Dissemination plan Group number 11 Group member Maria Teresa Rughi Magdalena Bochman Veerle De Deckere Soumaya Hlali Veturia Seserman Claudia Valentini
The document outlines a dissemination plan for a project involving lower secondary school students and teachers. The plan has several objectives, including making teachers and schools aware of opportunities through eTwinning and increasing visibility of the participating school. Products and outcomes include leaflets, a conference, Skype session, DVD, and presentations at other schools. Messages will stress benefits like collaboration, inclusion, and improved intercultural awareness. Resources include a choir director, teachers, recording tools, and media. Tasks are divided among schools for discussion, creating a video and cover, preparing materials, and engaging the press.
The teacher introduced an online platform to their students where they could work on projects together and connect with other colleagues. Students enjoyed making online connections the most. They finalized their first project and had opportunities to meet other students working with the platform. Students participated in mini fairs and felt enthusiastic about new collaborations. They also took part in an Hour of Code event where around 40 students from different classes got involved and 27 earned certificates, boosting their self-confidence. Later, students received two certificates in January 2017 for their work on the platform.
The document outlines an workshop on how to motivate teachers. The workshop aims to share experiences, discuss collaboration and best practices. It encourages participation and sharing. Several questions are posed to prompt discussion on motivating and engaging teachers. Resources on 21st century education and teaching are shared, highlighting the need for student-centered learning and engaging teachers in their own professional development. The workshop promotes collaboration through eTwinning projects to motivate teachers.
eTwinning Projects Planning and their connection with Erasmus + Key Action 2HelleniceTwinning NSS
The document discusses best practices for planning eTwinning and Erasmus+ projects. It provides guidance on forming a project team within the school, choosing project partners, and agreeing on project aims and activities before beginning the project. An example project called "YEWS (Young European Writers Society)" is described that was focused on intercultural dialogue and writing short stories. Another project called "English Learning Friends" is presented in more detail, highlighting how it used eTwinning for communication and collaboration between students in different countries.
This document discusses using information technologies like video materials and the internet to enhance English language teaching. It notes that video can grab students' attention, inspire motivation, and foster deeper learning. The internet can promote student motivation, activate learning, individualize instruction, and provide authentic materials. It also allows solving tasks like motivating English learning, developing mental skills, intensifying instruction, and fostering communication with native speakers.
This document discusses engaging students as producers rather than just consumers of knowledge through collaborative projects where they create authentic work like digital games and apps. It promotes the Students as Producers movement where students are asked to share their work and are given autonomy over their creative work. The goal is for students to be actively engaged in meaningful projects rather than just passively learning.
The document discusses ways to encourage asynchronous communication between students using Twinspace, an eTwinning platform. It recommends inviting students to create Twinspace accounts, update their profiles, leave messages on peers' walls, participate in discussions and forums, use the mailbox tool to communicate, and share photos, videos and texts by uploading them. It also suggests assigning students to transnational groups for collaborative activities, providing feedback through commenting and assessments, using Twinspace tools and web2.0 tools, and establishing netiquette rules to respect the online environment.
This document discusses methods for evaluating projects in Twinspace. It can be evaluated both during development and at the end. Evaluation during development includes organizing live events for pupils and teachers to provide feedback, as well as competitions and questionnaires. At the end, events are held where pupils and teachers share their experiences and impressions. Feedback is gathered from pupils, parents, teachers, and headteachers through interviews, surveys, and presentations to better understand the impact and success of the project. Web 2.0 tools can also be used to facilitate project evaluation in Twinspace.
The document outlines a dissemination plan for a project involving lower secondary school students and teachers. The plan has several objectives, including making teachers and schools aware of opportunities through eTwinning and increasing visibility of the participating school. Products and outcomes include leaflets, a conference, Skype session, DVD, and presentations at other schools. Messages will stress benefits like collaboration, inclusion, and improved intercultural awareness. Resources include a choir director, teachers, recording tools, and media. Tasks are divided among schools for discussion, creating a video and cover, preparing materials, and engaging the press.
The teacher introduced an online platform to their students where they could work on projects together and connect with other colleagues. Students enjoyed making online connections the most. They finalized their first project and had opportunities to meet other students working with the platform. Students participated in mini fairs and felt enthusiastic about new collaborations. They also took part in an Hour of Code event where around 40 students from different classes got involved and 27 earned certificates, boosting their self-confidence. Later, students received two certificates in January 2017 for their work on the platform.
The document outlines an workshop on how to motivate teachers. The workshop aims to share experiences, discuss collaboration and best practices. It encourages participation and sharing. Several questions are posed to prompt discussion on motivating and engaging teachers. Resources on 21st century education and teaching are shared, highlighting the need for student-centered learning and engaging teachers in their own professional development. The workshop promotes collaboration through eTwinning projects to motivate teachers.
eTwinning Projects Planning and their connection with Erasmus + Key Action 2HelleniceTwinning NSS
The document discusses best practices for planning eTwinning and Erasmus+ projects. It provides guidance on forming a project team within the school, choosing project partners, and agreeing on project aims and activities before beginning the project. An example project called "YEWS (Young European Writers Society)" is described that was focused on intercultural dialogue and writing short stories. Another project called "English Learning Friends" is presented in more detail, highlighting how it used eTwinning for communication and collaboration between students in different countries.
This document discusses using information technologies like video materials and the internet to enhance English language teaching. It notes that video can grab students' attention, inspire motivation, and foster deeper learning. The internet can promote student motivation, activate learning, individualize instruction, and provide authentic materials. It also allows solving tasks like motivating English learning, developing mental skills, intensifying instruction, and fostering communication with native speakers.
This document discusses engaging students as producers rather than just consumers of knowledge through collaborative projects where they create authentic work like digital games and apps. It promotes the Students as Producers movement where students are asked to share their work and are given autonomy over their creative work. The goal is for students to be actively engaged in meaningful projects rather than just passively learning.
The document discusses ways to encourage asynchronous communication between students using Twinspace, an eTwinning platform. It recommends inviting students to create Twinspace accounts, update their profiles, leave messages on peers' walls, participate in discussions and forums, use the mailbox tool to communicate, and share photos, videos and texts by uploading them. It also suggests assigning students to transnational groups for collaborative activities, providing feedback through commenting and assessments, using Twinspace tools and web2.0 tools, and establishing netiquette rules to respect the online environment.
This document discusses methods for evaluating projects in Twinspace. It can be evaluated both during development and at the end. Evaluation during development includes organizing live events for pupils and teachers to provide feedback, as well as competitions and questionnaires. At the end, events are held where pupils and teachers share their experiences and impressions. Feedback is gathered from pupils, parents, teachers, and headteachers through interviews, surveys, and presentations to better understand the impact and success of the project. Web 2.0 tools can also be used to facilitate project evaluation in Twinspace.
This document provides suggestions for encouraging synchronous communication between students using tools in Twinspace and eTwinning Live events. It recommends using live events for students to introduce themselves at the start of projects, reflect on activities, and share cultural traditions. It also suggests organizing chat events around planned topics and discussions. Additionally, it advises establishing netiquette rules to promote respectful communication.
This eTwinning project involves elementary school students ages 10-12 from Turkey, Romania, Italy, Greece, and Romania. Over the course of 6 months, the students will learn about each other's customs and traditions by creating and sharing presentations, videos, photos, and other materials using ICT tools like PowerPoint, YouTube, and Skype. The goals are to improve the students' English, ICT skills, and pride in their own traditions while learning about other cultures.
Web 2.0 & Active Learning: Creating a Digital-Rich ClassroomDouglas Strahler
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
This document is a resume for Timothy Allen Cece that summarizes his education and experience. He is currently pursuing a Bachelor's degree in Public Communications with minors in Speech & Debate and Political Science from the University of Vermont, expected to graduate in 2017. His experience includes working as a Career Peer Mentor and Teacher's Assistant at UVM, as well as leadership roles in the UVM Outing Club and National Youth Leadership Training Leadership Academy, where he has helped organize events, mentor others, and manage social media presence.
Organizing your TwinSpace - Alexandra Tosi, IT NSS and SAUSER-MONNIG Elizabet...HelleniceTwinning NSS
1. The document provides guidance on organizing an eTwinning TwinSpace to make projects run smoothly and showcase work effectively.
2. It recommends structuring the TwinSpace based on project phases, activities, or themes, and limiting pages and giving them clear titles. Both public and private spaces should be designated.
3. Setting up the structure early with partners, thinking through roles and permissions, and documenting activities will help the project be understandable and its outcomes visible to various audiences. Examples of successfully organized TwinSpaces are also included.
Storybird is an online literacy tool that allows students to create and share short stories inspired by images. It encourages reading, writing, collaboration, and helps students engage with concepts. Teachers report that Storybird helps reluctant readers, supports project-based learning and meets common core standards. It also develops creativity, communication skills, and allows students to work at their own pace. Resources and tutorials are available to help teachers incorporate Storybird into their classrooms.
Sources for global collaborations in k12 classroomsJamieJoMarble
This document provides information on four resources for global collaboration in K-12 classrooms: Voicethread, Mural, Penpal Schools, and MightyMeeting. Voicethread allows students to create multimedia projects using video, images, audio, and drawings. Mural is a message board for brainstorming and idea sharing using text, video, and images. Penpal Schools connects students around the world for project-based collaboration. MightyMeeting enables real-time shared meetings where teachers can present content and students can add notes.
This document provides an overview of the various functions and capabilities of eTwinning Live, an online platform that allows eTwinning users to communicate and collaborate in real time. It describes sections like People, Projects, Partner Forums, Events, Groups, and Professional Development. Users can search for other eTwinning members, projects, and partners, view and participate in online events, join discussion groups, and access professional development opportunities like online seminars and learning events. The document guides participants through exploring these eTwinning Live features and provides examples of tasks to complete on the platform.
Archives and archivists can play a vital role in education across grade levels—from primary school to graduate programs. But simply placing students in a reading room with primary sources or showcasing “cool stuff” to a class does not necessarily facilitate student learning. Pedagogical design does. These slides by Marilyn Morgan and Marta Crilly capture their portion of a full-day workshop co-led by four archivists and educators to help others maximize interactions with students, adapt information literacy approaches, and develop mutually beneficial, collaborative relationships between archives and educational institutions.
We discussed emerging and innovative ideas and practices related to engaging students with archival materials, both in and outside of class assignments and how these archival activities should align with curriculum frameworks. We shared models of innovative projects and practical tips on building cross-discipline collaborations between archivists, educators, and humanists.
This document discusses blogs and wikis and their use in 21st century classrooms. It begins with an introduction to blogs and wikis, explaining that blogs allow for ownership, audience, and organization of information while wikis enable ownership and collaboration. Examples are then provided of how blogs and wikis have been used for classroom websites, journals, book clubs, and paperless assignments. The document concludes by providing examples of wikis created by classes and encouraging the creation of a new wiki to facilitate 21st century learning.
This document provides tips for maintaining an active teacher blog. It discusses the different purposes of blogs, including entertainment, communication, self-presentation, and social networking. It emphasizes motivating students and colleagues to engage with the blog by making it visually appealing and ensuring content is clear, structured, and relevant. The document also recommends incorporating multimedia like audio/video, collaborating with other teachers, and providing differentiated content and resources to meet varied student needs. Blogs can enhance and diversify learning when used as a platform for assignments, activities, and facilitating inclusive education.
American International School Chennai +GOA 14.2.18Bonnie Lathram
A panel of students at the Global Online Academy (GOA) discussed how their interest-based courses through GOA helped them learn time management skills, collaborate with teachers and peers, and explore their personal interests. Representatives from the American International School of Chennai also met with GOA to discuss designing competency-based learning experiences for students and teachers.
This document summarizes a presentation on Universal Design for Learning (UDL) strategies for K-12 settings. It discusses how UDL can support diverse learners and address common challenges in reading, writing, and memory/organization. It also describes the UDL guidelines and checkpoints and provides examples of lesson plans that incorporate multimedia technologies to meet UDL principles. The examples illustrate how digital tools like iMovie, PowerPoint, and educational apps can provide flexible options and scaffold the learning process for students with disabilities or diverse cultural backgrounds.
Examining how coalescent spaces can transform in-class and out of class learningJohn Couperthwaite
This document discusses disconnects between teaching approaches and student learning. It identifies issues like students being distracted, not understanding lectures, or finding it difficult to take notes. It proposes connecting teaching delivery and learning through a "coalesced" approach that integrates physical and digital spaces. This would allow students to engage with course material both in-class and online, helping address issues like participation and ensuring all students can access content.
Digital storytelling provides a creative way to share information using computers and technology. It has become popular in classrooms as it allows students to develop skills like creativity, communication, and thinking outside the box while also capturing their attention. Digital storytelling can be used across curriculums and teaches 21st century skills. It has replaced more traditional verbal forms of sharing stories and information between parents, teachers, and presenters and their audiences.
This document outlines the activities and timeline of a four month peer bullying awareness project between secondary schools. The project aims to increase awareness about peer bullying through activities where students learn to recognize and address bullying, share experiences, and celebrate their differences. Over the four months, participating students complete surveys, discussions, creative works, games and presentations to both learn about bullying and educate others. They also collaborate internationally to further understand bullying from different perspectives.
Lithuania the presentation about monthly activitiesEdita edita
The document summarizes the activities of the Velzys gymnasium students over the course of their first year participating in a flipped learning project using ICT. Key events included:
- Introducing the project to teachers and students and forming working groups
- Creating social media groups and an e-Twinning platform for collaboration
- Developing a project logo and board
- Attending meetings in Portugal, Italy, Spain, and Latvia where students presented on their culture and school
- Learning how to make digital materials like e-guides, movies, and postcards
- Gaining experience with intercultural exchange and improving English skills
This document outlines a school project to teach students to cultivate empathy and kindness toward others. The project involves students reading stories, watching videos, and participating in experiential activities about acceptance and treating others well regardless of differences. Students are then separated into groups based on interests to create final projects - such as writing, photos, presentations - demonstrating what they learned about acts of kindness. The projects are shared online for others to see.
P2PU: Peer Learning Fueled by Open Content Karen F
P2PU is a free online platform for peer learning fueled by open content. It offers study groups, courses, and challenges in various schools including education, social innovation, and the mathematical future. Learning is designed to be hands-on, driven by learner needs, and involve active discussion and collaboration rather than just reading. Pilot programs showed positive response but also that time is limited for participants and online peer learning is new for many. Upcoming terms will offer new groups and courses focused on writing, connected learning, and hacking poems through remixing existing works.
The document discusses the importance of sharing knowledge about foreign language teaching through social media and online tools. It encourages teachers to share resources, ideas, and best practices to foster student independence and creativity. Teachers are also encouraged to take risks and be innovative in their teaching methods. The goal is to develop students' language skills and cultural awareness so they become confident, passionate, and independent language learners.
This document provides suggestions for encouraging synchronous communication between students using tools in Twinspace and eTwinning Live events. It recommends using live events for students to introduce themselves at the start of projects, reflect on activities, and share cultural traditions. It also suggests organizing chat events around planned topics and discussions. Additionally, it advises establishing netiquette rules to promote respectful communication.
This eTwinning project involves elementary school students ages 10-12 from Turkey, Romania, Italy, Greece, and Romania. Over the course of 6 months, the students will learn about each other's customs and traditions by creating and sharing presentations, videos, photos, and other materials using ICT tools like PowerPoint, YouTube, and Skype. The goals are to improve the students' English, ICT skills, and pride in their own traditions while learning about other cultures.
Web 2.0 & Active Learning: Creating a Digital-Rich ClassroomDouglas Strahler
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
This document is a resume for Timothy Allen Cece that summarizes his education and experience. He is currently pursuing a Bachelor's degree in Public Communications with minors in Speech & Debate and Political Science from the University of Vermont, expected to graduate in 2017. His experience includes working as a Career Peer Mentor and Teacher's Assistant at UVM, as well as leadership roles in the UVM Outing Club and National Youth Leadership Training Leadership Academy, where he has helped organize events, mentor others, and manage social media presence.
Organizing your TwinSpace - Alexandra Tosi, IT NSS and SAUSER-MONNIG Elizabet...HelleniceTwinning NSS
1. The document provides guidance on organizing an eTwinning TwinSpace to make projects run smoothly and showcase work effectively.
2. It recommends structuring the TwinSpace based on project phases, activities, or themes, and limiting pages and giving them clear titles. Both public and private spaces should be designated.
3. Setting up the structure early with partners, thinking through roles and permissions, and documenting activities will help the project be understandable and its outcomes visible to various audiences. Examples of successfully organized TwinSpaces are also included.
Storybird is an online literacy tool that allows students to create and share short stories inspired by images. It encourages reading, writing, collaboration, and helps students engage with concepts. Teachers report that Storybird helps reluctant readers, supports project-based learning and meets common core standards. It also develops creativity, communication skills, and allows students to work at their own pace. Resources and tutorials are available to help teachers incorporate Storybird into their classrooms.
Sources for global collaborations in k12 classroomsJamieJoMarble
This document provides information on four resources for global collaboration in K-12 classrooms: Voicethread, Mural, Penpal Schools, and MightyMeeting. Voicethread allows students to create multimedia projects using video, images, audio, and drawings. Mural is a message board for brainstorming and idea sharing using text, video, and images. Penpal Schools connects students around the world for project-based collaboration. MightyMeeting enables real-time shared meetings where teachers can present content and students can add notes.
This document provides an overview of the various functions and capabilities of eTwinning Live, an online platform that allows eTwinning users to communicate and collaborate in real time. It describes sections like People, Projects, Partner Forums, Events, Groups, and Professional Development. Users can search for other eTwinning members, projects, and partners, view and participate in online events, join discussion groups, and access professional development opportunities like online seminars and learning events. The document guides participants through exploring these eTwinning Live features and provides examples of tasks to complete on the platform.
Archives and archivists can play a vital role in education across grade levels—from primary school to graduate programs. But simply placing students in a reading room with primary sources or showcasing “cool stuff” to a class does not necessarily facilitate student learning. Pedagogical design does. These slides by Marilyn Morgan and Marta Crilly capture their portion of a full-day workshop co-led by four archivists and educators to help others maximize interactions with students, adapt information literacy approaches, and develop mutually beneficial, collaborative relationships between archives and educational institutions.
We discussed emerging and innovative ideas and practices related to engaging students with archival materials, both in and outside of class assignments and how these archival activities should align with curriculum frameworks. We shared models of innovative projects and practical tips on building cross-discipline collaborations between archivists, educators, and humanists.
This document discusses blogs and wikis and their use in 21st century classrooms. It begins with an introduction to blogs and wikis, explaining that blogs allow for ownership, audience, and organization of information while wikis enable ownership and collaboration. Examples are then provided of how blogs and wikis have been used for classroom websites, journals, book clubs, and paperless assignments. The document concludes by providing examples of wikis created by classes and encouraging the creation of a new wiki to facilitate 21st century learning.
This document provides tips for maintaining an active teacher blog. It discusses the different purposes of blogs, including entertainment, communication, self-presentation, and social networking. It emphasizes motivating students and colleagues to engage with the blog by making it visually appealing and ensuring content is clear, structured, and relevant. The document also recommends incorporating multimedia like audio/video, collaborating with other teachers, and providing differentiated content and resources to meet varied student needs. Blogs can enhance and diversify learning when used as a platform for assignments, activities, and facilitating inclusive education.
American International School Chennai +GOA 14.2.18Bonnie Lathram
A panel of students at the Global Online Academy (GOA) discussed how their interest-based courses through GOA helped them learn time management skills, collaborate with teachers and peers, and explore their personal interests. Representatives from the American International School of Chennai also met with GOA to discuss designing competency-based learning experiences for students and teachers.
This document summarizes a presentation on Universal Design for Learning (UDL) strategies for K-12 settings. It discusses how UDL can support diverse learners and address common challenges in reading, writing, and memory/organization. It also describes the UDL guidelines and checkpoints and provides examples of lesson plans that incorporate multimedia technologies to meet UDL principles. The examples illustrate how digital tools like iMovie, PowerPoint, and educational apps can provide flexible options and scaffold the learning process for students with disabilities or diverse cultural backgrounds.
Examining how coalescent spaces can transform in-class and out of class learningJohn Couperthwaite
This document discusses disconnects between teaching approaches and student learning. It identifies issues like students being distracted, not understanding lectures, or finding it difficult to take notes. It proposes connecting teaching delivery and learning through a "coalesced" approach that integrates physical and digital spaces. This would allow students to engage with course material both in-class and online, helping address issues like participation and ensuring all students can access content.
Digital storytelling provides a creative way to share information using computers and technology. It has become popular in classrooms as it allows students to develop skills like creativity, communication, and thinking outside the box while also capturing their attention. Digital storytelling can be used across curriculums and teaches 21st century skills. It has replaced more traditional verbal forms of sharing stories and information between parents, teachers, and presenters and their audiences.
This document outlines the activities and timeline of a four month peer bullying awareness project between secondary schools. The project aims to increase awareness about peer bullying through activities where students learn to recognize and address bullying, share experiences, and celebrate their differences. Over the four months, participating students complete surveys, discussions, creative works, games and presentations to both learn about bullying and educate others. They also collaborate internationally to further understand bullying from different perspectives.
Lithuania the presentation about monthly activitiesEdita edita
The document summarizes the activities of the Velzys gymnasium students over the course of their first year participating in a flipped learning project using ICT. Key events included:
- Introducing the project to teachers and students and forming working groups
- Creating social media groups and an e-Twinning platform for collaboration
- Developing a project logo and board
- Attending meetings in Portugal, Italy, Spain, and Latvia where students presented on their culture and school
- Learning how to make digital materials like e-guides, movies, and postcards
- Gaining experience with intercultural exchange and improving English skills
This document outlines a school project to teach students to cultivate empathy and kindness toward others. The project involves students reading stories, watching videos, and participating in experiential activities about acceptance and treating others well regardless of differences. Students are then separated into groups based on interests to create final projects - such as writing, photos, presentations - demonstrating what they learned about acts of kindness. The projects are shared online for others to see.
P2PU: Peer Learning Fueled by Open Content Karen F
P2PU is a free online platform for peer learning fueled by open content. It offers study groups, courses, and challenges in various schools including education, social innovation, and the mathematical future. Learning is designed to be hands-on, driven by learner needs, and involve active discussion and collaboration rather than just reading. Pilot programs showed positive response but also that time is limited for participants and online peer learning is new for many. Upcoming terms will offer new groups and courses focused on writing, connected learning, and hacking poems through remixing existing works.
The document discusses the importance of sharing knowledge about foreign language teaching through social media and online tools. It encourages teachers to share resources, ideas, and best practices to foster student independence and creativity. Teachers are also encouraged to take risks and be innovative in their teaching methods. The goal is to develop students' language skills and cultural awareness so they become confident, passionate, and independent language learners.
This document discusses possibilities for the future of music education. It explores how instructional delivery, communication and interaction, the physical classroom, and educational content may evolve. New technologies like online learning, discussion boards, dropboxes and response systems are described as ways to enhance student-teacher interaction. The physical classroom of the future may include student computers, interactive whiteboards and video games. However, challenges like effective teacher training and appropriate integration of technology into the curriculum are also noted. Overall, the document considers how music education may adapt to prepare students for an uncertain future.
The document outlines a dissemination plan for a student health and lifestyle project. The plan's objectives are to: 1) make headmasters aware of project benefits like improved school culture and student achievement; 2) gain headmaster support for future projects; and 3) provide visibility and recognition for the school. Products and outcomes include student surveys, presentations, articles, and exhibitions showing the project's impact. Messages will highlight increased student motivation, self-esteem, and contributions to the educational process. Each participating school will take responsibility for dissemination events and materials.
The document discusses empowering teachers through professional development. It introduces panelists from various educational organizations and outlines an agenda for questions and discussion around self-directed learning, setting goals, harnessing peer collaboration, the role of learning communities, how social media impacts learning, and how to involve educators not connected online. The future of professional learning is also posed as a question.
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
The document provides information about a guidebook for a 2-year Connected with the Environment project between 5 European schools. Module 1 focused on history and culture, with students presenting their personal stories and learning about their city/region through tasks like creating family trees, interviewing teachers, and researching local legends. Students documented their work in posters, videos, and other formats. The guidebook aims to disseminate the results of the project and inspire other teachers and schools.
This document outlines a plan for a "Peace Week" event to promote positive behavior, compassion, and mental health support for students. It recommends partnering with campus and community groups to create activities like music concerts, art projects, and guest speakers. Suggested activities aim to encourage unity, happiness, and nonviolence. The document emphasizes training student leaders and empowering students to participate. It also stresses evaluating the impact of events and networking to expand the initiative. The overall goal is to help students struggling with issues like depression, bullying, and addiction by fostering hope, love, and community.
The document outlines the process and purpose of the German-American International School's student exhibition. It describes the preparation steps including parent and student meetings. The purpose is for students to demonstrate independent learning through an in-depth collaborative inquiry into an issue and proposed action. Students work with teachers to plan their inquiry, which must incorporate the transdisciplinary themes and skills. The final exhibition includes student work, presentations, and a celebration of their learning.
This document provides guidance for implementing a curriculum on technology in learning. It discusses different types of instructional media and technology, including projected, non-projected, printed materials, and computer-based options. Factors for selecting different technologies are outlined, such as practicality, appropriateness for learners, and matching objectives. The role of technology in delivering curriculum is described as enabling a shift to more student-centered learning. Examples are given of how technology can be used to enhance specific science lessons on natural resources for 6th grade students, including showing an educational video followed by group and presentation activities. Criteria for effective visual materials and presentations are also listed.
The document summarizes Don Doehla's presentation on project-based learning for world languages. It discusses the characteristics of 21st century learners and skills. It also outlines the key elements of project-based learning, including having an essential driving question, opportunities for student voice and choice, requiring inquiry and feedback/revision. The document provides examples of possible world language projects at different levels.
This document discusses how to incorporate music into Common Core classrooms to foster collaboration, discussion, and deeper learning. It argues that quiet classrooms are no longer optimal and that music can help create student-centered environments that align with Common Core standards. Specific tools like Pandora, Spotify, and YouTube are recommended for accessing music to set moods, engage students, and support different types of learning activities. The document advocates putting music selection tools in students' hands and references research on how background music can benefit learning and behavior.
This document outlines a podcast workshop that aims to teach students about podcasting and how it can be used in the classroom. It discusses what podcasting is, how it benefits learning as it encourages creativity, collaboration and higher-order thinking. Students can create podcasts to deliver course content, showcase their work, or discuss topics through interviews. The document provides examples of podcast content and covers the equipment, software, production process needed to create podcasts. It also discusses how to share finished podcasts and avoid common problems like speaking too fast or being boring.
The document provides an overview of an open pedagogy project conducted with an honors intercultural communication class. Students worked in groups to create open educational resources focused on specific UN Sustainable Development Goals. Each student's project was published under a Creative Commons license and made publicly available through an online collection. The goal was for students to apply communication skills while generating tangible teaching resources on important global topics. Students were encouraged to design creative projects reflecting their interests and learning styles. The result was a diverse set of openly licensed student works addressing various sustainability issues.
PBL for WL is not done in quite the same as it is done in other subject areas, but it is nevertheless, a phenomonal opportunity to give students more access to their own interests in conncection with the languguages and cultures we bring to our students!
This document outlines an eTwinning project called "Travel with me" that aims to connect students from different countries aged 8-15 over the course of a school year. Key activities include students writing letters and stories to pen pals, having weekly video calls to practice language skills, collaborating online using various ICT tools, and following the journey of a teddy bear mascot as it travels between participating schools. Throughout the project, students will learn about each other's cultures and countries by sharing photos and presentations about their schools, homes, cities, traditions and more. The project utilizes various online platforms like TwinSpace, Facebook, and blogs.
This document describes a student's participation in the ACCESS program and their success story. The student worked with their local coordinator to set up a Skype call between ACCESS students in Ungheni to share information about the Millennium Project. They then started an English language project called "Funny English For Everybody" to teach kindergarten students basic English words. The project was a great learning experience for both the kindergarten and ACCESS students. The document concludes that the ACCESS program develops leadership skills that help its participants achieve success.
The Grade 5 PYP Exhibition is a culminating event that allows students to engage in an in-depth, collaborative inquiry project supported by teachers and parents. Students identify a real-life issue to investigate, work with mentors and teachers to pursue questions using the inquiry process, and present their findings to the community. The Exhibition differs from a Unit of Inquiry in that it is completely student-led, requires greater independence from students, and sums up all elements of the PYP. It also connects to the IB MYP by developing approaches to learning like organizational skills and linking to Areas of Interaction. The Exhibition is considered successful if it addresses a significant issue, involves the whole community, supports all students, demonstrates the
we-Learning: Nanyang Technological University - Digital Education Show Asia 2013ilithyia
(1) The document discusses trends in education including changing demographics and the rise of digital technologies. (2) It proposes a model of "we-learning" where learning is participative, collaborative, and occurs everywhere with everyone through connected learning experiences. (3) An example is described where a professor created video lectures and interactive activities about aerodynamics to better engage students and allow peer-to-peer learning beyond the classroom.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
plan group 11 Dissemination
1. Dissemination plan
Group number 11
Group member Maria Teresa Rughi
Magdalena Bochman
Veerle De Deckere
Soumaya Hlali
Andrea Simonovics
Veturia Seserman
Claudia Valentini
2. Target?
• Lower secondary schools students and teachers
• schools in the neighbourhood
• also schools a bit farther away can be our target, no?
• Pupils and parents
• Community
3. objectives
• Make teachers and headmasters of lower level schools know that etwinning can be the linking thread to
build up a vertical curriculum as far as citizenship and intercultural awareness are concerned.
• Spread the word on the opportunities offered by etwinning at a local and regional level
• Increase the visibility of our school, which might become a model for training teachers on PBL approach
• Make students feel proud and appreciated for the results of their work
• Reach a wide audience though the universal language of music, which appeals to young students and
adults.
• Let teachers and students understand how a correct use of ICT can help in teaching
• enhance student work
• promote the visibility of our school
• prepare materials to quality labels
• find partners
• show work of students with special needs (inclusion)
• facilitate intercultural dialogue and multilingualism through etwinning to promote understanding,
tolerance and respect for rich diversity as a collective force
• develope communication skills in English for both students and teachers are also some of the main
goals of the eTwinning project
4. Products / outcomes
• Leaflets with a general overview of the project (photos, links etc.) and with the lyrics and the music of the song , which will
be given to younger students and teachers, before a conference
• Conference held at school, where adult and younger students will play the music and sing the song together.
• Skype session where the other schools involved can follow the live conference.
• Recorded DVD to be distributed to the 2 lower schools at the end of the conference.
• Presentation by teacher in other schools for other teachers (eg the day of a teachermeeting - open days
Lehrerversammlung)
• Making a video by the pupils -> they explain what they have been doing (steps) and the 4 songs
• This video could be the center of a campaign to get awareness of other schools in your country (to promote quality,
understanding and respect), a logo could be created for it => schools that take part post their own video (eg they copy a
part of a song) on a blog or facebookpage to show they support these values as well => they could get the logo. Via
different kinds of media the news can be spreaded. => in the whole country picking one date and specific time on which
the children sing the same song => on the news
• hashtag with photos, vidéos; …
• participation in a local event with posters or presentation of the projects
• articles in the school magazine (a copy will be given to the 2 lower schools invited),school website and local press
• posters with QR codes to the Twinspace of the project
• blog created of all partners
• school website with the aims of project, pics and videos
• survey for the target after the presentation of the project and incorporate the survey on the blog
5. Messages
• Stress the impact of collaboration among youg and older students.
• Younger students’ confidence towards upper school level increases as they feel included.
• Curiosity towards a playful use of different languages to make a song improves intercultural
awareness and tolerance
• Teachers get in touch with the added value of the project: boost creativity, learn through
collaboration, favour the application of competences.
• Headmasters’ motivation to support project work and a new teaching approach facilitates
spreading good practices through etwinning
• Students feel that what they are doing is important, it matters.
• Creating a groupfeeling.
• There is new ways of teaching
• Students can be motivated and do great job
• all we do, we do it with fun, creativity and motivation
• students feel proud of their work
• motivate students
6. Resources
• Director of a choir (if any in the local community or if the school has its own choir)
• Teachers of music ( also from the lower level school which might have a musical
section).
• Audio- recording digital tools
• Skype session
• ICT lab,whiteboard,BYODs
• Video, (social) media
• giving oral explanations
• testimonials
• surveys
• posters
• quiz
7. Planning and tasks division
• Chat on twinspace where students discuss and agree about the text of the song
• Live event among students where they collaboratively draw a picture (using a collaborative whitheboard) to be
used as the DVD cover
• One or more schools will have the support of a choir director and/or expert musician
• One or more schools will prepare a short video with the fundamental steps of the project, to be used for
dissemination
• asking other teachers to get the survey
• A teacher that is part of the project could ask a school nearby if on a certain date / time (eg when there is a
teachermeeting - Lehrerversammlung) to give some explanations about it => workshops
• collecting materiels (photos and videos of activities)
• teamwork of the pupils eg making the songs, making the video
• one or more school will be in touch with the local press and prepare a resume to send as an article
• putting the outcomes on social media / getting it in the press
• online calendar to plan meetings
• preparing invitations for the target and the leaflets to be handed out to audience
• e-book about the project stages (best practises/ share experience)