Hello Colleagues
Please find attached Group Bruner's presentation which looks at the changing trends in HE. It touches on the trends seen internationally. To look at the Pacific region, the group identified changing trends observed specifically at USP. Each group member than gave a brief overview of the changing trend and its implication in their respective courses.
Cheers.....
Bruner Group
Exploring the Great Chances of Partnerships for Distance Learning Programstexila123
Texila American University (TAU) has an extensive list of collaborative programs and is always keen to expand that list. If you would like to be our next Learning Management Center (LMC), contact us and enjoy our fresh approach
A graduate seminar at Miami University was formed to develop recommendations for integrating mobile learning (m-learning) in K-20 education in Ohio. The seminar analyzed existing m-learning techniques and discussed issues with a K-12 practitioner. The seminar developed three classes of recommendations: adoption, technology, and cost. For adoption, m-learning should be viewed as a supplement, facilitate different dimensions of learning, and involve institutional initiatives. For technology, m-learning platforms should be extensible and selected for intended use. For cost, initiatives should consider attributes like replacement schedules and pairing m-learning with cost savings in other areas. The recommendations require further study of their impact.
15 Years After an OCR Suit: NC State’s Accessibility RefreshPatrick Loftus
In 1999, NC State University entered into a voluntary resolution resulting from three complaints filed from the Department of Education Office for Civil Rights (OCR). The resolution agreement resulted in the creation of a campus-wide IT accessibility policy, an accessibility coordinator position, and other essential accessibility resources that were relevant at the time.
But what does accessibility at NC State University look like 15 (actually 17) years later? After so much time, it would be easy to fall behind or fail to maintain the established accessibility standards.
In this session, Grey Reavis (University IT Accessibility Coordinator) and Rebecca Sitton (Assistive Technology Coordinator) will look at how they are creating a proactive strategy to address the current risk areas on campus.
Topics will include:
The history of accessibility at NC State
The OCR complaints and the major initiatives that came out of them
NC State's risk assessment process and current initiatives
How awareness of OCR complaints influences campus climate and changes
NC State's campus-wide accessibility policy
Faculty training
Working to make accessibility a proactive priority on campus
What is Effective Technology Integration for 21st Century LearnersBreanne
Effective technology integration for 21st century learners can intellectually challenge and connect students with experts outside the classroom while providing interesting, diverse, and current learning materials. It benefits learning through games that facilitate learning and engagement while making the content fun. Blogging allows students to connect with others, gives teachers insight into student interests, and enables peer and self-evaluation. Technology in presentations should complement rather than dominate the message while keeping the technology use simple and including only necessary information.
Benefits and challenges of open educational resources (OER)Larry Strizich
The document outlines benefits and challenges of open educational resources (OER). Key benefits include providing protection through Creative Commons licensing, adding to instructor resources at potentially lower costs to students, and enabling global collaboration. However, challenges exist in gaining faculty buy-in due to loss of control over intellectual property. Additionally, not all disciplines have quality OER materials and some courses require hands-on work that online resources cannot replace.
This document discusses the benefits and challenges of using open educational resources (OER). It identifies 9 key benefits: the vast availability of resources, the ability to access creative and up-to-date materials, and avoiding duplicating work. Additional benefits are building upon existing quality resources and protecting against copyright violations. The main challenges are learning how to use OER, finding exactly what is needed due to the large number of sources, and checking licenses and legitimacy of sources. While there are challenges, the document argues that the advantages of OER outweigh them and that training and support for educators should be ongoing and encourage contributions to OER.
Hello Colleagues
Please find attached Group Bruner's presentation which looks at the changing trends in HE. It touches on the trends seen internationally. To look at the Pacific region, the group identified changing trends observed specifically at USP. Each group member than gave a brief overview of the changing trend and its implication in their respective courses.
Cheers.....
Bruner Group
Exploring the Great Chances of Partnerships for Distance Learning Programstexila123
Texila American University (TAU) has an extensive list of collaborative programs and is always keen to expand that list. If you would like to be our next Learning Management Center (LMC), contact us and enjoy our fresh approach
A graduate seminar at Miami University was formed to develop recommendations for integrating mobile learning (m-learning) in K-20 education in Ohio. The seminar analyzed existing m-learning techniques and discussed issues with a K-12 practitioner. The seminar developed three classes of recommendations: adoption, technology, and cost. For adoption, m-learning should be viewed as a supplement, facilitate different dimensions of learning, and involve institutional initiatives. For technology, m-learning platforms should be extensible and selected for intended use. For cost, initiatives should consider attributes like replacement schedules and pairing m-learning with cost savings in other areas. The recommendations require further study of their impact.
15 Years After an OCR Suit: NC State’s Accessibility RefreshPatrick Loftus
In 1999, NC State University entered into a voluntary resolution resulting from three complaints filed from the Department of Education Office for Civil Rights (OCR). The resolution agreement resulted in the creation of a campus-wide IT accessibility policy, an accessibility coordinator position, and other essential accessibility resources that were relevant at the time.
But what does accessibility at NC State University look like 15 (actually 17) years later? After so much time, it would be easy to fall behind or fail to maintain the established accessibility standards.
In this session, Grey Reavis (University IT Accessibility Coordinator) and Rebecca Sitton (Assistive Technology Coordinator) will look at how they are creating a proactive strategy to address the current risk areas on campus.
Topics will include:
The history of accessibility at NC State
The OCR complaints and the major initiatives that came out of them
NC State's risk assessment process and current initiatives
How awareness of OCR complaints influences campus climate and changes
NC State's campus-wide accessibility policy
Faculty training
Working to make accessibility a proactive priority on campus
What is Effective Technology Integration for 21st Century LearnersBreanne
Effective technology integration for 21st century learners can intellectually challenge and connect students with experts outside the classroom while providing interesting, diverse, and current learning materials. It benefits learning through games that facilitate learning and engagement while making the content fun. Blogging allows students to connect with others, gives teachers insight into student interests, and enables peer and self-evaluation. Technology in presentations should complement rather than dominate the message while keeping the technology use simple and including only necessary information.
Benefits and challenges of open educational resources (OER)Larry Strizich
The document outlines benefits and challenges of open educational resources (OER). Key benefits include providing protection through Creative Commons licensing, adding to instructor resources at potentially lower costs to students, and enabling global collaboration. However, challenges exist in gaining faculty buy-in due to loss of control over intellectual property. Additionally, not all disciplines have quality OER materials and some courses require hands-on work that online resources cannot replace.
This document discusses the benefits and challenges of using open educational resources (OER). It identifies 9 key benefits: the vast availability of resources, the ability to access creative and up-to-date materials, and avoiding duplicating work. Additional benefits are building upon existing quality resources and protecting against copyright violations. The main challenges are learning how to use OER, finding exactly what is needed due to the large number of sources, and checking licenses and legitimacy of sources. While there are challenges, the document argues that the advantages of OER outweigh them and that training and support for educators should be ongoing and encourage contributions to OER.
This document discusses the use of e-learning for management learning. It defines e-learning and outlines some of its key features, including its ability to provide flexible learning anywhere and anytime. E-learning leverages the internet to distribute and share information. The document also discusses some of the technologies used in e-learning like video conferencing and streaming media. It notes challenges to implementing successful e-learning programs and the roles needed to create engaging learning experiences.
This document discusses mobile learning and bring your own device (BYOD) policies in education. It defines mobile learning as using handheld technologies to facilitate, support, and extend teaching and learning. BYOD is defined as allowing students to bring their own personal devices to their institution. The document then shares results from a survey of 39 education providers on their BYOD policies and reasons for adoption, finding that empowering learners and staff was seen as most important. It also discusses guidelines around recording online learning in student records.
A learning system based on formalized teaching but with the help of electronic resources is known as E-learning. While teaching can be based in or out of the classrooms, the use of computers and the Internet forms the major component of E-learning.
The document discusses the benefits of online education and open-source software. It lists 10 reasons for the increasing popularity of online education, including flexibility, choice of programs from around the world, ability to work at one's own pace, and cost savings compared to traditional schools. It then defines open-source software as software with source code available under an open-source license, allowing users to study, change and distribute the software. Open-source software is often developed collaboratively and has resulted in estimated savings of $60 billion per year for consumers.
Willem van Valkenburg discusses open educational resources and TU Delft's OpenCourseWare program. He explains that OCW provides free, open educational materials organized as courses to advance formal and informal learning worldwide. TU Delft has experienced over 200,000 visits and increasing international applications since starting its OCW program. Faculty are motivated by reputation, attracting students, and investing in future education methods. The future of OCW lies in adapting to digital formats and content and addressing challenges like sustainability and incentivizing faculty participation.
CLAS is a video platform developed at UBC to support learning through video annotation, collaboration and feedback. It was originally created in 2010 for research but pivoted in 2012 to be a learning application. It provides analytics on learning rather than just video views. CLAS is used across many departments and faculties at UBC for flipped classrooms, skills feedback, lecture capture and medical/education practicum assessment. Over time, CLAS has improved support through simplifying roles, sharing support teams and ensuring continuity of course materials and videos. Going forward, CLAS may pivot to focus on specific toolsets rather than an all-in-one platform.
CLAS Introduction for Instructors and ResearchersThomas Dang
Collaborative Learning Annotation System (CLAS)
What is it? Major Features, use-cases, architecture, development process, some screenshots and demo links
A brief introduction of CLAS (Collaborative Learning Annotation System) in its role as a video sharing platform. Some major features and screenshots, previous use-cases, architecture, and requirements for campus-wide adoption at UBC.
This document discusses using social media for ePortfolios in the Master of Distance Education & E-Learning program at University of Maryland University College. It defines ePortfolios and describes their use in the program to showcase students' skills and qualifications. Challenges with earlier technology-focused approaches are outlined. The impact of social media tools in making ePortfolios more open and under student control is examined through an example student portfolio. The document stresses the need for ongoing support through tutorials, orientations, and social media like wikis and blogs to help students develop reflective ePortfolios throughout the program.
This document outlines Michelle Douglas's five year plan for developing her technology skills as an educator. Her goals are to attend trainings and conferences to learn how to design authentic learning experiences using technology, to collaborate more with students and colleagues using virtual environments, and to become a leader in helping other educators integrate technology effectively into their teaching. She aims to do this by identifying useful technology resources, designing classroom management strategies, and conducting professional development trainings for other educators on technology uses. The document provides examples of relevant conferences and workshops she could attend to pursue these goals.
The lessons learned for using technology enhanced learning during the Covid-1...Poh-Sun Goh
During the COVID-19 pandemic, emergency eLearning was implemented using existing digital content and available platforms and tools. Looking forward, effective technology enhanced learning requires considering pedagogy, learning objectives, instructional design, and usability rather than just content and platforms. Lessons from the pandemic indicate the need for collaboration between learning scientists, subject matter experts, and instructional designers within communities of practice and interest. Micro-scholarship of short, standalone, peer-reviewed digital content can help disseminate and build upon effective practices.
Jaime Pardo presented on creating screencasts for animation students to provide additional support for teaching complex software with limited class time. Screencasts allow for blended learning and can help students become independent, confident users by problem solving and creatively exploring software on their own. Strengths of screencasts include being simple to use, scalable, promoting self-directed learning, and helping distance and disabled students. Weaknesses include limited attendance and resources required to ensure screencasts are well-planned with interactive lessons. Research shows technology like multimedia can foster learning when guided by cognitive learning theories. Initial student and colleague feedback was positive.
This document discusses online learning and its history and growth. It describes online learning as coursework conducted through electronic forums, discussions, resources, quizzes and assignments delivered via computer and internet. It traces the origins of distance learning through correspondence in the 19th century and use of television in the 1950s. The first fully online courses emerged in 1994. Reasons for the growth of online learning include access, efficiency, stability and cost. The document describes synchronous learning as instant communication, asynchronous learning as store-and-forward without instant feedback, and blended learning as a mix of online and face-to-face learning.
This presentation discusses MIT's Strategic Education Initiatives office and its work on innovative educational technology and infrastructure. The office works on projects to advance digital learning through partnerships with universities, foundations, and other organizations. It is developing an educational infrastructure called "Backstage" to support content reuse across MIT courses on edX, OpenCourseWare, and other platforms. The presentation also provides examples of MIT's approach to educational technology, including automated exercises in chemistry and virtual laboratories, as well as residential experiments using MITx courses for online assessments.
The Pros and Cons of Open Educational ResourcesMuffin1927
This document discusses the pros and cons of open educational resources (OERs). It notes that while OERs improve access to educational materials, their quality is not always guaranteed and instructors must carefully review content. OERs can be misunderstood as providing official degrees. However, they offer minimal or no costs and allow peer review and sharing of best practices worldwide. While OERs increase accessibility, reliable internet access remains a challenge in some areas. Licensing terms can confuse users and intellectual property issues are a concern, though OERs reach wider audiences. Future challenges include ensuring the sustainability of OER sites and conducting more research on learning outcomes.
Badging Open Content at The Open UniversityDr Patrina Law
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
Designing Usability Tests to Solve Common ProblemsIWMW
Slides for workshop session on "Designing Usability Tests to Solve Common Problems" facilitated by Melanie Read, University of London and Marie Kitney, Numiko and held on 11 July 2018 at the IWMW 2018 event.
See http://iwmw.org/iwmw2018/talks/designing-usability-tests-to-solve-common-problems/
This document discusses trends in eLearning and technologies that can enhance teaching and learning. It outlines the evolution of online learning towards more flexible and blended models using mobile devices and wearable tech. It also mentions learning analytics tools, adaptive learning, and how social media and digital assessment can support students using their own devices for education. The goal is to enhance teaching, learning, and assessment through technology by understanding current realities and pursuing opportunities to implement solutions over time with needed support.
In Proceedings of the INTED2010 (International Technology, Education and Development Conference) held in Valencia (Spain) on the 8th, 9th and 10th of March, 2010.
Kelly Knight is a school librarian who uses blogging to promote reading and her school library. She discusses how blogging allows students to actively participate in their learning and share what they are reading with a wider audience. Knight provides tips for starting a blog, such as defining the mission, exploring platforms, gaining support from administrators, and teaching students blogging skills and etiquette. She describes how blogs can be used to promote reading through book reviews, online book clubs, and marketing the library. Knight shares her experiences running multiple blogs and the positive feedback she has received from readers, authors, and students. She offers resources and support for others looking to start their own blogs.
This document provides guidance for using blogs in elementary classrooms and libraries. It discusses why blogs are useful educational tools that allow students to actively participate in their learning. It offers tips for setting up a blog, including defining the purpose and intended audience. Safety considerations for student blogs are outlined. Ideas are provided for using blogs to promote reading, such as creating book reviews and discussion groups. The document also discusses strategies for publicizing and maintaining an active blog community.
Ms. Knight read a total of 408 books in 2013, averaging over 33 books per month. She read various genres including love stories, fiction novels like Alex by Lauren Oliver, and one cookbook. Her highest monthly totals were in December (45 books) and March (40 books).
This document discusses the use of e-learning for management learning. It defines e-learning and outlines some of its key features, including its ability to provide flexible learning anywhere and anytime. E-learning leverages the internet to distribute and share information. The document also discusses some of the technologies used in e-learning like video conferencing and streaming media. It notes challenges to implementing successful e-learning programs and the roles needed to create engaging learning experiences.
This document discusses mobile learning and bring your own device (BYOD) policies in education. It defines mobile learning as using handheld technologies to facilitate, support, and extend teaching and learning. BYOD is defined as allowing students to bring their own personal devices to their institution. The document then shares results from a survey of 39 education providers on their BYOD policies and reasons for adoption, finding that empowering learners and staff was seen as most important. It also discusses guidelines around recording online learning in student records.
A learning system based on formalized teaching but with the help of electronic resources is known as E-learning. While teaching can be based in or out of the classrooms, the use of computers and the Internet forms the major component of E-learning.
The document discusses the benefits of online education and open-source software. It lists 10 reasons for the increasing popularity of online education, including flexibility, choice of programs from around the world, ability to work at one's own pace, and cost savings compared to traditional schools. It then defines open-source software as software with source code available under an open-source license, allowing users to study, change and distribute the software. Open-source software is often developed collaboratively and has resulted in estimated savings of $60 billion per year for consumers.
Willem van Valkenburg discusses open educational resources and TU Delft's OpenCourseWare program. He explains that OCW provides free, open educational materials organized as courses to advance formal and informal learning worldwide. TU Delft has experienced over 200,000 visits and increasing international applications since starting its OCW program. Faculty are motivated by reputation, attracting students, and investing in future education methods. The future of OCW lies in adapting to digital formats and content and addressing challenges like sustainability and incentivizing faculty participation.
CLAS is a video platform developed at UBC to support learning through video annotation, collaboration and feedback. It was originally created in 2010 for research but pivoted in 2012 to be a learning application. It provides analytics on learning rather than just video views. CLAS is used across many departments and faculties at UBC for flipped classrooms, skills feedback, lecture capture and medical/education practicum assessment. Over time, CLAS has improved support through simplifying roles, sharing support teams and ensuring continuity of course materials and videos. Going forward, CLAS may pivot to focus on specific toolsets rather than an all-in-one platform.
CLAS Introduction for Instructors and ResearchersThomas Dang
Collaborative Learning Annotation System (CLAS)
What is it? Major Features, use-cases, architecture, development process, some screenshots and demo links
A brief introduction of CLAS (Collaborative Learning Annotation System) in its role as a video sharing platform. Some major features and screenshots, previous use-cases, architecture, and requirements for campus-wide adoption at UBC.
This document discusses using social media for ePortfolios in the Master of Distance Education & E-Learning program at University of Maryland University College. It defines ePortfolios and describes their use in the program to showcase students' skills and qualifications. Challenges with earlier technology-focused approaches are outlined. The impact of social media tools in making ePortfolios more open and under student control is examined through an example student portfolio. The document stresses the need for ongoing support through tutorials, orientations, and social media like wikis and blogs to help students develop reflective ePortfolios throughout the program.
This document outlines Michelle Douglas's five year plan for developing her technology skills as an educator. Her goals are to attend trainings and conferences to learn how to design authentic learning experiences using technology, to collaborate more with students and colleagues using virtual environments, and to become a leader in helping other educators integrate technology effectively into their teaching. She aims to do this by identifying useful technology resources, designing classroom management strategies, and conducting professional development trainings for other educators on technology uses. The document provides examples of relevant conferences and workshops she could attend to pursue these goals.
The lessons learned for using technology enhanced learning during the Covid-1...Poh-Sun Goh
During the COVID-19 pandemic, emergency eLearning was implemented using existing digital content and available platforms and tools. Looking forward, effective technology enhanced learning requires considering pedagogy, learning objectives, instructional design, and usability rather than just content and platforms. Lessons from the pandemic indicate the need for collaboration between learning scientists, subject matter experts, and instructional designers within communities of practice and interest. Micro-scholarship of short, standalone, peer-reviewed digital content can help disseminate and build upon effective practices.
Jaime Pardo presented on creating screencasts for animation students to provide additional support for teaching complex software with limited class time. Screencasts allow for blended learning and can help students become independent, confident users by problem solving and creatively exploring software on their own. Strengths of screencasts include being simple to use, scalable, promoting self-directed learning, and helping distance and disabled students. Weaknesses include limited attendance and resources required to ensure screencasts are well-planned with interactive lessons. Research shows technology like multimedia can foster learning when guided by cognitive learning theories. Initial student and colleague feedback was positive.
This document discusses online learning and its history and growth. It describes online learning as coursework conducted through electronic forums, discussions, resources, quizzes and assignments delivered via computer and internet. It traces the origins of distance learning through correspondence in the 19th century and use of television in the 1950s. The first fully online courses emerged in 1994. Reasons for the growth of online learning include access, efficiency, stability and cost. The document describes synchronous learning as instant communication, asynchronous learning as store-and-forward without instant feedback, and blended learning as a mix of online and face-to-face learning.
This presentation discusses MIT's Strategic Education Initiatives office and its work on innovative educational technology and infrastructure. The office works on projects to advance digital learning through partnerships with universities, foundations, and other organizations. It is developing an educational infrastructure called "Backstage" to support content reuse across MIT courses on edX, OpenCourseWare, and other platforms. The presentation also provides examples of MIT's approach to educational technology, including automated exercises in chemistry and virtual laboratories, as well as residential experiments using MITx courses for online assessments.
The Pros and Cons of Open Educational ResourcesMuffin1927
This document discusses the pros and cons of open educational resources (OERs). It notes that while OERs improve access to educational materials, their quality is not always guaranteed and instructors must carefully review content. OERs can be misunderstood as providing official degrees. However, they offer minimal or no costs and allow peer review and sharing of best practices worldwide. While OERs increase accessibility, reliable internet access remains a challenge in some areas. Licensing terms can confuse users and intellectual property issues are a concern, though OERs reach wider audiences. Future challenges include ensuring the sustainability of OER sites and conducting more research on learning outcomes.
Badging Open Content at The Open UniversityDr Patrina Law
The concept of badging (or ‘soft accreditation’) has been piloted in various forms in the Open University (OU) in 2013. This presentation shows what the University learnt from its pilot projects and how it is subsequently developing a suite of badges for informal and formal students.
Designing Usability Tests to Solve Common ProblemsIWMW
Slides for workshop session on "Designing Usability Tests to Solve Common Problems" facilitated by Melanie Read, University of London and Marie Kitney, Numiko and held on 11 July 2018 at the IWMW 2018 event.
See http://iwmw.org/iwmw2018/talks/designing-usability-tests-to-solve-common-problems/
This document discusses trends in eLearning and technologies that can enhance teaching and learning. It outlines the evolution of online learning towards more flexible and blended models using mobile devices and wearable tech. It also mentions learning analytics tools, adaptive learning, and how social media and digital assessment can support students using their own devices for education. The goal is to enhance teaching, learning, and assessment through technology by understanding current realities and pursuing opportunities to implement solutions over time with needed support.
In Proceedings of the INTED2010 (International Technology, Education and Development Conference) held in Valencia (Spain) on the 8th, 9th and 10th of March, 2010.
Kelly Knight is a school librarian who uses blogging to promote reading and her school library. She discusses how blogging allows students to actively participate in their learning and share what they are reading with a wider audience. Knight provides tips for starting a blog, such as defining the mission, exploring platforms, gaining support from administrators, and teaching students blogging skills and etiquette. She describes how blogs can be used to promote reading through book reviews, online book clubs, and marketing the library. Knight shares her experiences running multiple blogs and the positive feedback she has received from readers, authors, and students. She offers resources and support for others looking to start their own blogs.
This document provides guidance for using blogs in elementary classrooms and libraries. It discusses why blogs are useful educational tools that allow students to actively participate in their learning. It offers tips for setting up a blog, including defining the purpose and intended audience. Safety considerations for student blogs are outlined. Ideas are provided for using blogs to promote reading, such as creating book reviews and discussion groups. The document also discusses strategies for publicizing and maintaining an active blog community.
Ms. Knight read a total of 408 books in 2013, averaging over 33 books per month. She read various genres including love stories, fiction novels like Alex by Lauren Oliver, and one cookbook. Her highest monthly totals were in December (45 books) and March (40 books).
The document provides information about the International Baccalaureate (IB) Primary Years Programme at Fork Shoals School. It discusses the learner profile attributes that are emphasized, such as being principled, knowledgeable, and caring. It also describes the six transdisciplinary themes that are incorporated across subjects, such as "Who We Are" and "How We Express Ourselves." Inquiry-based instruction is used to allow students to explore concepts through their own interests and questions. The goal is for students to take action based on their learning.
This document provides a step-by-step guide for artists to set up a profile, select an artist and label, choose genres, create and customize a new music release, upload songs and artwork, select music services for distribution, and pay a subscription fee to distribute their music. The process involves logging in with Facebook, allowing access to pages, selecting an existing artist profile or creating a new one, naming a label, setting genres, uploading release artwork and songs while editing metadata, choosing subscription and payment options, and finalizing distribution.
This document provides a step-by-step guide for artists to set up a profile, select an artist and label, define genres, create and customize a new music release, upload song files and artwork, distribute the release to streaming services, and pay for a subscription. The 21 steps walk through logging in with Facebook, allowing access to pages, selecting an existing artist profile or creating a new one, naming a label, setting genres, building an artist dashboard, designing a release, uploading and editing song details, choosing distribution services, payment methods, and completing the payment process.
Arteries take blood away from the heart. The walls of an artery are made up of thick muscular walls and elastic fibres. Veins carry blood towards the heart and also have valves. The capillaries link arteries and veins, and have a one cell thick wall. Blood is made up of four main things plasma, the liquid part of the blood; Red Blood Cells to carry oxygen; White Blood cells to protect the body from disease and platelets to help blood clot.
This document provides instructions for students to log into their school email accounts. It explains that the username is a combination of the student's name and lunch number, and the initial password is their birthdate. It outlines expectations for appropriate email use, such as not sharing passwords, using respectful language, and informing teachers of any concerning messages. The document also describes how the email account and username/password can be used to access other school resources.
After creating a document in a program like MS Word or Publisher, save the file to your home directory on the computer's hard drive by clicking "File", "Save As", navigating up one level, and selecting the folder with your username and the label "(H:)" to access your personal storage space. Saving files here rather than to "My Documents" allows you to easily find and access your work later by opening "My Computer" and double clicking your home directory.
The document contains copyright notices for various marketing materials from 2011 including outdoor, print, social media, online, television, and radio assets for both branding and event campaigns produced by Marketing Support, Inc.
Arteries take blood away from the heart. The walls of an artery are made up of thick muscular walls and elastic fibres. Veins carry blood towards the heart and also have valves. The capillaries link arteries and veins, and have a one cell thick wall. Blood is made up of four main things plasma, the liquid part of the blood; Red Blood Cells to carry oxygen; White Blood cells to protect the body from disease and platelets to help blood clot.
The document presents a concept for the creation of an industrial park called "CENTRAL" in Kremenchuk, Ukraine. The initiator of the project is the Kremenchuk City Council. The industrial park aims to attract investment, introduce modern technologies, and become a leader in industrial production in the region. It will have five sectors focusing on various industries like engineering, logistics, IT, and alternative energy. The 168.55 hectare park is expected to generate over $422 million USD in investment and create over 3,500 new jobs. It will improve the local economy and standards of living.
The document discusses netiquette, which are manners for communicating online. Some key netiquette rules include being respectful, not bullying others, avoiding bad language, not spreading rumors or lies, controlling "flame wars," and following general rules like staying on topic in blog comments. The document emphasizes that online communications can still hurt people's feelings and should be treated with respect, just like in-person interactions.
This document provides an overview of library policies and programs for students at Forest Street School. It introduces the library staff, Ms. Knight and Mrs. Meredith, and outlines proper behavior expectations. Students are instructed on checking out books, using computers, participating in reading challenges and book awards. The library offers various activities throughout the year to promote reading.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. OER: Benefits and Challenges
Benefits of using OER include:
Lower educational costs for students
Greater potential for continuous improvement
All course materials are relevant
Creates a network of materials for the public
good
Increases digital literacy
3. OER: Benefits and Challenges
Challenges include:
Some students may see OER as less legitimate
Requires training for faculty
Users must keep up with constantly evolving
technologies
Users must have access to devices and
internet
Often still relies on for-profit resources