NSBA T+L Conference, Denver 2009
Marianne Hauser, Director of Secondary Instruction
Kimberly Park, K-12 Instructional Technology Coordinator
Fayetteville Public Schools, Fayetteville, AR
This document discusses backchanneling, which refers to live online chats that accompany presentations. It provides guidelines for effective backchannel participation, including answering questions directed at speakers with an @ symbol. The document then outlines Julie Lindsay's vision for e-learning, including how it is supported at BISS through tools like Wikispaces and encouraging 21st century skills. It shares examples of flat classroom projects between BISS and other schools that promote global collaboration, cultural understanding, and digital citizenship.
Transitioning from Class to Blended Learning Environmentmurcha
A presentation on Transitioning from classroom to a blended learning environment for the Perfecting the Blend conference at Mt Clear, Australia. This presentation illustrates blended learning, how to implement it, what to consider in planning the curriculum and some assessment strategies and tools.
The document discusses a research project examining the experiences of disabled learners in higher education and their use of technology. It presents case studies of several disabled university students that illustrate both barriers they face, such as inaccessible technologies and stigma, as well as ways technologies can promote inclusion through increased independence, literacy, and positive impacts on learning and productivity. The cases demonstrate complex relationships between learners, technologies, and educational experiences.
This document provides 15 ideas for teaching new literacies of online reading comprehension and learning. The ideas include using websites like Starfall, Read Write Think, and Internet Workshop as instructional models. They also suggest teaching skills like locating information and critical evaluation online. Using tools like blogs, Wikipedia, VoiceThread and Wordle are also recommended to engage students with digital content. The overall goal is to help students develop new literacy skills for comprehending and learning from online resources.
This document discusses using Web 2.0 tools to teach English, including photo sharing, video sharing, blogs, and wikis. It provides examples of how these tools can be used for digital photo stories, collaborative projects, listening activities using YouTube, making video dictionaries, and more. The document encourages sharing ideas on using photo and video sharing with ESL classes and discusses the difference between blogs and wikis for classroom use.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
The document discusses new literacies required for reading comprehension in the digital age. It defines new literacies as additional skills needed to comprehend online texts, including locating and evaluating information, synthesizing across sources, and communicating ideas. The document outlines strategies for teaching new literacies, such as using blogs and reciprocal teaching, and emphasizes the need to support students with limited internet access at home. It argues that current policies may widen achievement gaps by not addressing these new literacy skills.
This document discusses backchanneling, which refers to live online chats that accompany presentations. It provides guidelines for effective backchannel participation, including answering questions directed at speakers with an @ symbol. The document then outlines Julie Lindsay's vision for e-learning, including how it is supported at BISS through tools like Wikispaces and encouraging 21st century skills. It shares examples of flat classroom projects between BISS and other schools that promote global collaboration, cultural understanding, and digital citizenship.
Transitioning from Class to Blended Learning Environmentmurcha
A presentation on Transitioning from classroom to a blended learning environment for the Perfecting the Blend conference at Mt Clear, Australia. This presentation illustrates blended learning, how to implement it, what to consider in planning the curriculum and some assessment strategies and tools.
The document discusses a research project examining the experiences of disabled learners in higher education and their use of technology. It presents case studies of several disabled university students that illustrate both barriers they face, such as inaccessible technologies and stigma, as well as ways technologies can promote inclusion through increased independence, literacy, and positive impacts on learning and productivity. The cases demonstrate complex relationships between learners, technologies, and educational experiences.
This document provides 15 ideas for teaching new literacies of online reading comprehension and learning. The ideas include using websites like Starfall, Read Write Think, and Internet Workshop as instructional models. They also suggest teaching skills like locating information and critical evaluation online. Using tools like blogs, Wikipedia, VoiceThread and Wordle are also recommended to engage students with digital content. The overall goal is to help students develop new literacy skills for comprehending and learning from online resources.
This document discusses using Web 2.0 tools to teach English, including photo sharing, video sharing, blogs, and wikis. It provides examples of how these tools can be used for digital photo stories, collaborative projects, listening activities using YouTube, making video dictionaries, and more. The document encourages sharing ideas on using photo and video sharing with ESL classes and discusses the difference between blogs and wikis for classroom use.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
The document discusses new literacies required for reading comprehension in the digital age. It defines new literacies as additional skills needed to comprehend online texts, including locating and evaluating information, synthesizing across sources, and communicating ideas. The document outlines strategies for teaching new literacies, such as using blogs and reciprocal teaching, and emphasizes the need to support students with limited internet access at home. It argues that current policies may widen achievement gaps by not addressing these new literacy skills.
7 (and a half) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world! Using the methods I've learned over the past 9 years, I share how you can do just this. Starting in 2006 when I co-created the Flat Classroom Projects (winner ISTE Online Learning Award 2006), through today, I connect my students with the world. This presentation shows you how and is an updated version of the 7 steps shared in Flattening Classrooms, Engaging Minds. You can do this!
This document outlines the concept of "Toolbelt Theory", which suggests that students should be taught to analyze tasks, environments, their own skills, and available tools to make their own decisions about which tools to use to complete tasks. The goal is to empower students by developing lifelong technology skills, limiting the impact of limitations, and preparing them for life outside of school. It provides examples of using various tools for reading, writing, displaying information, and spellchecking to demonstrate how students can develop their own "toolbelt" and learn to combine tools in "mash ups" to meet their individual needs.
This document discusses different types of online collaborative projects including interpersonal exchange projects, information collection and analysis projects, and problem solving projects. It provides examples of each type and discusses locating, selecting, adapting, creating, implementing, and evaluating collaborative projects. The key aspects covered are identifying learning goals, choosing appropriate technologies, developing timelines and materials, recruiting partners, testing projects, and assessing outcomes.
Reinventing Writing April 2015 Edition #ucet15Vicki Davis
Writing has been reinvented in 9 power ways. Learn how this has happened and how it can impact your classroom. Every teacher should be familiar with how to integrate electronic writing in their classroom. Make it simple... reinvent writing. Shared at #ucet15 in Utah in April 2015. Evernote, One Note, Dropbox, wikis, blogs, Twitter, Diigo, One Drive and so much more!
21st Century in a Lower School Classroomlsv43edl669
This document discusses 21st century skills and how to incorporate them into a lower school classroom. It provides examples of how different grades are using technology like iPads, laptops, discussion boards, and flipped classrooms. Ideas for project-based learning and assessments using rubrics are also presented. The document encourages starting small with 21st century skills and sharing ideas with other teachers.
In this Webinar, presented by Jared Dees, Adolescent Catechetical Specialist at Ave Maria Press, you will learn elearning teaching strategies for to use with e-textbooks. Teachers will find this advice very useful in this digital age.
STEMulating Student Engagement Through Digital Storytellingtracycarp
This document discusses how digital storytelling can be used to engage students with STEM content. It defines digital storytelling as using digital tools to tell a story and lists some benefits, such as encouraging critical thinking and giving students a voice. It then provides examples of different types of stories and outlines the digital storytelling process. Finally, it demonstrates how three specific digital tools - Animoto, Glogster, and VoiceThread - can be used to create digital stories and provides tutorial resources and example story ideas for each tool.
This document discusses digital literacy and its role in teaching and learning. It begins by outlining the key components of digital literacy, including communication and collaboration, critical thinking, citizenship, creativity, and self-efficacy. It then discusses the evolution of the web from Web 1.0 to the current Web 2.0 model and how this has impacted technology use, teaching, schools, parents, teachers, hardware/software, and views of graduates. The document proposes how Web 3.0, 4.0 and 5.0 may further transform these areas in the future. It also illustrates the relationships between content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge,
Teaching Teens to Pray in the Digital World (DAEC 2012)Jared Dees
This document discusses teaching teens to pray in a digital world. It outlines that teens are heavily engaged with technology and communication through texting. It also discusses the challenges teens face with prayer, such as lack of time, feeling like they don't get anything from it, and distractions. The document proposes that developing humility, praying from the heart, and creating prayer habits can help teens overcome these challenges and have a more successful prayer life. It provides tips for teaching teens each of these aspects.
50+ Ways to Improve Your Classroom with TechnologyVicki Davis
Writing has been reinvented in several ways according to the document. Some key ways include ebooks replacing printed books, cloud services like Dropbox replacing physical filing cabinets, and collaborative writing tools like Google Docs allowing multiple people to work on documents simultaneously. Other changes involve new notetaking methods using services like Evernote, reinvented illustrations using tools like Canva, and public writing platforms like blogs and wikis replacing private journals.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
The document proposes developing a peer-to-peer (P2P) network to connect engineering colleges in Kerala, India to improve collaborative learning. Currently, the education system focuses on rote learning and passing exams rather than developing skills. The proposed P2P network would provide resources, communication, and guidance to support collaborative learning. It would involve designing modules for file sharing, communication tools, and monitoring trust and reputation over the P2P network. The goal is to enhance academic quality and research through more interactive, collaborative learning.
GLOBAL COLLABORATION IN EDUCATION: 7 1/2 Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom globally. Learn how from a teacher who has been doing it for 9 years. This is the update to the material shared in Flattening Classrooms, Engaging Minds and shared at #UCET15 Tech Elevated Conference in Utah.
The document discusses rethinking teaching and learning for the 21st century. It emphasizes skills like creativity, communication, collaboration, digital competences, critical thinking, and personal and social responsibility. It describes the Future Classroom Lab, which takes a holistic approach to teaching and learning 21st century skills through flexible learning spaces that promote experimentation and discussion. The lab hosts activities for policymakers, teachers, and students to experience different learning zones focused on exploration, collaboration, presentation, creation, and informal learning using technology.
Social Software and Personal Learning EnvironmentsTerry Anderson
This presentation, in slightly modified forms, was presented by myself to education audiences in Canada, Israel, Norway and the UK in spring 2007. See my blog at terrya.edublogs.org for more details
Common Core in the Cloud June 2013 #tic13Vicki Davis
The document discusses reinventing writing through collaborative projects in the cloud. It advocates for moving beyond individual and singular authorship to collaborative writing done by groups of students and teachers. It describes how tools like wikis, apps, blogs and other cloud-based technologies can facilitate collaborative writing and help foster communities of practice among students. However, it notes that simply giving students access to these tools does not guarantee collaboration, and most wikis see limited actual co-construction between students. The document argues collaborative writing has benefits like improving learning experiences and preparing students for teamwork in the workplace.
The document discusses the new literacies required for online reading comprehension in the modern digital age. It presents a model for teaching these new literacies called Internet Reciprocal Teaching (IRT), which involves three phases: teacher-led instruction of basic skills, collaborative modeling of strategies, and inquiry-based projects. IRT emphasizes problem-based learning and using the internet to solve information problems. The document argues that school leadership must support a changing literacy curriculum focused on online reading comprehension and integrating technology into subject areas in order to prepare students for the 21st century.
The document discusses the foundations of information and communication technology in English language teaching (ICT4ELT). It covers the role of ICT in language education, including using technology for in-class student activities and out-of-class preparation. It also addresses how ICT can enhance our understanding of linguistic principles, language acquisition, and pedagogical approaches through tools like corpora, dictionaries, and language learning software.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
The document discusses various visions for the future of education as technologies and societies change. It covers visions for budgeting, paradigms, authority, information systems, adaptation to change, and education itself. It also provides guidance on effective PowerPoint presentation design to enhance learning rather than distract from content.
7 (and a half) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world! Using the methods I've learned over the past 9 years, I share how you can do just this. Starting in 2006 when I co-created the Flat Classroom Projects (winner ISTE Online Learning Award 2006), through today, I connect my students with the world. This presentation shows you how and is an updated version of the 7 steps shared in Flattening Classrooms, Engaging Minds. You can do this!
This document outlines the concept of "Toolbelt Theory", which suggests that students should be taught to analyze tasks, environments, their own skills, and available tools to make their own decisions about which tools to use to complete tasks. The goal is to empower students by developing lifelong technology skills, limiting the impact of limitations, and preparing them for life outside of school. It provides examples of using various tools for reading, writing, displaying information, and spellchecking to demonstrate how students can develop their own "toolbelt" and learn to combine tools in "mash ups" to meet their individual needs.
This document discusses different types of online collaborative projects including interpersonal exchange projects, information collection and analysis projects, and problem solving projects. It provides examples of each type and discusses locating, selecting, adapting, creating, implementing, and evaluating collaborative projects. The key aspects covered are identifying learning goals, choosing appropriate technologies, developing timelines and materials, recruiting partners, testing projects, and assessing outcomes.
Reinventing Writing April 2015 Edition #ucet15Vicki Davis
Writing has been reinvented in 9 power ways. Learn how this has happened and how it can impact your classroom. Every teacher should be familiar with how to integrate electronic writing in their classroom. Make it simple... reinvent writing. Shared at #ucet15 in Utah in April 2015. Evernote, One Note, Dropbox, wikis, blogs, Twitter, Diigo, One Drive and so much more!
21st Century in a Lower School Classroomlsv43edl669
This document discusses 21st century skills and how to incorporate them into a lower school classroom. It provides examples of how different grades are using technology like iPads, laptops, discussion boards, and flipped classrooms. Ideas for project-based learning and assessments using rubrics are also presented. The document encourages starting small with 21st century skills and sharing ideas with other teachers.
In this Webinar, presented by Jared Dees, Adolescent Catechetical Specialist at Ave Maria Press, you will learn elearning teaching strategies for to use with e-textbooks. Teachers will find this advice very useful in this digital age.
STEMulating Student Engagement Through Digital Storytellingtracycarp
This document discusses how digital storytelling can be used to engage students with STEM content. It defines digital storytelling as using digital tools to tell a story and lists some benefits, such as encouraging critical thinking and giving students a voice. It then provides examples of different types of stories and outlines the digital storytelling process. Finally, it demonstrates how three specific digital tools - Animoto, Glogster, and VoiceThread - can be used to create digital stories and provides tutorial resources and example story ideas for each tool.
This document discusses digital literacy and its role in teaching and learning. It begins by outlining the key components of digital literacy, including communication and collaboration, critical thinking, citizenship, creativity, and self-efficacy. It then discusses the evolution of the web from Web 1.0 to the current Web 2.0 model and how this has impacted technology use, teaching, schools, parents, teachers, hardware/software, and views of graduates. The document proposes how Web 3.0, 4.0 and 5.0 may further transform these areas in the future. It also illustrates the relationships between content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge,
Teaching Teens to Pray in the Digital World (DAEC 2012)Jared Dees
This document discusses teaching teens to pray in a digital world. It outlines that teens are heavily engaged with technology and communication through texting. It also discusses the challenges teens face with prayer, such as lack of time, feeling like they don't get anything from it, and distractions. The document proposes that developing humility, praying from the heart, and creating prayer habits can help teens overcome these challenges and have a more successful prayer life. It provides tips for teaching teens each of these aspects.
50+ Ways to Improve Your Classroom with TechnologyVicki Davis
Writing has been reinvented in several ways according to the document. Some key ways include ebooks replacing printed books, cloud services like Dropbox replacing physical filing cabinets, and collaborative writing tools like Google Docs allowing multiple people to work on documents simultaneously. Other changes involve new notetaking methods using services like Evernote, reinvented illustrations using tools like Canva, and public writing platforms like blogs and wikis replacing private journals.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
The document proposes developing a peer-to-peer (P2P) network to connect engineering colleges in Kerala, India to improve collaborative learning. Currently, the education system focuses on rote learning and passing exams rather than developing skills. The proposed P2P network would provide resources, communication, and guidance to support collaborative learning. It would involve designing modules for file sharing, communication tools, and monitoring trust and reputation over the P2P network. The goal is to enhance academic quality and research through more interactive, collaborative learning.
GLOBAL COLLABORATION IN EDUCATION: 7 1/2 Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom globally. Learn how from a teacher who has been doing it for 9 years. This is the update to the material shared in Flattening Classrooms, Engaging Minds and shared at #UCET15 Tech Elevated Conference in Utah.
The document discusses rethinking teaching and learning for the 21st century. It emphasizes skills like creativity, communication, collaboration, digital competences, critical thinking, and personal and social responsibility. It describes the Future Classroom Lab, which takes a holistic approach to teaching and learning 21st century skills through flexible learning spaces that promote experimentation and discussion. The lab hosts activities for policymakers, teachers, and students to experience different learning zones focused on exploration, collaboration, presentation, creation, and informal learning using technology.
Social Software and Personal Learning EnvironmentsTerry Anderson
This presentation, in slightly modified forms, was presented by myself to education audiences in Canada, Israel, Norway and the UK in spring 2007. See my blog at terrya.edublogs.org for more details
Common Core in the Cloud June 2013 #tic13Vicki Davis
The document discusses reinventing writing through collaborative projects in the cloud. It advocates for moving beyond individual and singular authorship to collaborative writing done by groups of students and teachers. It describes how tools like wikis, apps, blogs and other cloud-based technologies can facilitate collaborative writing and help foster communities of practice among students. However, it notes that simply giving students access to these tools does not guarantee collaboration, and most wikis see limited actual co-construction between students. The document argues collaborative writing has benefits like improving learning experiences and preparing students for teamwork in the workplace.
The document discusses the new literacies required for online reading comprehension in the modern digital age. It presents a model for teaching these new literacies called Internet Reciprocal Teaching (IRT), which involves three phases: teacher-led instruction of basic skills, collaborative modeling of strategies, and inquiry-based projects. IRT emphasizes problem-based learning and using the internet to solve information problems. The document argues that school leadership must support a changing literacy curriculum focused on online reading comprehension and integrating technology into subject areas in order to prepare students for the 21st century.
The document discusses the foundations of information and communication technology in English language teaching (ICT4ELT). It covers the role of ICT in language education, including using technology for in-class student activities and out-of-class preparation. It also addresses how ICT can enhance our understanding of linguistic principles, language acquisition, and pedagogical approaches through tools like corpora, dictionaries, and language learning software.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
The document discusses various visions for the future of education as technologies and societies change. It covers visions for budgeting, paradigms, authority, information systems, adaptation to change, and education itself. It also provides guidance on effective PowerPoint presentation design to enhance learning rather than distract from content.
E-Learning and Technology Integration for Little Hands and MindsStaci Trekles
This document discusses integrating e-learning and technology into elementary classrooms. It provides examples of how to use tools like Moodle to make literature come alive and differentiate instruction for young learners. The document outlines objectives of helping students improve comprehension and critical thinking skills while addressing Common Core standards. Examples provided include using video, chat, and online lessons to engage students and support early digital learning skills.
A presentation directed towards teachers using english in a bilingual context, showing ideas of how to exploit non fiction sources in the primary classroom
This document discusses alternatives to traditional textbooks for meaningful learning. It provides 10 alternatives, including using other educators as resources, databases, eBooks, teaching students information literacy skills, authentic sources, product trials, digitization initiatives, YouTube and educational videos, trade books, and creating your own resources. The overall message is that textbooks alone are not enough and teachers should utilize a variety of additional resources to engage students and support inquiry-based learning.
This document discusses using technology to enhance classroom learning. It describes how today's students have grown up with technology and have different learning preferences than previous generations. Some key tips for using technology in the classroom include recognizing students' technology skills, balancing technology with other teaching methods, using websites and multimedia to actively engage students, and ensuring activities have a clear purpose.
Webinar Online Learning Myths & Engaging (Distance) Learners!Sara Valla
Presented by Sara Valla, a Digital Library Learning (DILL) Masters student completing her virtual internship with UNCG Libraries, and an Instructional Design & e-learning Consultant at Università degli Studi di Parma UniPR Co-Lab http://unipr.academia.edu/SaraValla
Dec 17, 2013 9am in UNCG Libraries' Blackboard Collaborate virtual room
Does your library support 21st century literacy skills? Why STEAM in libraries? This webinar will expose you to the research that supports the integration of informal STEAM learning into your libraries’ programming and services. Leave armed with a starter toolkit of ideas so you can experiment with STEAM in your library today!
NYLA MSRT Webinar, delivered in June 2015
This document provides an overview of different technologies that can be used to improve literacy in elementary schools. It discusses how technologies like computers, software programs, eBooks, and online tools can be used to support reading, writing, research, and collaboration. Specific technologies mentioned include word processing, desktop publishing, multimedia compositions, online publishing, email/bulletin boards, search engines, and collaborative online spaces. Presentation, assessment, and scaffolding functions of technologies are described. Podcasting, blogging, and wikis are also introduced as expressive technologies students can use. Potential benefits and examples of implementing these technologies in the classroom are provided.
The document summarizes the AASL-SIGMS Virtual Learning Community in Second Life. The learning community provides monthly professional development meetings for school librarians featuring guest speakers. Meetings include a lecture and group discussion using voice and text chat. Planning involves securing guest facilitators, promoting events, and ensuring technical support. The goal is to expand the community and continue engaging leaders in the field to discuss relevant topics.
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
The document discusses ways that teachers can integrate technology into classroom instruction. It provides examples of how teachers can use technology to simplify tasks like creating gradebooks, schedules, and checklists. It also gives examples of software and online tools that can be used for activities in different subject areas like math, language arts, social studies, and science. Resources are provided for online teaching tools, lesson plans, projects, and search engines to help teachers incorporate technology.
Adventures in Digital Storytelling - ELSANet workshop Oct 17 2011s_yuen
Digital storytelling involves using computer tools like images, recorded narration and music to tell personal stories. The presenter shares her experience creating digital stories with English language learners over one month. Students worked on writing, speaking, listening and other language skills to develop short, meaningful digital stories that were screened for classmates. While technology presented challenges, students were highly engaged and gained digital literacy. The presenter recommends adequate support for students' technology skills and making the process collaborative.
The document discusses best practices and frameworks for online pedagogy and course design. It provides examples of intrinsic motivation techniques that move beyond extrinsic rewards like grades. These include building peer interactivity, utilizing authentic tasks that allow for perspective sharing and choice, and designing experiences that engage learners in analysis, synthesis and evaluation. The document advocates designing online experiences, simulations and real learning opportunities to intrinsically motivate adult learners.
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.
Pitts LIBM 466 Recommended technology skills for teachers Based on William Scheeren's Technology Handbook For School Librarians. I used Chapter 3 Pages 28-34.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Communications Mining Series - Zero to Hero - Session 1DianaGray10
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
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Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
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1. Welcome to NSBA’s 23 Annual T+L Conference Denver, Colorado Come Visit us in the TLN/NA Networking Room #212 Follow the T+L Conversation
2. Tools for Engagement Using New Tools to Engage, Motivate, and Meet the 21st Century Challenge Marianne Hauser, Director of Secondary Instruction Kimberly Park, K-12 Instructional Technology Coordinator Fayetteville Public Schools, Fayetteville, AR
6. Backchannel Activity- TodaysMeet 1) Go to the following URL http://todaysmeet.com/nsbatools09 2) Enter your name & Join the backchannel 3) Post (Say) your answers to 2 questions
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11. Language Arts Wiki Goals: Create an online body of work, practice peer review, develop digital citizenship practices
50. Marianne Hauser Director of Secondary Instruction [email_address] Kimberly Park K-12 Instructional Technology Coordinator [email_address] Fayetteville Public Schools Fayetteville, AR
Editor's Notes
NSBA T+L Introductory slide
Tools for Engagement: Using New Tools to Engage, Motivate, and Meet the 21 st Century Challenge
Our district uses a number of tools for engagement: Free online resources District Purchased Grant Awards One of the free tools we use is a backchannel software called TodaysMeet.
Backchannels such as Internet Relay Chat (IRC) have been around since the late 80’s…things such as Jabber, Instant Messenger More recent backchannel forms include: iChat, Twitter, and TodaysMeet Many of you may be familiar with the term Google Jockey. During live presentations, this person is actively updating a screen with research and findings related to the topic of the presenter while the presentation is occurring. Research Paper from Old Dominion University in Norfolk, VA - Public doctoral research university http://www.scribd.com/doc/3727549/Backchannel-Research-Paper-Jennifer-Maddrell
Example of a backchannel conversation during a live presentation at the Boston Learning Communities Conference (Educators Conference)
We are going to open a backchannel right now in one of the ways that we use with our students… Please Go to http://todaysmeet.com/nsbatools09 Type your name and Join the backchannel Please turn to your neighbor, take 5 minutes to discuss the questions already in the backchannel with your colleague, type your answers in the blue box and click Say We’d like to gather some live feedback right now and as you think of items throughout the presentation, please feel free to Say your answers on the backchannel or any other questions, comments you may have as we go along… Depending on how well I’m able to multitask, I’ll try to address questions near the end or during this presentation… This backchannel will be available for the next 11 months to refer to We use this tool with students to have math competitions as it is an easy collaborative space, does not require accounts, and the backchannel can be set up in about 2 minutes. We generally create 2 hour backchannels and conversation, answers, disappear after this time. This tool was created by Web Developer James Socol Recommendation for further reading: The Backchannel: How Audiences are Using Twitter and Social Media and Changing Presentations Forever (Paperback) – Cliff Atkinson Due for release November 27, 2009
Further Reading: The Backchannel: How Audiences are Using Twitter an Social Media and Changing Presentations Forever Backchannels are changing the dynamics of presentations by adding another dimension. As long as someone isn’t trying to use a backchannel in a car, I think we’ll be ok
One of the strongest principles' underlying Schlecthy’s book is that TEACHERs must provide students with work – authentic work – that will engage them. Authentic Engagement is defined as: work that is associated with a task or outcome that has real meaning and relatively immediate value to the student. FPS gathers data on engagement through Learning Walks and annual teacher & student surveys. Fayetteville created both a student and teacher engagement survey based on Philip Schlechty’s survey found in Working on the Work. Big difference: Students consistently indentified themselves as ritualistically engaged; teachers – especially AP teachers – consistently felt students were authentically engaged. Other major finding was that many students did not feel that ANY adult in the bldg supported them. From Marzano: Teacher Level Factors that Impact Classroom Engagement Asks students to identify personal learning goals that fit within teacher learning goals. Organizes students to facilitate collaborative work and engagement. Prior to presenting new content, asks students questions that help them recall what they might already know about the content. Provides ways for students to organize or think about the content. Asks students to represent in nonlinguistic ways (mental image, picture, graphic organizer, enactment, collaborative poster.) Recognizes and celebrates progress on the learning goals.
Marianne – Gradual Release of Responsibility Instructional Model Break for Questions….
Extending the Classroom with Wikis, Blogs, Online Journaling and GPS Activities
Students in a 5 th grade Book Club were asked to write chapter summaries and compose questions based on their reading on their wiki page Students were asked to comment on peer pages as an initial exercise This was new to all of them, so we provided an online discussion rubric for the students with some guidelines for Digital Citizenship
A couple of our wiki jockeys We wrote a grant for Netbooks so students could work on the wiki in classroom during center time
Students are excited about their reading, they want to share, they want to encourage others and this is a good vehicle to do that Timestamps on comments show students are composing and commenting nights and weekends Most of us are social creatures by nature and this is an extension of conversation beyond the classroom that helps them make more close connections with each other and with their material in a way that is familiar to them
This is not only extending beyond the classroom, but beyond the school and forming a community of readers sharing their interests http://schoolcenter.fayar.net/education/components/board/default.php?sectiondetailid=39851&threadid=1769&PHPSESSID=52032cc7047d8fbe07876541d1fd3439
Edublog is another free tool that some of our teachers are using to teach NETS Standards for students, speficially Communication Collaboration Digital Citizenship
Goal: Help students work on writing fluently in High School. Many students prefer to compose online Online journal is an attractive tool for encouraging regular writing The entries allow students to reflect on topics and share those reflections with their teacher via email NOTE: Creating an account requires that you either be 18 or get parental consent…we have a translator at our high school to help with translating and sending notes home to our ESL population
Our district was awarded a wireless grant from AT&T
We were able to purchase 75 Garmin GPS 60 units for our elementary schools ~$149 each
Just before school starts, we take our faculty out… 1) Show them the possibilities for lesson plans in all subject areas incorporating GPS units 2) Team Building
Faculty have clipboards and GPS Activity Sheets just as their students will have when they do the activity There are many, many great ideas for various GPS activities at http://sciencespot.net/
Technology Integration Specialists work with Teachers to: 1) develop activity sheet 2) mark waypoints in GPS units for activity
Being able to get outside the classroom is not only engaging for the students, but gives them an opportunity to know: 1) What GPS technology is, who created it, and how it works They will know that the military created it, understand that you cannot use a GPS receiver inside, underwater or in a cave…and they will look to the sky and know that there is a constellation of satellites communicating with the GPS receiver in their hands
We ask students to make connections and tell us where GPS technology is used in everyday life Students realize we have GPS technology in our cars, in our phones, being used to track mail packages…
3) We ask student to consider why location is important Students almost always point out that this technology can help them from getting lost after this exercise They also point out that explorers use this technology for navigation, emergency services such as police and firemen, military use as well
This usually requires a few adult volunteers
Watchdog Dad Program – Parent volunteers Student is showing Dad how to find a waypoint
Our activities generally involve finding waypoints at the elementary level as opposed to any mapping projects, but the possibilities are endless, the receivers are fairly inexpensive, and these activities do not require student laptops or PCs
Kim – Flip Cameras to create "snap shot" videos of lessons/activities, create a short (2-3 min) movies & upload them to science wikis
Kim – Use Flip Cameras to create short lessons to show to lower grades. We are their "science buddies" via video.
Kim -Create vocabulary movies.
Marianne - Summer Literacy Academy called Leap Ahead for K-2 Goal was to get some of our students who were below grade level in reading and work with them over the summer in small groups to work on literacy skills
Marianne - We purchased iTouches and chose from approximately 22 different applications for part of the work we did with them this summer I’ve listed a few of the free iTouch apps what we used in conjunction with others… Preliminary data is telling us that not only did they not lose anything, but some have gained 1-2 grade levels in the short amount of time we had them this summer…
Marianne - 3 rd – 12 th grade engagement, assessment, Cost varies depending on number of units, ~$1-2K per set, can be less depending on special offers Marianne – talk about SMART clicker pricing
Marianne – TI nSpire Calculators for Algebra Cost (~$140)
Marianne - Jr. High students trip to Devil’s Den State park - Use Pasco Probes to measure air & water temperature, wind speed & oxygen levels in H20 Cost - ~$300
Marianne –This student is using Punnett squares to predict the outcome of a particular cross or breeding experiment Depending on Mfg, Interactive Whiteboards can run from ~$800 - $1200 per board
4 th Grade Math Interactive Slates ~$375-$400
Interactive Slates - Used primarily with students in the elementary and middle school levels
Poll Anywhere: Inquire to see who is using Moodle…
On the Horizon… Moodle – Our server is up and running and we’re due to get a few initial courses online in January…providing options for PD for teachers and then for students as well…initially used for teacher PD Pulse Pens – student note taking with recorded audio, uploadable, shareable Voicethread – Sharing Student voice in different ways…via drawing on screen, typing, talking, webcasting, and by phone…provides many options for student communication and may be burned to DVD to share with parents Goal is to ENGAGE our students and give them opportunities and choice in their own learning…we have many tools at our disposal to do this…many of these tools are free
Scaffolding Tools: neTrekker, Brainpop, Kindle & eReaders….also coming is Barnes & Noble Nook
Questions?
Evaluation Question: Did you find this session informative?
Evaluation Question: Did you leave with a better understanding of the content?
Evaluation Question: How would you rate the presenter?