to explore how libraries can support, provide or create eLearning opportunities and what the future may hold in this area.
Digital One Day: Audiographic Environments for CPDGeorge Roberts
The document summarizes an event exploring the potential of audiographic environments for continuing professional development. It discusses the learning design which used Elluminate for synchronous collaboration along with blogs, Twitter, and Delicious for asynchronous components. Participants found the online interface richer than face-to-face and it effectively replicated a workshop, though some experienced technical difficulties. Evaluations showed the breakout groups worked well but full attention to presentations was difficult. The event exposed relationships between online identity, digital literacy, and communities of practice as threshold concepts in higher education.
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This document summarizes a playbook for competency-based education (CBE) programs. It finds that over 150 institutions currently offer CBE programs, with strong expected growth to 750 institutions and 500,000 students by 2020. Key drivers of CBE growth are the rising cost of higher education, demand for flexible learning options, and employer emphasis on skills. The playbook helps institutions address challenges like strategy, organization, program development, student success, technology, management, and marketing across the CBE lifecycle from planning to implementation to improvement. It provides a framework to align efforts, avoid pitfalls, and evaluate options tailored to each institution.
Slides from Kevin Trowbridge's panel presentation "Social Media for Living and Learning: Unique Campus Perspectives" at Social Media for Teaching & Learning in Boston, MA. Oct. 18.
The major findings from the 2013 Social Media Higher Education Survey jointly conducted by Pearson Learning Solutions & The Babson Survey Research Group.
In this presentation given at the Social Media for Teaching and Learning event in Boston this fall, Jeff Borden of Pearson explains that as technology informs educational processes for delivery, assessment, content creation, and more, the evolution of that technology is transforming teaching and learning. But, as we shift from Web 2.0 to Web 3.0, education must filter through the glitz and "shiny objects" to best understand what actually works and what does not. This presentation will draw on educational best practices from past to present (and even look to the future). From Bloom to Kolb to Johnson and Johnson, rote memorization to authentic assessment, learning theory to practical application, the World Wide Web has tools that not only help educators promote sound pedagogy, but advance it.
Krista Jackman: Twitter and Tweeting; Community and CompositionPearson North America
This presentation, part of the Social Media for Teaching and Learning, focuses on the anecdotal experience of Krista Jackman's use of Twitter in Freshman Composition at the University of New Hampshire, English 401. Krista developed pedagogy that used Twitter for a dual purpose: as an experiment designed to facilitate a feeling of community, prior to the start of a Residential Learning Community, and to introduce the the function of critical analysis.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
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In this presentation, Rey Junco and Eric Gordon discuss how online social spaces are transforming classroom engagement. Specifically, they address how these spaces can improve student capacity to participate in class dialogue by allowing a safer, slightly less ego-invested method of interaction. This was presented at the Social Media for Teaching and Learning event on Oct. 19th in Boston, MA.
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Here are the slides from our 2011 Social Media in Higher Education Survey. We presented this research at the Pearson Cite Conference in Denver on 4.11.2011.
Hester Tinti-Kane
Director of Online Marketing and Research
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hester.tinti-kane@pearson.com
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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
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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New Technologies, Literacies and Writing Instruction
1. It’s the End of the World As We Know It (and I feel fine)New Technologies, Literacies, and Writing Instruction Kathryn Nielsen-Dube and Kathleen Shine Cain, Writing Center Bridget Rawding, McQuade Library Wednesday, October 14, 2009
2. How do you read listservs, blogs, personal e-mails, or text messages as opposed to books, journals or newsletters? How do you write for listservs, blogs, personal e-mails, or text messages as opposed to books, journals or newsletters? How has the Internet and e-mail altered the ways in which you collaborate with colleagues on your writing, or even in professional discussions? How has word-processing technology (e.g., Track Changes) altered your writing process? How has the sheer volume of information and speed of transmission affected scholarship in your discipline?
3. Web 2.0 ... The Machine is Us/ing Us http://www.youtube.com/watch?v=6gmP4nk0EOE
4. Technology and Resistance 1.0 Training Cost Privacy Intellectual Property Issues Techno Pedagogy Assessment
5. TechnopedagogicalCollaboration 2.0 Internships and Service learning Tapping the Living Database Teaching and Learning Circles Conversations in Teaching and Learning Workshops : Powerpoint, collaborative projects, interacting with experts, managing email, internet research strategies, web development YOUR STUDENTS
6. Benefits 2.0 Pragmatic: Giving students experience with the tools they will use on the job More strategies to reach students with different learning styles Multiple Pathways for Publication Inter/Cross Cultural Interconnectivity
7. Drawbacks 2.0 The World Wide Wastebasket Can n e 1 spel ne thing ne moor? A Global Village of Village Idiots Facebook may well own your conference and family pet pictures! Technological Failure Pedagogical Failure
8. New Media/Old Skills It’s still about information literacy, but… Critical reading, traditional research and composition are no longer the whole picture New kinds of information sources
9. New Literacies Evaluating information in the “new media” Visual/Media Literacy Participatory Culture Expanding notion of “writing”
11. New Assignments Wikipedia Projectshttp://en.wikipedia.org/wiki/Wikipedia:School_and_university_projects Student Video Projects at Dartmouth Collegehttp://www.dartmouth.edu/~videoprojects/index.html
12. A Vision of Students Today http://www.youtube.com/watch?v=dGCJ46vyR9o