The document discusses personal learning networks (PLNs) and their importance for continuing professional development of teachers. It defines a PLN as the collection of people and resources an individual connects with both online and offline to exchange information. The author believes PLNs can be more valuable for teacher development than traditional professional development, as they allow lifelong learning through diverse free resources. He then provides a lengthy list of specific online and offline resources, organizations, and tools that are part of his own PLN for staying updated in economics teaching.
Geoff Riley discusses building a personal learning network (PLN) for teachers. A PLN includes connections with other educators through social media, online resources, lectures, conferences and other events. It should be personalized to one's professional goals and interests. Maintaining a diverse PLN through various channels can provide new ideas and enrichment beyond one's own institution.
The document discusses 21st century education and the changing landscape of technology. It notes that education now needs to address a rapidly changing world and prepare students for jobs that have not been invented yet. It also highlights how technologies have advanced significantly, with the computing power and data storage of modern devices vastly exceeding what was available just decades ago. This poses challenges for education but also opportunities to engage and connect students through new tools and approaches.
The document discusses teaching 21st century skills through the use of online collaborative environments and web literacy. It provides a framework for designing web 2.0 projects, including examples. Key skills discussed are expert thinking, complex communication, and being able to work independently and collaboratively using technology. The document advocates teaching these skills through challenges and projects using tools like wikis.
Open Access in South African Universities - Beyond journal articlesEve Gray
The document discusses the history and current state of open access in South African universities. It notes that open access issues came to the forefront in 2015 during student protests calling for decolonization of universities and lowering of fees. Currently, South African universities emphasize publishing in international journals, driven by prestige and promotion systems. However, this system originated from post-World War II efforts in Europe to promote English and support British interests. Open access is presented as an alternative that could make research more openly available and address local needs through open publishing models. New models of open science emphasizing open data and continuous sharing of research are also discussed as emerging alternatives.
The document discusses various technologies that have potential for teaching and learning, including connectivism, Web 2.0, social networking, blogging, podcasting, videos, and wikis. It provides examples of how each technology has been used for educational purposes, benefits and potential pitfalls of using these technologies, and the author's own experiences using some of these technologies in the classroom.
Distance education allows for instruction of students who are separated from instructors by time and distance. One of the earliest examples was in 1728 when an instructor advertised weekly mailed lessons. In the 1840s, Sir Isaac Pitman pioneered distance education through mailed lessons and student feedback. The University of London was the first to offer distance learning degrees starting in 1858. Radio and television were early technologies experimented with for distance education delivery, while the Open University in the UK in the 1960s revolutionized distance education through the use of television and correspondence courses.
The document discusses Web 2.0 and its applications for teaching and learning. It begins with definitions of Web 2.0 and examples of popular Web 2.0 sites like wikis, YouTube, and Facebook. It then explains how Web 2.0 works and how to build a Web 2.0 tool using blogs as an example. The document outlines how Web 2.0 can help students learn and how teachers can integrate and manage resources. It concludes that Web 2.0 allows for easier and faster access to learning for everyone.
This document discusses using blogs in language education. It provides an overview of what blogs are and how they can be used in the classroom. Blogs allow students to share writing, reflect on their learning, and develop digital portfolios. They also facilitate interactive and connected learning. The document recommends several free and easy to use blogging platforms and provides examples of how blogs can incorporate multimedia like images, audio, and video.
Geoff Riley discusses building a personal learning network (PLN) for teachers. A PLN includes connections with other educators through social media, online resources, lectures, conferences and other events. It should be personalized to one's professional goals and interests. Maintaining a diverse PLN through various channels can provide new ideas and enrichment beyond one's own institution.
The document discusses 21st century education and the changing landscape of technology. It notes that education now needs to address a rapidly changing world and prepare students for jobs that have not been invented yet. It also highlights how technologies have advanced significantly, with the computing power and data storage of modern devices vastly exceeding what was available just decades ago. This poses challenges for education but also opportunities to engage and connect students through new tools and approaches.
The document discusses teaching 21st century skills through the use of online collaborative environments and web literacy. It provides a framework for designing web 2.0 projects, including examples. Key skills discussed are expert thinking, complex communication, and being able to work independently and collaboratively using technology. The document advocates teaching these skills through challenges and projects using tools like wikis.
Open Access in South African Universities - Beyond journal articlesEve Gray
The document discusses the history and current state of open access in South African universities. It notes that open access issues came to the forefront in 2015 during student protests calling for decolonization of universities and lowering of fees. Currently, South African universities emphasize publishing in international journals, driven by prestige and promotion systems. However, this system originated from post-World War II efforts in Europe to promote English and support British interests. Open access is presented as an alternative that could make research more openly available and address local needs through open publishing models. New models of open science emphasizing open data and continuous sharing of research are also discussed as emerging alternatives.
The document discusses various technologies that have potential for teaching and learning, including connectivism, Web 2.0, social networking, blogging, podcasting, videos, and wikis. It provides examples of how each technology has been used for educational purposes, benefits and potential pitfalls of using these technologies, and the author's own experiences using some of these technologies in the classroom.
Distance education allows for instruction of students who are separated from instructors by time and distance. One of the earliest examples was in 1728 when an instructor advertised weekly mailed lessons. In the 1840s, Sir Isaac Pitman pioneered distance education through mailed lessons and student feedback. The University of London was the first to offer distance learning degrees starting in 1858. Radio and television were early technologies experimented with for distance education delivery, while the Open University in the UK in the 1960s revolutionized distance education through the use of television and correspondence courses.
The document discusses Web 2.0 and its applications for teaching and learning. It begins with definitions of Web 2.0 and examples of popular Web 2.0 sites like wikis, YouTube, and Facebook. It then explains how Web 2.0 works and how to build a Web 2.0 tool using blogs as an example. The document outlines how Web 2.0 can help students learn and how teachers can integrate and manage resources. It concludes that Web 2.0 allows for easier and faster access to learning for everyone.
This document discusses using blogs in language education. It provides an overview of what blogs are and how they can be used in the classroom. Blogs allow students to share writing, reflect on their learning, and develop digital portfolios. They also facilitate interactive and connected learning. The document recommends several free and easy to use blogging platforms and provides examples of how blogs can incorporate multimedia like images, audio, and video.
This document discusses harnessing users' creativity through new age tools. It examines how different generations learn differently due to technological advances. Specifically, it explores how mobile devices are transforming learning by making it more personalized and learner-centric. The document outlines several emerging models of online and blended universities that are harnessing new technologies to foster more collaborative, peer-based learning. It concludes by emphasizing the need for education systems to adapt to the learning preferences of the "Net Generation" by incorporating more engaging, relevant and hands-on approaches utilizing new technologies.
The document discusses three main change pressures driving the need for elearning: 1) Rapid growth of information that is difficult for traditional education to keep up with. 2) The open movement that promotes open technologies, content and education. 3) Changing student habits, expectations and abilities as they have grown up digital and are accustomed to networked and collaborative learning. These change pressures are pushing education to evolve in order to remain relevant in the digital age.
This document summarizes Fred Garnett's presentation about WikiQuals, an open accreditation model for self-directed learning. Some key points:
- WikiQuals allows learners to pursue projects in the real world and document their learning to gain accreditation in a transparent, post-hoc manner without traditional institutions.
- It is based on emergent and heutagogical learning principles rather than pedagogical models, and sees learning as a social, content creation process not defined by classrooms or textbooks.
- WikiQuals operates through affinity groups rather than traditional supervision, and aims to support entrepreneurial learners in building their own personal learning networks.
- It
Open Scholar - Navigating the Obstacles & Opportunities of Emergent ScholarshipRolin Moe
Inservice prepared for Seattle Pacific University (March 13, 2018) regarding the space between desire to embrace progressive models of scholarship and the difficulties in establishing metrics and measures to ensure quality
The document discusses various aspects of social media and networking technologies including blogs, wikis, podcasts, and social networking sites. It provides examples of popular sites in each category and discusses how these technologies have been used for learning and education. Key benefits highlighted include facilitating collaboration, sharing of information and expertise, and opportunities for informal learning. Potential challenges are also noted such as legal issues, distraction potential for students, and risks of uncontrolled user-generated content.
ccLearn presentation for Lawrence Hall of ScienceAhrash Bissell
The document discusses open educational resources (OER) and how Creative Commons (CC) supports open learning through addressing legal, technical, and social barriers to openly sharing educational content. CC licenses provide clear permissions for access, reuse, remixing, and distributing educational materials to maximize sharing and collaboration in education. However, challenges remain around issues like copyright, technology standards, curriculum constraints, and sustainability models.
The document discusses the history of podcasting and the internet, explaining that podcasting allows anyone to produce and distribute audio files online for others to subscribe to and listen to. It argues that teaching students to create podcasts can help develop critical learning skills like problem solving, creativity, and collaboration. The document outlines the podcast production process and recommends a focus on concepts over specific tools when teaching podcasting to students.
This document lists and provides brief profiles of 25 educational technology leaders. It encourages readers to follow these leaders by reading their blogs or wikis, joining their online communities, and following them on social media. The leaders advocate for effectively using technology to improve teaching and learning. Brief profiles are provided for each leader, including information on where they work and their online presences.
The document describes a professional development workshop for 21st century teaching and learning. It includes an agenda with topics on using various web tools, collaborating online, and examples of projects teachers have created. Participants discuss tools their schools use, what they want to learn, and how they think technology will change education. The workshop aims to help teachers advance in their skills and prepare students for a more digital world.
Baltimore County Public Schools, May 24, 2010: Social MediaBill Sheridan, CAE
The document discusses the rise of social media and its relevance for businesses and education. It notes that social networks like Facebook have hundreds of millions of users and tools like blogs, microblogs and virtual worlds are being adopted by many companies and schools. The document advocates using social media to build communities, share knowledge and collaborate, rather than being afraid of new technologies. It provides examples of how blogs, Twitter and virtual worlds can engage students and enhance learning when used in the classroom.
Academic libraries are changing significantly due to new technologies and user behaviors. Libraries need to adapt services to support digital scholarship, provide online access to resources, and help users navigate large amounts of information. Skills for libraries are expanding beyond traditional areas to include areas like data mining, digital curation, and supporting new forms of scholarly communication and impact. The roles of libraries and librarians are evolving in fundamental ways to meet changing user needs in research, teaching, and learning.
This document provides an overview of Massively Open Online Courses (MOOCs) and discusses some of the challenges and opportunities they present. It notes that while MOOCs have seen tremendous growth over a short period of time in terms of student enrollment, the business models and value propositions for various stakeholders are still being worked out. It also questions whether early high dropout rates from MOOCs represent a failure of the model or an inevitable part of self-directed learning. Overall, the document takes a balanced view, acknowledging both the potential for MOOCs to improve access to education worldwide, as well as uncertainties that remain regarding their sustainability and impact on traditional higher education.
The document provides information about digital careers and how to get started in them. It lists organizations like Young Rewired State and Apps For Good that teach coding to young people. The document encourages learning to code from a young age and suggests getting experience through university programs. It ends by jokingly asking for the promised flying cars.
The global classroom: Towards an open 1st year of studyWayne Mackintosh
The document discusses the concept of the Open Education Resource University (OERu), which aims to provide free, high-quality online courses and a pathway to a certificate or degree for learners worldwide through open educational resources. It outlines the OERu model of collaboratively developing open courses that can be taken for credit through partner higher education institutions. The document also addresses issues of ensuring the fiscal sustainability of the OERu through membership fees, assessment services, and operating with low development costs due to the reuse and adaptation of open materials.
The document discusses a study by HEFCE (Higher Education Funding Council for England) on online distance learning in the UK. The study profiles 9 institutions that provide online and distance education. It aims to improve discoverability of online programs and provide advice on infrastructure. It also discusses some myths around online education being inferior and the need for cultural changes in higher education to support online learning.
Into the Open: Exploring the benefits of open education and OERLorna Campbell
This document provides an overview of open education and open educational resources (OER) at the University of Edinburgh. It defines open education as a philosophy and human right that promotes participation and access to high-quality education through open licensing of content. The University of Edinburgh has an OER policy that encourages staff and students to create and share OERs. Examples of OER initiatives at the University include open online courses, an open media bank, and assignments created using OERs. The document discusses how OERs can help diversify curricula and develop digital skills while engaging communities through activities like academic blogging and contributing to Wikipedia.
Evolution of the web usage for teaching and learning. How to exploit the Web 2.0 potential in learning and teaching activities. How we will exploit the Semantic Web / Web 3.0 technology for Knowledge building
The document discusses various measures used to assess economic performance and well-being, including GDP, inflation, unemployment, balance of payments, exchange rates, as well as non-economic measures like quality of life, environment, health, education, and taxation. It provides details on how each indicator is defined and calculated, factors that influence them, and their impacts.
Health OER Activities at the University of Michiganstopol
"Open Knowledge: Opening our Teaching and Learning Resources to Enable Positive Change Across the Country and Around the World" a presentation to the ADEA Annual Conference in Washington DC on 1 March 2010
This document discusses harnessing users' creativity through new age tools. It examines how different generations learn differently due to technological advances. Specifically, it explores how mobile devices are transforming learning by making it more personalized and learner-centric. The document outlines several emerging models of online and blended universities that are harnessing new technologies to foster more collaborative, peer-based learning. It concludes by emphasizing the need for education systems to adapt to the learning preferences of the "Net Generation" by incorporating more engaging, relevant and hands-on approaches utilizing new technologies.
The document discusses three main change pressures driving the need for elearning: 1) Rapid growth of information that is difficult for traditional education to keep up with. 2) The open movement that promotes open technologies, content and education. 3) Changing student habits, expectations and abilities as they have grown up digital and are accustomed to networked and collaborative learning. These change pressures are pushing education to evolve in order to remain relevant in the digital age.
This document summarizes Fred Garnett's presentation about WikiQuals, an open accreditation model for self-directed learning. Some key points:
- WikiQuals allows learners to pursue projects in the real world and document their learning to gain accreditation in a transparent, post-hoc manner without traditional institutions.
- It is based on emergent and heutagogical learning principles rather than pedagogical models, and sees learning as a social, content creation process not defined by classrooms or textbooks.
- WikiQuals operates through affinity groups rather than traditional supervision, and aims to support entrepreneurial learners in building their own personal learning networks.
- It
Open Scholar - Navigating the Obstacles & Opportunities of Emergent ScholarshipRolin Moe
Inservice prepared for Seattle Pacific University (March 13, 2018) regarding the space between desire to embrace progressive models of scholarship and the difficulties in establishing metrics and measures to ensure quality
The document discusses various aspects of social media and networking technologies including blogs, wikis, podcasts, and social networking sites. It provides examples of popular sites in each category and discusses how these technologies have been used for learning and education. Key benefits highlighted include facilitating collaboration, sharing of information and expertise, and opportunities for informal learning. Potential challenges are also noted such as legal issues, distraction potential for students, and risks of uncontrolled user-generated content.
ccLearn presentation for Lawrence Hall of ScienceAhrash Bissell
The document discusses open educational resources (OER) and how Creative Commons (CC) supports open learning through addressing legal, technical, and social barriers to openly sharing educational content. CC licenses provide clear permissions for access, reuse, remixing, and distributing educational materials to maximize sharing and collaboration in education. However, challenges remain around issues like copyright, technology standards, curriculum constraints, and sustainability models.
The document discusses the history of podcasting and the internet, explaining that podcasting allows anyone to produce and distribute audio files online for others to subscribe to and listen to. It argues that teaching students to create podcasts can help develop critical learning skills like problem solving, creativity, and collaboration. The document outlines the podcast production process and recommends a focus on concepts over specific tools when teaching podcasting to students.
This document lists and provides brief profiles of 25 educational technology leaders. It encourages readers to follow these leaders by reading their blogs or wikis, joining their online communities, and following them on social media. The leaders advocate for effectively using technology to improve teaching and learning. Brief profiles are provided for each leader, including information on where they work and their online presences.
The document describes a professional development workshop for 21st century teaching and learning. It includes an agenda with topics on using various web tools, collaborating online, and examples of projects teachers have created. Participants discuss tools their schools use, what they want to learn, and how they think technology will change education. The workshop aims to help teachers advance in their skills and prepare students for a more digital world.
Baltimore County Public Schools, May 24, 2010: Social MediaBill Sheridan, CAE
The document discusses the rise of social media and its relevance for businesses and education. It notes that social networks like Facebook have hundreds of millions of users and tools like blogs, microblogs and virtual worlds are being adopted by many companies and schools. The document advocates using social media to build communities, share knowledge and collaborate, rather than being afraid of new technologies. It provides examples of how blogs, Twitter and virtual worlds can engage students and enhance learning when used in the classroom.
Academic libraries are changing significantly due to new technologies and user behaviors. Libraries need to adapt services to support digital scholarship, provide online access to resources, and help users navigate large amounts of information. Skills for libraries are expanding beyond traditional areas to include areas like data mining, digital curation, and supporting new forms of scholarly communication and impact. The roles of libraries and librarians are evolving in fundamental ways to meet changing user needs in research, teaching, and learning.
This document provides an overview of Massively Open Online Courses (MOOCs) and discusses some of the challenges and opportunities they present. It notes that while MOOCs have seen tremendous growth over a short period of time in terms of student enrollment, the business models and value propositions for various stakeholders are still being worked out. It also questions whether early high dropout rates from MOOCs represent a failure of the model or an inevitable part of self-directed learning. Overall, the document takes a balanced view, acknowledging both the potential for MOOCs to improve access to education worldwide, as well as uncertainties that remain regarding their sustainability and impact on traditional higher education.
The document provides information about digital careers and how to get started in them. It lists organizations like Young Rewired State and Apps For Good that teach coding to young people. The document encourages learning to code from a young age and suggests getting experience through university programs. It ends by jokingly asking for the promised flying cars.
The global classroom: Towards an open 1st year of studyWayne Mackintosh
The document discusses the concept of the Open Education Resource University (OERu), which aims to provide free, high-quality online courses and a pathway to a certificate or degree for learners worldwide through open educational resources. It outlines the OERu model of collaboratively developing open courses that can be taken for credit through partner higher education institutions. The document also addresses issues of ensuring the fiscal sustainability of the OERu through membership fees, assessment services, and operating with low development costs due to the reuse and adaptation of open materials.
The document discusses a study by HEFCE (Higher Education Funding Council for England) on online distance learning in the UK. The study profiles 9 institutions that provide online and distance education. It aims to improve discoverability of online programs and provide advice on infrastructure. It also discusses some myths around online education being inferior and the need for cultural changes in higher education to support online learning.
Into the Open: Exploring the benefits of open education and OERLorna Campbell
This document provides an overview of open education and open educational resources (OER) at the University of Edinburgh. It defines open education as a philosophy and human right that promotes participation and access to high-quality education through open licensing of content. The University of Edinburgh has an OER policy that encourages staff and students to create and share OERs. Examples of OER initiatives at the University include open online courses, an open media bank, and assignments created using OERs. The document discusses how OERs can help diversify curricula and develop digital skills while engaging communities through activities like academic blogging and contributing to Wikipedia.
Evolution of the web usage for teaching and learning. How to exploit the Web 2.0 potential in learning and teaching activities. How we will exploit the Semantic Web / Web 3.0 technology for Knowledge building
The document discusses various measures used to assess economic performance and well-being, including GDP, inflation, unemployment, balance of payments, exchange rates, as well as non-economic measures like quality of life, environment, health, education, and taxation. It provides details on how each indicator is defined and calculated, factors that influence them, and their impacts.
Health OER Activities at the University of Michiganstopol
"Open Knowledge: Opening our Teaching and Learning Resources to Enable Positive Change Across the Country and Around the World" a presentation to the ADEA Annual Conference in Washington DC on 1 March 2010
While big budget Hollywood films are common, some low budget films have achieved great box office success. The Conjuring (2013) had a budget of $20 million and grossed $318 million worldwide. Saw (2004) was made for $1.2 million and grossed $103 million globally. Napoleon Dynamite (2004) had a tiny $400,000 budget but grossed $46 million. The Blair Witch Project (1999) cost only $60,000 to make and grossed $248 million worldwide.
This document is an economics exam paper from June 2009 assessing understanding of the UK economy in a global context. It contains three multi-part questions in Section A asking students to examine and assess various macroeconomic issues facing the UK. Section B contains a data response question asking students to analyze UK macroeconomic imbalances and the global recession using supplied extracts and figures. The paper tests a range of economic concepts and requires students to apply their knowledge to analyze current economic conditions in a clear and logical manner.
This document discusses video games and their genres, including role playing games and massively multiplayer online games. It also covers gaming platforms, developers, modes, and key terms related to video games. Additionally, it notes that the primary gaming market was once seen as male aged 11-15, but is now expanding due to factors such as improved graphics, more complex gameplay, industry growth resulting in a diversity of games, and online gaming increasing appeal to different groups.
The document appears to be a collection of poems or lyrics written by the author at different points between 2000 and 2010. The poems explore themes of isolation, loneliness, confusion, self-doubt, and difficulty in relationships. In many of the poems, the author criticizes themselves for past mistakes and inability to change or grow, suggesting an ongoing struggle with mental health issues.
This document provides exam advice and discusses key topics to analyze for the film Vertigo. It recommends doing either the Critical Review/Writing question or the Specific question as they are easier than the Critical Approaches question. For Vertigo, some of the main debates that could be analyzed are how it is a film about film through identification and obsession, its portrayal of the gendered look and female object, use of recurring motifs and symbols, and interpretation of the Madeleine and Judy characters. It also lists debates around the spectator relationship to the character Scottie, use of locations, success as a thriller, problems from a narrative realist perspective, its undisputed status, and critical reception.
Social media has become the 4th most popular online activity. Sites like Facebook, YouTube, and Twitter are among the top 20 most visited websites globally. Different social networks are more popular in different countries. While formats and sites may change, social media has transformed communication. Organizations must engage with digital platforms and social media to reach audiences. Oxfam uses sites like YouTube, Facebook, Twitter, and Flickr to share videos, photos, and messages about its work and campaigns. It aims to have conversations and spread information virally through social media.
The Open University is exploring the development of pathways between more open and informal learning and formal learning, and is changing the nature of audience and learner interaction and participation, through the creative use of open educational resources and different media channels. Developing from the University’s main hosting website for open educational resources (http://openlearn.open.ac.uk/), the OU is extending its reach into Africa, as well as transforming teaching and learning practice in the UK. Other media channels (e.g. YouTube and ITunesU) allow us to explore how to engage different audiences in different ways to bring them into the educational sphere. Within the Institute, we have large projects running which also bring learning to wider audiences, allowing us to understand much more about how learners work with open educational resources, both in terms of consumption and creation, allowing them to cross many apparent boundaries between formal, informal, non-formal content, learner and teacher, guide and mentor, personal and institutional.
Social Media for Schools is a talk prepared for the Independent Schools Marketing Association of South Africa (ISMA) conference in Cape Town 2012 November.
The talk looks at Social Media, digital education, and its impact of schools, as well as some tips on how to succeed.
The talk was given by our agency group digital technologist, Chris Rawlinson.
Social Media and Digital Marketing for SchoolsChris Rawlinson
Social Media for Schools is a talk prepared for the Independent Schools Marketing Association of South Africa (ISMA) conference in Cape Town 2012 November.
The talk looks at Social Media, digital education, and its impact of schools, as well as some tips on how to succeed.
Social media provides opportunities for ordinary people to communicate without boundaries. It is an important tool for colleges and public relations professionals to connect with current and prospective students. Social media platforms like Twitter and Facebook can be used to (1) share information with students about classes and deadlines, (2) foster online learning communities, and (3) promote college programs and activities to a wide audience. Colleges that embrace these tools will be better able to educate and market to the incoming generation of digital-native students.
Public Scholarship Workshop - Tips and Tricks for AcademicsDamian Radcliffe
Workshop for Center for Latina/o and Latin American Studies at the University of Oregon on public scholarship, exploring why this matters, how you can engage in public scholarship (including areas of potential engagement) and tips for implementation.
Social Media for School Library Services (ASLA)Helen Stower
The document provides information about using social media for school library services. It discusses benefits for students, teaching staff, and the community. Key benefits include digital citizenship, professional learning networks, exposure to literature, and understanding appropriate social media use. Challenges include risk, intellectual property, and making mistakes. Lessons learned are to be authentic to the school's core mission, understand different platforms, and participate in conversations rather than just broadcasting. Questions are raised about the impact of technology and too much information on society.
This document discusses the use of Twitter for educational purposes. It provides an overview of Twitter, including its history and growth. Statistics are presented showing Twitter's popularity, especially among younger demographics. Potential benefits of using Twitter in education are described, such as communication, sharing information, and networking. Examples are given of how Twitter has been used successfully in various educational settings from early childhood through higher education. Challenges and resistance to its use are also acknowledged. The presentation concludes by encouraging educators to explore using Twitter to connect and enhance learning.
This document discusses the use of social media and technology in education. It begins by defining social media as a shift to more dialogic sharing of information. It then notes that students are becoming more visual learners due to multitasking. Examples of using social media tools like Facebook, Twitter, and wikis in the classroom are provided, along with expectations for setting up collaborative activities and ensuring clear instructions and guidelines. Potential classroom uses of iPads are explored, including consuming, creating and sharing content as well as participating and interacting. Suggestions are made for teacher-created materials and student projects that can be done on the iPads.
Social networking twitter - jason pinkalTalaya Harris
Twitter is a microblogging platform that allows users to share messages up to 140 characters. It has over 284 monthly active users who use it to share messages, images, videos and links. Educators are increasingly using Twitter to create online learning communities by following experts in their fields, informing students of assignments, and having students summarize lessons in tweets. This facilitates sharing of ideas and questions outside of the classroom.
A webinar presented on 26 July 2016 by Sheila Webber, Pamela McKinney, Liam Bullingham and Emily Wheeler. Presentations are copyright of the respective authors. The webinar was orgabnised by the IFLA Continuing Professional Development and Workplace Learning and IFLA New Professionals Special Interest Group in conjunction with the American Library Association.
The presenters were responding to 3 questions: 1. What does Information Literacy mean to me
2. How information literacy fits in with my job
3. How (or whether) I see information literacy being important to me in the future, and/or where I would like to go next with IL
Associated links: SCONUL 7 Pillars http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Review of Seven Pillars model: http://bit.ly/2a1QBme
Pam McKinney and Sheila Webber’s Presentation from the creating knowledge conference: http://bit.ly/2a9mzie
Alison Head keynote from the Creating Knowledge viii conference: http://bit.ly/2allHq7
University of Sheffield Information Skills resource http://www.librarydevelopment.group.shef.ac.uk/
Introduction to Social Media for Academics | EcodemiaRichard Roaf
The document discusses using social media to engage the public in research on sustainable development. It provides examples of how academics and universities are using platforms like blogs, YouTube, Facebook, and Twitter successfully. It then offers best practices and a four stage process for getting started with an integrated social media strategy, including assessing resources, surveying the current landscape, establishing guidelines, and reviewing efforts.
The document discusses proposals to overhaul the UK primary school curriculum that would require students to master skills like using Twitter and Wikipedia. It emphasizes traditional subjects like phonics, history, and arithmetic, but also includes more modern media and web-based skills. The proposed changes would give teachers more flexibility in what they teach by removing hundreds of specifications about the scientific, geographical, and historical knowledge students must learn before age 11.
David Burns gave a presentation on using social media to extend the reach of English language programs. He discussed 20 different social media platforms that can be used for education, including Facebook, Twitter, YouTube, blogs and Google tools. He explained how each one can be utilized for teacher professional development, student projects and collaboration. Burns emphasized that teachers should make responsible choices regarding social media use and consider privacy issues in their local context.
Teopista plenary presentation at the ttf mexico pptKevin L. Fowler
The document summarizes the International Commission on Financing Global Education Opportunity, which brings together world leaders, policymakers, educators and researchers to develop an investment case and financing pathway for achieving equal educational opportunities globally. The Commission aims to (1) bring together evidence of best practices, (2) agree on an investment case and action agenda, (3) secure increased and more effective investments, and (4) inspire leaders to action. It will be chaired by Gordon Brown and comprised of approximately 20 commissioners. Over the course of 2016, it will conduct research, outreach and issue a report with recommendations to the UN General Assembly in September 2016.
Teopista plenary presentation at the ttf mexico pptKevin L. Fowler
The document summarizes the International Commission on Financing Global Education Opportunity, which brings together world leaders, policymakers, educators and researchers to develop an investment case and financing pathway for achieving equal educational opportunities globally. The Commission aims to (1) bring together evidence of best practices, (2) agree on an investment case and action agenda, (3) secure increased and more effective investments, and (4) inspire leaders to action. It will be chaired by Gordon Brown and comprised of approximately 20 commissioners. Over the course of 2016, it will conduct research, outreach and issue a report with recommendations to the UN General Assembly in September 2016.
Slide 1 1mm - the basic economic problemmattbentley34
The basic economic problem is that human wants are unlimited while resources are scarce. This means that societies must make choices about how to allocate scarce resources between alternative uses to best satisfy people's needs and wants. The opportunity cost of a choice is the value of the best alternative forgone, or what is given up by making that choice. Production possibility curves illustrate this problem by showing the tradeoffs involved - producing more of one good requires producing less of another since resources are limited.
This document introduces economics as a social science that studies human behavior in markets at both micro and macro levels. It then lists several current economic issues and prompts the reader to discuss the reasons for each issue and potential solutions in small groups. Some of the issues highlighted include the wealth divide, the effects of Brexit, policies to curb plastic pollution, and the future of work with artificial intelligence. The document encourages further discussion and learning about economics topics.
1. Altruism refers to humans behaving with more kindness and fairness than would be expected if they acted rationally according to self-interest.
2. Anchoring is the tendency for people to rely on irrelevant reference points or anchors when making estimates.
3. Bounded rationality recognizes the cognitive limits of humans in making fully rational decisions due to limits in information, time, and brain processing capacity.
This document provides a list of 14 online resources for learning about behavioral economics and conducting experiments. Some of the key resources mentioned include Dan Ariely's website which has video explanations of concepts and research; the Invisible Gorilla team's videos demonstrating bounded rationality; interactive experiments on the Online Psychology Laboratory website; and videos from the Behavioural Design Lab. Overall, the document serves as a guide to various online materials for studying behavioral economics concepts.
This document introduces concepts from behavioural economics, which challenges the assumption that people always make rational decisions. It discusses how social, emotional, and cognitive factors can influence choices. People have bounded rationality and use mental shortcuts like heuristics. Choices are affected by defaults, framing, norms, and biases. Behavioural economics aims to "nudge" better choices through approaches like changing defaults or using social norms, rather than mandates. However, some argue that nudges could be seen as paternalistic or that consumers are not as irrational as behavioral economics assumes.
1. ArcelorMittal, the world's largest steelmaker, made a bid to acquire Macarthur Coal in Australia in October 2011. This was likely motivated by the desire to achieve the benefits of backwards vertical integration, as ArcelorMittal uses large quantities of coal in its steel production process.
2. Sally owns a potato farm and aims to maximize profit. As she believes the market price of potatoes will not be affected by her farm's output level, she will produce at the level where marginal cost equals price in the short run to maximize profit.
3. Sally believes her individual output will not impact the overall market price. Therefore, she will produce the quantity where marginal cost equals price to
- Starbucks has had success in China but has faced criticism for high prices. It has adopted a localization strategy including store designs that reflect local culture and adding popular local flavors.
- Spotify dominates the music streaming market but faces challenges from competitors differentiating their offerings and royalty costs reducing profits despite rising revenues.
- Nissan faces uncertainty from Brexit but has cut European prices for its electric Leaf model. A UK consumer could save over £1,000 buying from France due to the weak pound.
This document summarizes factors that influence wage determination in labor markets, including supply and demand, trade unions, government intervention, and discrimination. Key points include:
- Supply and demand are primary determinants of wages, with wages rising or falling based on labor demand changes.
- Economic rent and transfer earnings also impact wages. Workers earn more economic rent the more inelastic the labor supply.
- Trade unions aim to increase member wages through collective bargaining, creating a new higher minimum supply curve. This raises wages but reduces employment.
- Government policies like minimum wage legislation and anti-discrimination laws also impact wages.
- Discrimination against groups lowers their wages below true market rates due to prejudices about their productivity
Justin King became CEO of UK retailer J Sainsbury plc in 2004 when sales and market share were falling. He implemented a strategy of recovery through sales growth including price cuts, organizational restructuring, and bonuses for higher store standards. King also focused on increasing employee engagement to improve customer service and financial performance. Following King's changes, Sainsbury's experienced 36 consecutive months of sales growth from 2010 to 2013 and increased its market share. However, in 2014 King announced he was stepping down as CEO and soon after Sainsbury's reported its first sales decline in 9 years due to continued competition.
This document provides a template for planning answers to AQA A Level Business exam questions. The template includes spaces to write the question, marks available, and multiple paragraphs to structure an answer with context, evidence, models, theory and reasoning. Each paragraph includes prompts to include an explanation of a point and opportunities to include evaluation.
The multiplier effect occurs when an initial injection of spending, such as government spending on a new infrastructure project, leads to a greater total increase in real GDP through multiple rounds of spending. The size of the multiplier effect depends on factors like the marginal propensity to consume, marginal propensity to save, marginal propensity to import, and how elastic the aggregate supply is. A higher propensity to consume and a lower propensity to save and import leads to a larger multiplier. The multiplier is calculated as 1 divided by the sum of the marginal propensities.
Nationalism and racialism are often confused concepts. Nationalism refers to a shared cultural identity among a group of people, such as a common language, religion, or traditions. In contrast, racialism asserts that humanity is divided into distinct biological groups with inherent differences. While nationalism can take liberal forms that promote self-determination and international harmony, it can also be expressed chauvinistically by asserting the superiority of one nation over others. Racialism inherently claims racial segregation and superiority. However, the concepts can overlap, such as in certain expressions of aggressive nationalism. Overall, nationalism encompasses a spectrum of doctrines from the progressive to the reactionary.
This document provides exam advice for the Edexcel A Level Economics exam. It outlines the structure and timing of Papers 1-3 and the types of questions that may be asked. For each section and question type, it offers strategies and techniques for answering questions successfully, such as using diagrams, chains of analysis, and considering different perspectives in evaluations. Students are advised to read questions carefully, show workings, use economic terminology, and relate their answers back to the questions.
The document appears to be missing content and only contains the heading "Conclusions;" without any conclusions stated. Based on the limited information, this document does not provide any summarizable content in 3 sentences or less.
Nationalism and racialism are often confused concepts. Nationalism refers to a shared cultural identity among a group of people, such as a common language, religion, or traditions. In contrast, racialism asserts that humanity is divided into distinct biological groups with inherent differences. While nationalism can take liberal forms that promote self-determination and international harmony, it can also be expressed chauvinistically by asserting the superiority of one nation over others. Racialism inherently claims racial segregation and superiority. However, the concepts can overlap, such as in certain expressions of aggressive nationalism. Overall, nationalism encompasses a spectrum of doctrines from the progressive to the reactionary.
This document discusses different voting systems used in elections, including first-past-the-post, supplementary vote, additional vote, and single transferable vote systems. First-past-the-post is used for UK House of Commons elections, where voters select one candidate and the candidate with the most votes wins. Proportional representation systems aim to allocate seats proportionally based on votes. The supplementary vote and additional vote systems allow voters to rank candidates, while single transferable vote uses multi-member constituencies and transfers votes from eliminated candidates.
This document provides an overview of key concepts related to political representation and democracy in the UK. It defines democracy, explaining that modern democracies are generally representative rather than direct, with citizens electing representatives to make decisions on their behalf. It discusses the role of manifestos in outlining party policies, and the concept of mandates for the party that wins a majority of seats. Referendums are described as a way to directly consult citizens on important issues. Finally, it outlines the different levels of government in the UK, from local to national to European Union levels.
This document discusses political participation in the UK. It outlines different forms of political participation such as voting, joining political parties, and participating in demonstrations. Younger people are more likely to engage in newer forms of participation like pressure groups, while older individuals typically participate through voting and party membership. Women are underrepresented among politicians but equally participate in other ways. Traditional participation through parties and unions has declined as issues are addressed more globally and new social and environmental movements have emerged.
This document discusses several major political ideologies including liberalism, conservatism, socialism, and others. It defines ideology as "an interrelated set of ideas that in some way guides or inspires political action." Liberalism focuses on individual freedom, equality of opportunity, and a limited government role, while conservatism emphasizes tradition, gradual change, and social order. Socialism promotes collectivism, equality, and opposition to capitalism. The document also examines post-ideological politics, where clear ideological differences are less apparent and single-issue groups are more common.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.