Language Learning Social Networks (LLSNs): Playing tennis with the net down?Gabriel Guillén
A discussion about how to use and implement Language Learning Social Networks (LLSNs) into the curriculum, emphasizing the strengths and weaknesses of these spaces.
We promote foreign language conversation. We strongly believe that the quickest and most productive way of learning a language is by practising to speak one!
Textbooks and online text materials are sufficient for learning grammar, vocabulary, reading, and writing etc. as they allow language learners to understand the basic fundamentals of a language.
The document discusses the importance of learning English as a second language. It notes that there are many language centers that offer different programs for doing so, and that students have varying expectations when deciding to learn English, such as improving their academic development and career opportunities. It emphasizes that to truly learn English as a second language, it must be used regularly in all contexts, with proper pronunciation and intonation. Students must fully understand grammar lessons and take interest in reading and writing as well. The ideal age range for learning a second language is between 3 and 12 years old, as understanding at this stage is higher, and it is best to first learn the native language of one's environment before adding other languages. Overall, learning another language provides
The purpose of this assignment is to self-assess your learning dur.docxssusera34210
The purpose of this assignment is to self-assess your learning during the first four weeks of the course.
Evidence of your learning may include new writing as well as paraphrasing entries ( do not cut and paste from the discussion board) from your math journal or your posts (in the Learner's Support Forum, weekly posts, and responses to posts).
1. Growth in your mathematical thinking
2. New perspectives you have on teaching and learning mathematics
3. Ways in which you have supported your colleagues in their learning and have deepened on-line conversations
4. Describe how you will incorporate ideas you have learned in this course from the past four weeks into your classroom. Be sure to address the following topics: Multicultural Classrooms, Discrimination and bias, and Learning Environments.
· Create a concise self-assessment document using word processing software (e.g. Microsoft Word). Your document should be a minimum of 3 pages long (including examples) no more than 4.III. GRADING RUBRIC
Assignment Requirement
Points Possible
Include at least two strong pieces of evidence for all three criteria of self-assessment
9
Include a detailed explanation describing how each piece of evidence demonstrates the criteria
9
Description of how concepts from # 4 ( above) will be incorporated into your teaching
10
Paper is well-written and organized
2
TOTAL POINTS POSSIBLE: 30
All the posts to use for the assignments
In reading through the selected articles, I found that both Mathematics: Strategies for Teaching Limited English Proficient Students and Equity for Language Learners provided a comprehensive summary of considerations, accommodations, and strategies that teachers can utilize when teaching English language learners in their classrooms.
Two important points that I took away from the article Equity for Language Learners focused on identifying language goals and structuring language activities within the mathematics classroom. Both of these points were focused on in great detail in my SEI Endorsement course. As teachers, we need to understand the great deal of language that is associated with mathematics in order to structure appropriate learning experiences for our ELL students. The article discussed identifying language goals in addition to content goals. Having practiced this through my last course, I have found that this strategy really helps me to clearly identify how I want my students to express their understanding of content knowledge. As the article discussed, pairing content and language objectives helps teachers to identify the language structures that students need to display their understanding. When writing language and content objectives for my lessons, I try to make the languages objective mirror that content objective as closely as possible. The main difference between the two objectives is that the content objective focuses on what students will learn and that language objective focuses on how they will display their knowledge. F ...
Blogs in English Language Teacher Education ProgramsElsherifE
This document discusses using blogs in English language teacher education programs. It defines blogs as collections of brief posts arranged in reverse chronological order. Blogs are a new multimodal writing genre that can improve critical thinking, writing fluency, and social skills. In teacher education programs, blogs can enhance pre-service teachers' reflective practices and help them connect theory to practice. When implemented properly with guidelines around safety, privacy, and ethics, blogs can be a motivating tool for future teachers to express themselves and develop their teaching skills.
This document discusses using RSS feeds and social networking tools to address challenges in second language learning. It provides examples of how RSS-based projects can help students improve language skills like writing, manage content from various sources, and work at different levels while addressing affective needs through collaboration. RSS allows students to access authentic materials, track progress, and form an online learning community that exposes them to real language use.
This document provides information about implementing English Language Development (ELD) Standards in the GISD school district. It introduces the WIDA ELD standards, which were adopted by the New Mexico Department of Education. The document explains that all teachers with English Language Learner (ELL) students must incorporate the ELD standards into their daily instruction to support both differentiation and language development. It also provides an overview of the WIDA language domains and ELD proficiency levels to help teachers understand student language abilities.
1. The document discusses the five stages of the interactive writing process: pre-writing, drafting, revising, rewriting, and publishing. It provides examples of how to implement each stage in an EFL classroom.
2. Students are introduced to the six traits for evaluating writing: ideas, organization, word choice, voice, sentence fluency, and conventions. They work in pairs to discuss the traits.
3. The writing workshop framework is explained as a way to organize the writing process in the classroom. Key components are the minilesson, work time, and sharing. During work time, students write independently while the teacher conferences.
Language Learning Social Networks (LLSNs): Playing tennis with the net down?Gabriel Guillén
A discussion about how to use and implement Language Learning Social Networks (LLSNs) into the curriculum, emphasizing the strengths and weaknesses of these spaces.
We promote foreign language conversation. We strongly believe that the quickest and most productive way of learning a language is by practising to speak one!
Textbooks and online text materials are sufficient for learning grammar, vocabulary, reading, and writing etc. as they allow language learners to understand the basic fundamentals of a language.
The document discusses the importance of learning English as a second language. It notes that there are many language centers that offer different programs for doing so, and that students have varying expectations when deciding to learn English, such as improving their academic development and career opportunities. It emphasizes that to truly learn English as a second language, it must be used regularly in all contexts, with proper pronunciation and intonation. Students must fully understand grammar lessons and take interest in reading and writing as well. The ideal age range for learning a second language is between 3 and 12 years old, as understanding at this stage is higher, and it is best to first learn the native language of one's environment before adding other languages. Overall, learning another language provides
The purpose of this assignment is to self-assess your learning dur.docxssusera34210
The purpose of this assignment is to self-assess your learning during the first four weeks of the course.
Evidence of your learning may include new writing as well as paraphrasing entries ( do not cut and paste from the discussion board) from your math journal or your posts (in the Learner's Support Forum, weekly posts, and responses to posts).
1. Growth in your mathematical thinking
2. New perspectives you have on teaching and learning mathematics
3. Ways in which you have supported your colleagues in their learning and have deepened on-line conversations
4. Describe how you will incorporate ideas you have learned in this course from the past four weeks into your classroom. Be sure to address the following topics: Multicultural Classrooms, Discrimination and bias, and Learning Environments.
· Create a concise self-assessment document using word processing software (e.g. Microsoft Word). Your document should be a minimum of 3 pages long (including examples) no more than 4.III. GRADING RUBRIC
Assignment Requirement
Points Possible
Include at least two strong pieces of evidence for all three criteria of self-assessment
9
Include a detailed explanation describing how each piece of evidence demonstrates the criteria
9
Description of how concepts from # 4 ( above) will be incorporated into your teaching
10
Paper is well-written and organized
2
TOTAL POINTS POSSIBLE: 30
All the posts to use for the assignments
In reading through the selected articles, I found that both Mathematics: Strategies for Teaching Limited English Proficient Students and Equity for Language Learners provided a comprehensive summary of considerations, accommodations, and strategies that teachers can utilize when teaching English language learners in their classrooms.
Two important points that I took away from the article Equity for Language Learners focused on identifying language goals and structuring language activities within the mathematics classroom. Both of these points were focused on in great detail in my SEI Endorsement course. As teachers, we need to understand the great deal of language that is associated with mathematics in order to structure appropriate learning experiences for our ELL students. The article discussed identifying language goals in addition to content goals. Having practiced this through my last course, I have found that this strategy really helps me to clearly identify how I want my students to express their understanding of content knowledge. As the article discussed, pairing content and language objectives helps teachers to identify the language structures that students need to display their understanding. When writing language and content objectives for my lessons, I try to make the languages objective mirror that content objective as closely as possible. The main difference between the two objectives is that the content objective focuses on what students will learn and that language objective focuses on how they will display their knowledge. F ...
Blogs in English Language Teacher Education ProgramsElsherifE
This document discusses using blogs in English language teacher education programs. It defines blogs as collections of brief posts arranged in reverse chronological order. Blogs are a new multimodal writing genre that can improve critical thinking, writing fluency, and social skills. In teacher education programs, blogs can enhance pre-service teachers' reflective practices and help them connect theory to practice. When implemented properly with guidelines around safety, privacy, and ethics, blogs can be a motivating tool for future teachers to express themselves and develop their teaching skills.
This document discusses using RSS feeds and social networking tools to address challenges in second language learning. It provides examples of how RSS-based projects can help students improve language skills like writing, manage content from various sources, and work at different levels while addressing affective needs through collaboration. RSS allows students to access authentic materials, track progress, and form an online learning community that exposes them to real language use.
This document provides information about implementing English Language Development (ELD) Standards in the GISD school district. It introduces the WIDA ELD standards, which were adopted by the New Mexico Department of Education. The document explains that all teachers with English Language Learner (ELL) students must incorporate the ELD standards into their daily instruction to support both differentiation and language development. It also provides an overview of the WIDA language domains and ELD proficiency levels to help teachers understand student language abilities.
1. The document discusses the five stages of the interactive writing process: pre-writing, drafting, revising, rewriting, and publishing. It provides examples of how to implement each stage in an EFL classroom.
2. Students are introduced to the six traits for evaluating writing: ideas, organization, word choice, voice, sentence fluency, and conventions. They work in pairs to discuss the traits.
3. The writing workshop framework is explained as a way to organize the writing process in the classroom. Key components are the minilesson, work time, and sharing. During work time, students write independently while the teacher conferences.
The document summarizes the evolution of learning support programs at Chabot College from separate reading and writing centers in the 1990s to an integrated Learning Connection model. It describes how the college used Title 3 funding to research best practices, develop a new curriculum centered on reading and writing across disciplines, and create the initial WRAC center. Over time, the college integrated additional subject tutoring programs into a collaborative Learning Connection model to better support students across disciplines.
This document discusses communicative language teaching (CLT) and its key principles:
1. CLT aims to develop learners' communicative competence through meaningful interaction and negotiation of meaning, rather than just focusing on grammar.
2. CLT views language learning as resulting from interaction, collaboration, negotiation, and attention to feedback. Learners experiment and pay attention to input.
3. In CLT classrooms, teachers take on a facilitating role and learners have greater responsibility for their own learning through cooperative activities.
4. CLT prompted a rethinking of syllabus design and methodology, moving from traditional grammar-focused approaches to a focus on functions, notions, skills, and authentic language use.
This document discusses using RSS (Really Simple Syndication) to optimize e-language learning through content syndication. It describes how RSS can help address challenges in e-language learning by providing opportunities for self-paced, collaborative and communicative learning. Examples of RSS-based projects are given, such as having students create blogs and pagecasts to publish content and comments in a foreign language. The document concludes that RSS has great potential to enhance language learning by exposing students to authentic materials and communication in the target language.
Translation involves transferring the meaning of a text from one language to another. While some argue translation is boring and non-communicative, the document outlines arguments for how translation can develop students' communicative competence. When teaching translation, teachers should select relevant, manageable texts and prepare students by explaining vocabulary and structures. Students then work in groups to translate paragraphs before coming together to ensure coherence. By following these steps, translation lessons can develop students' grammatical, socio-linguistic, discourse and strategic competence in a communicative way.
A weblog, or blog, allows individuals to easily publish their own words, ideas, and thoughts online through blog software. There are three main types of blogs for use in English as a second language (ESL) classes: 1) The tutor blog is run by the tutor to provide daily readings, promote English websites, and share syllabus information to bring students closer interaction. 2) The learner blog encourages students to find appropriate websites, develop a sense of ownership, and learn practical and ethical issues of online publishing while getting writing practice. 3) The class blog results from collaborative efforts of an entire class and allows teachers and students to interact and communicate closely about class topics and materials.
A weblog, or blog, allows individuals to easily publish their own words, ideas, and thoughts online through blog software. There are three main types of blogs for English as a Second Language (ESL) use: 1) The tutor blog which is run by the tutor for learners, 2) The learner blog which encourages writing practice and developing a sense of ownership, and 3) The class blog which is a collaborative effort of an entire class. A learning blog is a space for people to exchange information about a subject to develop knowledge, while a class blog allows teachers and students to interact and communicate closely about class topics and materials.
These slides were presented during a webinar held 7:30PM, February 9, 2015. The webinar introduced teachers to the SIFMA Foundation's national essay contest, InvestWrite.
This document discusses using RSS feeds and social tagging in foreign language learning. It outlines several learning challenges and proposes sample RSS-based projects to address each challenge, such as having students follow and comment on each other's blogs to improve writing skills and access authentic materials. RSS can help students find relevant information, share and comment on resources, and track their language progress over time.
Lecture3 - Putting the forces in motionVance Stevens
This document discusses how technology can motivate student writing through online environments like blogging. It explains that blogging motivates writing by giving students an audience to explore their ideas with and receiving feedback from peers. It provides examples of student blogging projects and outlines techniques used, including tagging posts and using tools like Technorati and Delicious to aggregate and interact with each other's writing. The document argues this approach can reinforce writing and help students form connections to find potential writing partners.
This document outlines a teaching and learning cycle for a unit on writing a recount about Melbourne city for beginner English language learners. The unit was implemented over 2 weeks and involved an excursion to Melbourne city. It describes the stages of building knowledge of the topic through introducing vocabulary and language features of a recount, supported reading and learning about the genre, supported writing, and culminating in independent writing of a draft recount. The teacher's role shifted from explicit instruction to allowing more student independence as they progressed through the stages of the cycle.
This document summarizes literacy strategies for engaging all learners in the classroom. It discusses using a competency-based curriculum focused on students' strengths and needs. Some strategies described include clustering activities where students organize their knowledge on a topic, timed writing exercises, and using pictures to inspire story writing. Feedback is important to help students develop their skills. The document also discusses developing criteria to guide writing assessments.
Computer Assisted Language Learning97 2003guestbba5d0
This document summarizes three articles on using technology to assist with language learning. The first article discusses a concordancing program to help students choose appropriate reporting verbs. The second examines wiki-based collaborative writing and how it encourages student attention to grammar. The third analyzes the effects of computer-mediated corrective feedback on L2 grammar development. The document reflects on how these tools could benefit both students and teachers in facilitating language learning.
1. The document discusses the use of educational blogging in the classroom. It defines blogs and edublogs, and outlines three common types: tutor blogs run by teachers, class blogs for collaborative discussion, and learner blogs for individual student work.
2. Benefits of student blogging discussed include improving writing skills, promoting creativity, and motivating reading and writing. Blogging also engages students in ongoing conversation and learning. It empowers students and provides extra practice with reading and resources.
3. The conclusion states that education blogs allow more effective interaction between educators, students, and administrators. They are a resource for teaching careers. Edublogs are used for learning journals, communicating with parents, self-
This document provides an overview of an advanced public writing course focused on food economies. Students will collaborate with local non-profits working in food systems to produce public documents for them. Major assignments include creating a proposal presentation for their partner, developing a public project based on feedback, and a final reflective paper. Throughout the course students will engage with readings on topics like rhetorical listening, service learning, and drafting documents for public audiences. The goal is for students to gain experience adapting academic writing for public contexts and developing collaboration skills through their real-world work with community partners.
HelloWM is a student organization at William and Mary that offers heritage language classes taught by volunteer instructors. It currently offers classes in 9 languages with around 180 total students. The organization was founded in 2009 and aims to promote multilingualism and heritage language awareness. It faces challenges in distinguishing between heritage and foreign language courses, and finding appropriate curricula. Possible solutions include offering different proficiency levels, seeking curriculum guides, and providing instructors with training and resources. The organization also hopes to offer credit for the classes and expand community outreach.
This document summarizes an intercultural communications presentation about a wiki-based cultural exchange between English majors in Japan and students of Japanese in the US. Over three years, students on both sides created personal wiki pages and commented on each other's pages in their second language. Most comments were about personal interests/inquiries or cultural inquiries. The presentation discusses challenges in implementation, provides tips for starting online intercultural collaborations, and shares examples of partner finding websites and project ideas.
The document summarizes the evolution of learning support programs at Chabot College from separate reading and writing centers in the 1990s to an integrated Learning Connection model. It describes how the college used Title 3 funding to research best practices, develop a new curriculum centered on reading and writing across disciplines, and create the initial WRAC center. Over time, the college integrated additional subject tutoring programs into a collaborative Learning Connection model to better support students across disciplines.
This document discusses communicative language teaching (CLT) and its key principles:
1. CLT aims to develop learners' communicative competence through meaningful interaction and negotiation of meaning, rather than just focusing on grammar.
2. CLT views language learning as resulting from interaction, collaboration, negotiation, and attention to feedback. Learners experiment and pay attention to input.
3. In CLT classrooms, teachers take on a facilitating role and learners have greater responsibility for their own learning through cooperative activities.
4. CLT prompted a rethinking of syllabus design and methodology, moving from traditional grammar-focused approaches to a focus on functions, notions, skills, and authentic language use.
This document discusses using RSS (Really Simple Syndication) to optimize e-language learning through content syndication. It describes how RSS can help address challenges in e-language learning by providing opportunities for self-paced, collaborative and communicative learning. Examples of RSS-based projects are given, such as having students create blogs and pagecasts to publish content and comments in a foreign language. The document concludes that RSS has great potential to enhance language learning by exposing students to authentic materials and communication in the target language.
Translation involves transferring the meaning of a text from one language to another. While some argue translation is boring and non-communicative, the document outlines arguments for how translation can develop students' communicative competence. When teaching translation, teachers should select relevant, manageable texts and prepare students by explaining vocabulary and structures. Students then work in groups to translate paragraphs before coming together to ensure coherence. By following these steps, translation lessons can develop students' grammatical, socio-linguistic, discourse and strategic competence in a communicative way.
A weblog, or blog, allows individuals to easily publish their own words, ideas, and thoughts online through blog software. There are three main types of blogs for use in English as a second language (ESL) classes: 1) The tutor blog is run by the tutor to provide daily readings, promote English websites, and share syllabus information to bring students closer interaction. 2) The learner blog encourages students to find appropriate websites, develop a sense of ownership, and learn practical and ethical issues of online publishing while getting writing practice. 3) The class blog results from collaborative efforts of an entire class and allows teachers and students to interact and communicate closely about class topics and materials.
A weblog, or blog, allows individuals to easily publish their own words, ideas, and thoughts online through blog software. There are three main types of blogs for English as a Second Language (ESL) use: 1) The tutor blog which is run by the tutor for learners, 2) The learner blog which encourages writing practice and developing a sense of ownership, and 3) The class blog which is a collaborative effort of an entire class. A learning blog is a space for people to exchange information about a subject to develop knowledge, while a class blog allows teachers and students to interact and communicate closely about class topics and materials.
These slides were presented during a webinar held 7:30PM, February 9, 2015. The webinar introduced teachers to the SIFMA Foundation's national essay contest, InvestWrite.
This document discusses using RSS feeds and social tagging in foreign language learning. It outlines several learning challenges and proposes sample RSS-based projects to address each challenge, such as having students follow and comment on each other's blogs to improve writing skills and access authentic materials. RSS can help students find relevant information, share and comment on resources, and track their language progress over time.
Lecture3 - Putting the forces in motionVance Stevens
This document discusses how technology can motivate student writing through online environments like blogging. It explains that blogging motivates writing by giving students an audience to explore their ideas with and receiving feedback from peers. It provides examples of student blogging projects and outlines techniques used, including tagging posts and using tools like Technorati and Delicious to aggregate and interact with each other's writing. The document argues this approach can reinforce writing and help students form connections to find potential writing partners.
This document outlines a teaching and learning cycle for a unit on writing a recount about Melbourne city for beginner English language learners. The unit was implemented over 2 weeks and involved an excursion to Melbourne city. It describes the stages of building knowledge of the topic through introducing vocabulary and language features of a recount, supported reading and learning about the genre, supported writing, and culminating in independent writing of a draft recount. The teacher's role shifted from explicit instruction to allowing more student independence as they progressed through the stages of the cycle.
This document summarizes literacy strategies for engaging all learners in the classroom. It discusses using a competency-based curriculum focused on students' strengths and needs. Some strategies described include clustering activities where students organize their knowledge on a topic, timed writing exercises, and using pictures to inspire story writing. Feedback is important to help students develop their skills. The document also discusses developing criteria to guide writing assessments.
Computer Assisted Language Learning97 2003guestbba5d0
This document summarizes three articles on using technology to assist with language learning. The first article discusses a concordancing program to help students choose appropriate reporting verbs. The second examines wiki-based collaborative writing and how it encourages student attention to grammar. The third analyzes the effects of computer-mediated corrective feedback on L2 grammar development. The document reflects on how these tools could benefit both students and teachers in facilitating language learning.
1. The document discusses the use of educational blogging in the classroom. It defines blogs and edublogs, and outlines three common types: tutor blogs run by teachers, class blogs for collaborative discussion, and learner blogs for individual student work.
2. Benefits of student blogging discussed include improving writing skills, promoting creativity, and motivating reading and writing. Blogging also engages students in ongoing conversation and learning. It empowers students and provides extra practice with reading and resources.
3. The conclusion states that education blogs allow more effective interaction between educators, students, and administrators. They are a resource for teaching careers. Edublogs are used for learning journals, communicating with parents, self-
This document provides an overview of an advanced public writing course focused on food economies. Students will collaborate with local non-profits working in food systems to produce public documents for them. Major assignments include creating a proposal presentation for their partner, developing a public project based on feedback, and a final reflective paper. Throughout the course students will engage with readings on topics like rhetorical listening, service learning, and drafting documents for public audiences. The goal is for students to gain experience adapting academic writing for public contexts and developing collaboration skills through their real-world work with community partners.
HelloWM is a student organization at William and Mary that offers heritage language classes taught by volunteer instructors. It currently offers classes in 9 languages with around 180 total students. The organization was founded in 2009 and aims to promote multilingualism and heritage language awareness. It faces challenges in distinguishing between heritage and foreign language courses, and finding appropriate curricula. Possible solutions include offering different proficiency levels, seeking curriculum guides, and providing instructors with training and resources. The organization also hopes to offer credit for the classes and expand community outreach.
This document summarizes an intercultural communications presentation about a wiki-based cultural exchange between English majors in Japan and students of Japanese in the US. Over three years, students on both sides created personal wiki pages and commented on each other's pages in their second language. Most comments were about personal interests/inquiries or cultural inquiries. The presentation discusses challenges in implementation, provides tips for starting online intercultural collaborations, and shares examples of partner finding websites and project ideas.
Similar to Open Learning Consortium Award, Connect Language Students with Native Speakers (20)
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
A Guide to AI for Smarter Nonprofits - Dr. Cori Faklaris, UNC CharlotteCori Faklaris
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
karnataka housing board schemes . all schemesnarinav14
The Karnataka government, along with the central government’s Pradhan Mantri Awas Yojana (PMAY), offers various housing schemes to cater to the diverse needs of citizens across the state. This article provides a comprehensive overview of the major housing schemes available in the Karnataka housing board for both urban and rural areas in 2024.
Open Learning Consortium Award, Connect Language Students with Native Speakers
1. WELCOME TO THE MIXXER
Connect your language students with native
speakers for a language exchange
www.language-exchanges.org
2. WHAT’S A LANGUAGE EXCHANGE
• A language exchange is two people who are each
learning the other person’s native language helping each
other. With the Mixxer, partners find each other then
practice speaking via Skype. This is also often also
called eTandem. There is also a writing section where
users can correct each other.
5. I TEACH, WHAT CAN THE MIXXER DO?
• Students can, or course, create their own profiles and find partners. Our
students do so then send a summary of the exchange to their professor or post
to the Mixxer blog. If you would like to connect students during class hours,
contact me at bryantt@dickinson.edu, I will change the permissions on your
account to provide two additional functions.
• Teacher Search – for those looking for class-to-class exchanges. I also recommend
www.uni-collaboration.eu
• Event – If you have lab hour for your language class, you can ask individual users
who match a specific profile to contact your students at a given day and time. For
example, we may send an email to native Spanish speakers learning English asking if
they’d be interested in an exchange at 9:30 AM New York time on Tuesday April 3rd.
If interested, definitely email me first. I will help you with the first one.