This document summarizes different types of traffic signs in Estonia. It describes safety signs as triangular with blue or white backgrounds. It lists obligation signs as round with blue backgrounds indicating pedestrian paths and bicycle paths. Prohibition signs are round with white backgrounds and red edges, prohibiting entry, bicycling, or traffic. Priority signs include stop signs and yield signs. Warning signs alert drivers to pedestrians on the road, unregulated crosswalks, bicycle paths crossing roads, tram crossings, and railroad crossings. The document encourages safe travel and lists image sources.
This document summarizes different types of traffic signs in Estonia. It describes safety signs as triangular with blue or white backgrounds. It lists obligation signs as round with blue backgrounds indicating pedestrian paths and bicycle paths. Prohibition signs are round with white backgrounds and red edges, prohibiting entry, bicycling, or traffic. Priority signs include stop signs and yield signs. Warning signs alert drivers to pedestrians on the road, unregulated crosswalks, bicycle paths crossing roads, tram crossings, and railroad crossings. The document encourages safe travel and lists image sources.
E-ÕPPEMATERJAL ÕIGEL AJAL ON KALLIM KUI KULDMarko Puusaar
Ragnar Õun-ga ühiselt tehtud ettekanne avatud sisulitsentsidega matejrjalide leidmise, kasutamise ning ise litsentseerimise teemal e-Õppe Arenduskeskuse sügisseminaril.
Transforming Higher Education with Open Educational PracticesHans Põldoja
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
E-ÕPPEMATERJAL ÕIGEL AJAL ON KALLIM KUI KULDMarko Puusaar
Ragnar Õun-ga ühiselt tehtud ettekanne avatud sisulitsentsidega matejrjalide leidmise, kasutamise ning ise litsentseerimise teemal e-Õppe Arenduskeskuse sügisseminaril.
Transforming Higher Education with Open Educational PracticesHans Põldoja
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
This document provides an overview of open education and creative commons licenses. It begins by discussing some issues with copyright law, including long duration of copyright and limited reuse options. It then introduces Creative Commons licenses and describes the types of licenses available. The document explains how works can be marked with licenses and provides examples of Creative Commons icons. It also discusses open educational resources and the open education movement. Examples of open educational resources repositories and collections are provided. The document emphasizes that teachers, authors and organizations should share educational materials using open licenses to allow reuse and adaptation. It recommends that governments and institutions prioritize and support open education.
This document discusses personas used in instructional design. It provides examples of primary, secondary, supplemental, customer, served, and negative personas. The primary persona describes the most important user type for an interface. Secondary personas have similar needs to the primary persona, with some additional needs. Supplemental personas have needs fully met by combining primary and secondary personas. Customer personas describe customer rather than user needs. Served personas are impacted by but do not directly use a product. Negative personas are user types the product is not intended for. The document also discusses scenario-based design and provides an example scenario of a student teacher using a competency assessment tool.
2. See materjal on avaldatud Creative Commons Attribution-ShareAlike 3.0
litsentsi alusel. Litsentsi terviktekstiga tutvumiseks külastage aadressi
http://creativecommons.org/licenses/by-sa/3.0/ või kirjutage aadressil
Creative Commons, 543 Howard Street, 5th Floor, San Francisco,
California, 94105, USA.
6. Mis on LeMill?
• Virtuaalne praktikakogukond õppematerjalide
otsimiseks, loomiseks ja jagamiseks
• EL 6 RP projekti CALIBRATE raames loodav avatud
lähtekoodiga serveritarkvara
• LeMill — Learning Mill — “õpiveski”
8. Disainisessioonide tulemused
• Õpetajad ei ole väga
huvitatud puhtast
tekstimaterjalist
• Õpetajad on huvitatud
tegevustest ja
õppemeetoditest
• Huvi veebipõhiste
toimetamisvahendite
vastu
28. Autoriõigused
Kõik LeMill keskkonnas loodud
materjalid on avaldatud Creative
Commons Attribution-ShareAlike
2.5 litsentsiga
Meediafailid võivad olla ka:
- Creative Commons Attribution
- Public Domain
- GNU FDL