1. The document summarizes decisions made during a conference held from September 9-13, 2008. Key decisions included making course material more interactive using multimedia, establishing a flexible 60 ECTS credit system, and developing a common glossary and course structure across groups.
2. A common "European Teacher Model" was adopted to structure all courses. This model focuses on developing teachers' European identity, citizenship, cultural awareness, diversity, and professionalism.
3. A combined mindmap was developed linking these concepts to provide an overview of the integrated course content and connections between topics.
1) The document summarizes action research from four UK schools on improving citizenship education through integrating digital art. Teachers collaborated with university staff and artists to design lessons exploring identity and Europe.
2) Students discussed artworks depicting identity, took photos of each other, and created digital portraits and images representing Europe. While approaches differed, discussions of identity and stereotypes were common goals.
3) Challenges included limited technology resources and time. Recommendations included providing case studies, artworks, and detailed lesson plans combining citizenship and art for online teacher training.
This document summarizes action research conducted in four UK schools between April and July 2009 to improve citizenship education through integrating art and digital media. The research involved university staff, teachers, and artists collaborating to design lesson plans exploring identity and Europe. Key findings were that discussing images effectively taught about identity but Europe needed more depth. Time limitations restricted coverage. The summary concludes with recommendations for an online teacher training product, including case studies, lessons, and materials addressing identity, discussing images, and exploring European identity through art.
Fifth grade teacher Diane Randolph had her students research the Arctic region and culture. They met with photojournalist Doug Clevenger, who took them on virtual field trips to the Arctic. Students blogged about their adventures and discoveries. They used technology like video editing and spreadsheets to demonstrate their learning about geography, climate, and Inuit culture. This multidisciplinary project improved student engagement and helped students feel connected to a global community.
Blended Learning: Podcasts for Taxi DriversNergiz Kern
This document discusses using podcasts to help taxi drivers improve their English speaking and listening skills. It provides context on the students, who are motivated Turkish taxi drivers needing English for their jobs. It outlines the course, which focuses on functional language over two months. Key issues are the students' need to learn quickly and inability to attend regular classes. The document considers pedagogical perspectives on blended and mobile learning. Finally, it provides the rationale for the courseware, discussing how podcasts can offer flexibility, portability and autonomy to support the taxi drivers' learning needs.
This document certifies that Mohammed Hussein and Ali Hassan have attained the designation of LEED Accredited Professional with a Building Design + Construction specialty as issued by the Green Building Certification Institute on June 2, 2016 and valid through June 2, 2018. It confirms they have demonstrated knowledge of green building practices and principles to support the use of the LEED green building rating system.
El documento resume la historia del descubrimiento del bosón de Higgs en 2012 y las implicaciones de este hallazgo para la física. También discute la búsqueda en curso de materia oscura y energía oscura en el universo, las cuales comprenden el 96% del universo. Finalmente, enfatiza la importancia de la imaginación en la ciencia y la necesidad de seguir explorando sin aferrarse a ideas preconcebidas.
The document discusses strategies for increasing cultural inclusion in early childhood education. It outlines barriers faced by Aboriginal, Torres Strait Islander, and culturally diverse families in accessing kindergarten. These include financial barriers, lack of cultural safety, trauma, and differences in cultural understandings of education. The presenters describe how the EMBRACE program promoted inclusion through educator training, community partnerships, culturally appropriate staffing, and flexible service delivery. Recommended strategies include developing cultural competence, employing bilingual workers, eliminating financial barriers, engaging families through community programs, and advocating for universal free kindergarten access.
La profesora Blanca Gómez dará una clase de 40 minutos sobre formato de hojas de cálculo en Excel a estudiantes de 3o y 4o grado. Repasarán las herramientas utilizadas en la clase anterior y aprenderán nuevas herramientas para aplicar formato a la hoja de cálculo creada previamente. Evaluará la participación individual de los estudiantes y la presentación oportuna de la actividad.
1) The document summarizes action research from four UK schools on improving citizenship education through integrating digital art. Teachers collaborated with university staff and artists to design lessons exploring identity and Europe.
2) Students discussed artworks depicting identity, took photos of each other, and created digital portraits and images representing Europe. While approaches differed, discussions of identity and stereotypes were common goals.
3) Challenges included limited technology resources and time. Recommendations included providing case studies, artworks, and detailed lesson plans combining citizenship and art for online teacher training.
This document summarizes action research conducted in four UK schools between April and July 2009 to improve citizenship education through integrating art and digital media. The research involved university staff, teachers, and artists collaborating to design lesson plans exploring identity and Europe. Key findings were that discussing images effectively taught about identity but Europe needed more depth. Time limitations restricted coverage. The summary concludes with recommendations for an online teacher training product, including case studies, lessons, and materials addressing identity, discussing images, and exploring European identity through art.
Fifth grade teacher Diane Randolph had her students research the Arctic region and culture. They met with photojournalist Doug Clevenger, who took them on virtual field trips to the Arctic. Students blogged about their adventures and discoveries. They used technology like video editing and spreadsheets to demonstrate their learning about geography, climate, and Inuit culture. This multidisciplinary project improved student engagement and helped students feel connected to a global community.
Blended Learning: Podcasts for Taxi DriversNergiz Kern
This document discusses using podcasts to help taxi drivers improve their English speaking and listening skills. It provides context on the students, who are motivated Turkish taxi drivers needing English for their jobs. It outlines the course, which focuses on functional language over two months. Key issues are the students' need to learn quickly and inability to attend regular classes. The document considers pedagogical perspectives on blended and mobile learning. Finally, it provides the rationale for the courseware, discussing how podcasts can offer flexibility, portability and autonomy to support the taxi drivers' learning needs.
This document certifies that Mohammed Hussein and Ali Hassan have attained the designation of LEED Accredited Professional with a Building Design + Construction specialty as issued by the Green Building Certification Institute on June 2, 2016 and valid through June 2, 2018. It confirms they have demonstrated knowledge of green building practices and principles to support the use of the LEED green building rating system.
El documento resume la historia del descubrimiento del bosón de Higgs en 2012 y las implicaciones de este hallazgo para la física. También discute la búsqueda en curso de materia oscura y energía oscura en el universo, las cuales comprenden el 96% del universo. Finalmente, enfatiza la importancia de la imaginación en la ciencia y la necesidad de seguir explorando sin aferrarse a ideas preconcebidas.
The document discusses strategies for increasing cultural inclusion in early childhood education. It outlines barriers faced by Aboriginal, Torres Strait Islander, and culturally diverse families in accessing kindergarten. These include financial barriers, lack of cultural safety, trauma, and differences in cultural understandings of education. The presenters describe how the EMBRACE program promoted inclusion through educator training, community partnerships, culturally appropriate staffing, and flexible service delivery. Recommended strategies include developing cultural competence, employing bilingual workers, eliminating financial barriers, engaging families through community programs, and advocating for universal free kindergarten access.
La profesora Blanca Gómez dará una clase de 40 minutos sobre formato de hojas de cálculo en Excel a estudiantes de 3o y 4o grado. Repasarán las herramientas utilizadas en la clase anterior y aprenderán nuevas herramientas para aplicar formato a la hoja de cálculo creada previamente. Evaluará la participación individual de los estudiantes y la presentación oportuna de la actividad.
- The document summarizes the mid-year outlook from an investment firm. It discusses 5 major changes anticipated at the start of 2016 and analyzes how 3 have played out so far.
- It also analyzes the outlook for the US dollar, US earnings, equity recommendations, and fixed income positioning for the second half of 2016. Key sectors like healthcare and consumer discretionary are favored.
- The document lowers its gold price target range but remains neutral long-term. It suggests some commodities like agriculture could outperform due to Chinese economic changes. Select MLPs and REITs are viewed as opportunities.
The document discusses challenges that early childhood educators face in supporting children with complex emotional and social needs, as well as their families. Educators felt they lacked training and confidence to provide feedback to parents on children's needs, encourage follow through on referrals, and work across disciplines. The document proposes adopting a design-thinking approach and child-centered practice model to develop new strategies for supporting children and families.
Storytelling for Effective Science Communication & Policy - iCOMOS2016 presen...Liz Neeley
Stories are more interesting, understandable, convincing, and memorable than other forms of presenting information. It is precisely because of these powers that scientists should use them, but also why they must be approached carefully, with intellectual honesty and ethical consideration. This talk will explore the latest research on the topic of narrative persuasion and storytelling, and challenge iCOMOS participants to carefully consider when and how such findings should be employed in public policy.
Week 11 Effective Speech and Your Future.Ray Brannon
This document contains links to videos about the importance of creativity and pitching ideas in today's world. It includes TED Talks on how education can stifle creativity, how automation will impact future jobs, and the need to develop skills in pitching yourself and your ideas. The links suggest watching videos that discuss adapting education to nurture creativity, changing paradigms in education, and what future job markets may look like with increased automation.
Connected families, communities and educatorsCandKAus
This document discusses connecting families, communities, and educators through the use of technology. It provides examples of how early childhood services can use tools like email, photo sharing, and social media to communicate with families and share children's learning. The document also explores how technology can help connect educators through online professional development and professional networking. Considerations around appropriate and secure use of technology are discussed.
Los aldehídos son compuestos orgánicos caracterizados por poseer el grupo funcional carbonilo y se pueden obtener a partir de la oxidación suave de los alcoholes primarios. Presentan puntos de ebullición más bajos que los alcoholes de su mismo peso molecular y su nomenclatura consiste en el nombre del alcano correspondiente terminado en -al.
Complete Set of Metabolism of Carbohydrate in that second chapter, glycolysis.
This presentation covers complete glycolysis pathway with step wise animated reactions and it includes clinical aspects also. This presentation is good for MBBS students.
La pornografía es un gran problema que enfrentan muchas personas y congregaciones. Puede desarrollarse en etapas, comenzando con curiosidad y terminando en adicción y comportamientos degradantes. La Biblia ofrece principios para enfrentar la tentación, incluyendo controlar los pensamientos, confesar el pecado, leer las Escrituras y orar diariamente, y presentar el cuerpo a Dios como sacrificio vivo.
Chapter 5 Enzymes Lesson 1 - Introduction to Enzymesj3di79
This document discusses enzymes and their roles. It defines enzymes as protein catalysts that speed up chemical reactions without being used up in the process. Enzymes work by lowering the activation energy of reactions. They are specific in what substrates they act on. The document discusses how enzymes play important roles in digestion, breaking down carbohydrates, proteins and fats into smaller molecules, as well as synthesizing complex molecules and breaking down molecules like hydrogen peroxide. Specific enzymes discussed include amylase, cellulase, proteases, lipases and catalase.
Eportfolios for Communication Skills and Intercultural Competenceguest1f0766
The document discusses the use of eportfolios to develop communication skills and intercultural competence. It describes the European Language Portfolio, which contains a passport, dossier, and biography to facilitate self-assessment and reflection on learning. Eportfolios support reflective learning by including diverse evidence and reflections that connect to shared assessment standards and facilitate discussion. The document also outlines several frameworks and initiatives for assessing intercultural learning outcomes using eportfolios, including rubrics that evaluate knowledge, skills, and attitudes.
EDUR 6100, Dr. Colín EDUR 6100 Instructi.docxjack60216
EDUR
6100,
Dr.
Colín
EDUR 6100
Instructions and Rubric for
The (Final)
Anthropological Analysis of Cultural Diversity (Project)
The purpose of the final project is to invite you to deepen your understanding of
the anthropological analysis of cultural diversity. It invites you to take an
anthropological stance, to consider cultural contexts and practices, and the
various meanings assigned to these, from a perspective other than your own. One
important aspect of the anthropological understanding of cultural diversity is for
researchers to consider cultural contexts, practices, and meaning from the emic or
insider’s perspective. Furthermore, this assignment invites you to reflect upon
what you learned that might help you understand the cultural dynamics of
schools and schooling.
Recognizing that course members are in different academic programs, work sites,
and have different career aspirations, and in an effort to have this culminating project be the most meaningful for each, students
are required to design their own final project in consultation with the professor. Students are required to go out in the field, and do
some basic ethnography (utilize anthropological methods) in an education setting (broadly defined), but how they approach that
experience, what they focus on, and what they produce to turn in is generally open. The product will be linked/submitted both in
LiveText and on the course website.
Final Project Proposal
The proposal for the final project due date is on the course syllabus. It should be submitted as a private journal entry on
the course website. The proposal can be brief (150-200 words) but should relay the selected research site, focus, context,
methods and timeline of data collection, and product to be delivered. Also, students will discuss their project proposal
and their progress with the professor in a web appointment.
SOME FINAL PROJECT “Product” POSSIBILITIES:
• Short Ethnographic Documentary Film
• Radio Story/Podcast (c.f. StoryCorps, NPR, etc.)
• Small scale replication of a previous study
• Community Mapping Project & reflection
• Cultural Plunge & reflection
• Funds of Knowledge Project toward K-12
Curriculum Design
• School Observation
• Visual Ethnography (e.g. PhotoVoice)
• Institutional History
• Auto-Ethnography
• Investigative reporting
• . . .another approved project
Each project must demonstrate an understanding of and be grounded in the methods, and theories of cultural anthropology. It may
be inspired by the texts reviewed in class. In the final product students may consider relaying the following components (depending
on the project you design, these may or may not apply. I provide them here for your consideration):
n Detail the Research Focus & Context: [for example:] What was my research focus? What community and/or setting did
I select for my project? What background information do my audiences need to know? Why ...
The document discusses the changing nature of English, learning, and teaching in the 21st century. It notes that more people now use English globally than any other language in history. Learning and teaching must adapt to this new landscape by embracing linguistic and cultural variation, focusing on real-world skills like problem solving, and using technology judiciously to enhance education rather than replace it. A key aspect is preparing students for unknown future worlds by cultivating flexibility, collaboration, creativity and other skills for a complex world.
The document discusses the design and theoretical underpinnings of an eLearning environment called IC-EFL that aims to promote intercultural communication skills in English language learners. It draws from theories of intercultural communication, foreign language teaching, and culture in the EFL classroom to inform constructivist task design and a rich online learning environment. The goal is for students to develop as intercultural speakers through authentic intercultural exchange and the negotiation of cultural topics between native and non-native English speakers.
This document discusses how to maximize intercultural learning in international school exchanges. It begins by stating that intercultural learning and competence are main goals of exchanges, alongside language learning and global citizenship. However, simply immersing students in another culture is not enough for learning to occur automatically - pedagogical guidance is needed. The document then outlines what content should be covered, including concepts of culture and cultural differences. It recommends preparing students before exchanges, guiding them during via tasks and projects, and debriefing after to process learnings. Specific activities are provided as examples for each stage. The outcome should be exchanges designed intentionally as educational programs with measurable learning objectives and impact.
Intercultural education belousa_kravale_lisboa_2012Nummenpakan koulu
This document discusses culture and intercultural education. It begins by exploring different understandings of culture, including how globalization has impacted and expanded our understanding of culture. It then examines different types of cultural groups and identities people belong to. Finally, it looks at elements of culture and considers competencies needed for intercultural teaching, such as understanding other cultures, communicating interculturally, and promoting cultural understanding. The goal is to better understand cultural challenges in education.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...
- The document summarizes the mid-year outlook from an investment firm. It discusses 5 major changes anticipated at the start of 2016 and analyzes how 3 have played out so far.
- It also analyzes the outlook for the US dollar, US earnings, equity recommendations, and fixed income positioning for the second half of 2016. Key sectors like healthcare and consumer discretionary are favored.
- The document lowers its gold price target range but remains neutral long-term. It suggests some commodities like agriculture could outperform due to Chinese economic changes. Select MLPs and REITs are viewed as opportunities.
The document discusses challenges that early childhood educators face in supporting children with complex emotional and social needs, as well as their families. Educators felt they lacked training and confidence to provide feedback to parents on children's needs, encourage follow through on referrals, and work across disciplines. The document proposes adopting a design-thinking approach and child-centered practice model to develop new strategies for supporting children and families.
Storytelling for Effective Science Communication & Policy - iCOMOS2016 presen...Liz Neeley
Stories are more interesting, understandable, convincing, and memorable than other forms of presenting information. It is precisely because of these powers that scientists should use them, but also why they must be approached carefully, with intellectual honesty and ethical consideration. This talk will explore the latest research on the topic of narrative persuasion and storytelling, and challenge iCOMOS participants to carefully consider when and how such findings should be employed in public policy.
Week 11 Effective Speech and Your Future.Ray Brannon
This document contains links to videos about the importance of creativity and pitching ideas in today's world. It includes TED Talks on how education can stifle creativity, how automation will impact future jobs, and the need to develop skills in pitching yourself and your ideas. The links suggest watching videos that discuss adapting education to nurture creativity, changing paradigms in education, and what future job markets may look like with increased automation.
Connected families, communities and educatorsCandKAus
This document discusses connecting families, communities, and educators through the use of technology. It provides examples of how early childhood services can use tools like email, photo sharing, and social media to communicate with families and share children's learning. The document also explores how technology can help connect educators through online professional development and professional networking. Considerations around appropriate and secure use of technology are discussed.
Los aldehídos son compuestos orgánicos caracterizados por poseer el grupo funcional carbonilo y se pueden obtener a partir de la oxidación suave de los alcoholes primarios. Presentan puntos de ebullición más bajos que los alcoholes de su mismo peso molecular y su nomenclatura consiste en el nombre del alcano correspondiente terminado en -al.
Complete Set of Metabolism of Carbohydrate in that second chapter, glycolysis.
This presentation covers complete glycolysis pathway with step wise animated reactions and it includes clinical aspects also. This presentation is good for MBBS students.
La pornografía es un gran problema que enfrentan muchas personas y congregaciones. Puede desarrollarse en etapas, comenzando con curiosidad y terminando en adicción y comportamientos degradantes. La Biblia ofrece principios para enfrentar la tentación, incluyendo controlar los pensamientos, confesar el pecado, leer las Escrituras y orar diariamente, y presentar el cuerpo a Dios como sacrificio vivo.
Chapter 5 Enzymes Lesson 1 - Introduction to Enzymesj3di79
This document discusses enzymes and their roles. It defines enzymes as protein catalysts that speed up chemical reactions without being used up in the process. Enzymes work by lowering the activation energy of reactions. They are specific in what substrates they act on. The document discusses how enzymes play important roles in digestion, breaking down carbohydrates, proteins and fats into smaller molecules, as well as synthesizing complex molecules and breaking down molecules like hydrogen peroxide. Specific enzymes discussed include amylase, cellulase, proteases, lipases and catalase.
Eportfolios for Communication Skills and Intercultural Competenceguest1f0766
The document discusses the use of eportfolios to develop communication skills and intercultural competence. It describes the European Language Portfolio, which contains a passport, dossier, and biography to facilitate self-assessment and reflection on learning. Eportfolios support reflective learning by including diverse evidence and reflections that connect to shared assessment standards and facilitate discussion. The document also outlines several frameworks and initiatives for assessing intercultural learning outcomes using eportfolios, including rubrics that evaluate knowledge, skills, and attitudes.
EDUR 6100, Dr. Colín EDUR 6100 Instructi.docxjack60216
EDUR
6100,
Dr.
Colín
EDUR 6100
Instructions and Rubric for
The (Final)
Anthropological Analysis of Cultural Diversity (Project)
The purpose of the final project is to invite you to deepen your understanding of
the anthropological analysis of cultural diversity. It invites you to take an
anthropological stance, to consider cultural contexts and practices, and the
various meanings assigned to these, from a perspective other than your own. One
important aspect of the anthropological understanding of cultural diversity is for
researchers to consider cultural contexts, practices, and meaning from the emic or
insider’s perspective. Furthermore, this assignment invites you to reflect upon
what you learned that might help you understand the cultural dynamics of
schools and schooling.
Recognizing that course members are in different academic programs, work sites,
and have different career aspirations, and in an effort to have this culminating project be the most meaningful for each, students
are required to design their own final project in consultation with the professor. Students are required to go out in the field, and do
some basic ethnography (utilize anthropological methods) in an education setting (broadly defined), but how they approach that
experience, what they focus on, and what they produce to turn in is generally open. The product will be linked/submitted both in
LiveText and on the course website.
Final Project Proposal
The proposal for the final project due date is on the course syllabus. It should be submitted as a private journal entry on
the course website. The proposal can be brief (150-200 words) but should relay the selected research site, focus, context,
methods and timeline of data collection, and product to be delivered. Also, students will discuss their project proposal
and their progress with the professor in a web appointment.
SOME FINAL PROJECT “Product” POSSIBILITIES:
• Short Ethnographic Documentary Film
• Radio Story/Podcast (c.f. StoryCorps, NPR, etc.)
• Small scale replication of a previous study
• Community Mapping Project & reflection
• Cultural Plunge & reflection
• Funds of Knowledge Project toward K-12
Curriculum Design
• School Observation
• Visual Ethnography (e.g. PhotoVoice)
• Institutional History
• Auto-Ethnography
• Investigative reporting
• . . .another approved project
Each project must demonstrate an understanding of and be grounded in the methods, and theories of cultural anthropology. It may
be inspired by the texts reviewed in class. In the final product students may consider relaying the following components (depending
on the project you design, these may or may not apply. I provide them here for your consideration):
n Detail the Research Focus & Context: [for example:] What was my research focus? What community and/or setting did
I select for my project? What background information do my audiences need to know? Why ...
The document discusses the changing nature of English, learning, and teaching in the 21st century. It notes that more people now use English globally than any other language in history. Learning and teaching must adapt to this new landscape by embracing linguistic and cultural variation, focusing on real-world skills like problem solving, and using technology judiciously to enhance education rather than replace it. A key aspect is preparing students for unknown future worlds by cultivating flexibility, collaboration, creativity and other skills for a complex world.
The document discusses the design and theoretical underpinnings of an eLearning environment called IC-EFL that aims to promote intercultural communication skills in English language learners. It draws from theories of intercultural communication, foreign language teaching, and culture in the EFL classroom to inform constructivist task design and a rich online learning environment. The goal is for students to develop as intercultural speakers through authentic intercultural exchange and the negotiation of cultural topics between native and non-native English speakers.
This document discusses how to maximize intercultural learning in international school exchanges. It begins by stating that intercultural learning and competence are main goals of exchanges, alongside language learning and global citizenship. However, simply immersing students in another culture is not enough for learning to occur automatically - pedagogical guidance is needed. The document then outlines what content should be covered, including concepts of culture and cultural differences. It recommends preparing students before exchanges, guiding them during via tasks and projects, and debriefing after to process learnings. Specific activities are provided as examples for each stage. The outcome should be exchanges designed intentionally as educational programs with measurable learning objectives and impact.
Intercultural education belousa_kravale_lisboa_2012Nummenpakan koulu
This document discusses culture and intercultural education. It begins by exploring different understandings of culture, including how globalization has impacted and expanded our understanding of culture. It then examines different types of cultural groups and identities people belong to. Finally, it looks at elements of culture and considers competencies needed for intercultural teaching, such as understanding other cultures, communicating interculturally, and promoting cultural understanding. The goal is to better understand cultural challenges in education.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
The use of children’' literature for implementing intercultural projects is not so diffused in Europe. Besides, there is not an European network on pupils' literature, though several countries are active in this field. A fairy tale or a fable can enhance the intercultural approach as an active and creative processes...
European citizenship - IOC at Aberdeen workshopDigit Class
The document discusses a proposed subject called "European citizenship" for the Grundtvig Project. It aims to build European awareness while respecting local traditions. The subject would help students learn about the European environment, reflect on their national and European identities, and gain tools for opportunities like exchanges, language study, grants, and work abroad. It would explore the meaning of European citizenship and introduce European institutions. Students would also reflect on cultural diversity and completing a final project using digital tools. The overall goals are to better inform and support young people to take advantage of mobility opportunities in Europe.
The document discusses sharing learning resources across contexts. It outlines a workshop on discovering "travel well" content. "Travel well" resources are those that can be reused by teachers in different countries. The workshop will cover what makes resources travel well and how they can be easily found and shared. Social tagging is presented as a way to help discover resources across language boundaries by creating links between similar content and users in different countries. The future vision is that novel discovery methods relying on social tagging could lead to better recommender systems and cross-language search of learning resources.
The document outlines an educational innovation project between schools in Duiven, Netherlands and Calafat, Romania. The project aims to promote European awareness, cultural awareness, communication skills, use of information technology, social skills, study skills, European literature, and teacher professional development. It establishes teams to organize sports, culture, technology, and nature activities. Progress will be monitored and results disseminated. The process emphasizes involvement of teachers, flexibility, and mobilizing stakeholders over control.
This document discusses the importance of culturally responsive education and the role of the Clubhouse in providing that. It notes that traditional schooling does not align with Hawaiian ways of thinking. The Clubhouse aims to provide choice, collaboration, and culturally grounded learning through constructionism. It emphasizes building strong relationships and cultural identity for students. Learning is intended to be integrated, inquiry-based, critical, and help students develop their sense of self. The goal is to empower students and help them enact change in the world.
[청심교육포럼2011] Initiating Change - Global Construct for Delivering Internationa...CSeduForum
[청심교육포럼 2011-글로벌 인재 교육을 위한 변화의 시작]
본세션: Initiating Change - Global Construct for Delivering International Education / 연사:
Roderick Fraser(Chair, Round Square) / 강연영상(http://youtu.be/BQpg81XcJ10)
The document discusses the Literacy Prism framework developed by E. Priscilla George based on Aboriginal perspectives. The framework views literacy through the lenses of spirit, heart, mind, and body. Each color of the rainbow symbolizes an aspect of literacy education, such as language, skills, creativity, technology, and spiritual interpretation. The framework aims to take a holistic approach to literacy instruction that recognizes all aspects of the learner. It has been implemented in literacy and Native studies courses to better support Aboriginal students.
UNESCO Project in Uzbekistan: Open Education for a Better Worldnwahls
The document discusses a UNESCO project in Uzbekistan aimed at improving foreign language instruction through open education. Specifically:
1. It identifies high failure rates among foreign language teachers in Uzbekistan and low English language skills.
2. The project goals are to review an existing online pilot course, connect it with a virtual intercultural exchange program, and publish an open textbook.
3. Recommendations include connecting mentors with local instructional designers, using an open course template, and incorporating collaborative and intercultural learning pedagogies.
This document outlines the key topics to be discussed at an international conference on language education policy in Europe. It will examine the construction of identities through narratives and evaluate language policies based on their objectives and indicators of quality. Some of the main points to be covered include the role of education in an interconnected world, definitions of language policy and planning, approaches to language education between globalization and standardization, and examples of quality in education through bottom-up approaches and narrative identity construction. The conference aims to rethink the European project through a focus on quality in language and education.
icEurope Project & Web Collaboration IntroClaudia Warth
Presentation on the Comenius project icEurope
Gives a general project overview, its main theoretical and methodological aspects (intercult. communication, language learning, strategies and e-learning/Moodle), introduces web collaboration and presents main achievements during 1st year; also some views of the pilot Moodle course and materials
Learning Agreement Student Mobility for Studiesheiko.vogl
This document is a learning agreement form for a student participating in a study abroad program. It outlines the courses and credits the student will take at the receiving institution abroad and how they will be recognized by the sending home institution. Key details include the student and institution information, the study program planned including individual course titles and credits, language requirements, and commitments by the student and both institutions to approve the program and recognize the credits earned abroad.
In this brochure you will find all basic information you need for your studies at our university college and an interesting stay in Graz. If you have any further questions or concerns the members of our International Relations Centre are happy to assist you.
Die erste Ausgabe des Erasmus+ Journals ist veröffentlicht. In dieser Ausgabe berichten Studierende der Pädagogischen Hochschule Steiermark über ihre Erfahrungen währende des Erasmus Auslandssemesters.
Die Beiträge für diese Ausgabe (Issue 1) des Erasmus+ Journals wurden von einer dreiköpfigen Kommission der Pädagogischen Hochschule Steiermark aus allen E-Portfolios des Studienjahres 2012/13 ausgewählt. Diese Kommission bestand aus der Leiterin des Zentrums 2 – internationale Bildungskooperationen Mag. Susanne Linhofer dem Herausgeber des Erasmus+ Journals, Heiko Vogl MA BEd und der Mitarbeiterin des Zentrums 2 Mag. Katharina Kamitz.
Ausgewählt wurden von dieser Kommission Beiträge über Island, Spanien, die Niederlande und Belgien. Weiters gibt es einen Bericht über das Intensivprogramm DivuS in Brüssel und einen Überblick über das EU-Projekt Young Entrepreneurship Developing in Action (YEDAC).
Das Buch wurde in unterschiedlichen Formaten als E-Book veröffentlicht (http://www.erasmus-journal.eu/erasmus-journal-issue1-veroeffentlicht/) und kann über den Webshop von lulu.com auch als Paperback bezogen werden.
In-Service Course Graz: VOICES - Integrated competences for European Teachers...heiko.vogl
This document provides information about an in-service teacher training course taking place from March 23-28, 2014 in Graz, Austria. The course is part of the VOICES project which aims to develop teachers' European competencies and encourage international collaboration. Twenty teachers from several European countries will participate in the course, working in mixed groups to develop teaching materials around a common theme. Participants will receive a European Teacher certificate upon completion and have their travel and accommodation expenses covered. The course will be conducted in English at the University of College of Teacher Education Styria and the Hotel Feichtinger in Graz.
In-Service Course Graz 2014: VOICES - Integrated competences for European Te...heiko.vogl
This blended learning course consists of three parts. The first one will be an introductory approach to the main issues of the course; the participants will be required to log in the course area, filling in their profile, and analyse selected readings and prepare their essays before the face to face sessions. The second part of the course consists of 6 days face2face sessions with lectures, workshops, seminars, group work, cultural activities, school visits and international projects planning. Once completed, teachers - organised in international groups- will carry out a project in their own schools; these projects will be shared, analysed, described and written, including visual evidences. A selection of them will be edited in e-book format and uploaded to the webpage of European Teachers.
Application requirements
The document outlines an Austrian National Group Meeting for the VOICES network, which connects teachers across Europe, discussing how teachers and schools can benefit from VOICES membership and participation in international projects, and sharing reports from a conference in Brussels and a teacher training program abroad. Representatives from Austrian schools also discussed their international experiences and expectations of VOICES.
This document discusses e-books and their use in education. It begins by defining an e-book as a digital version of a printed book that can be read on a computer or e-reader. The document then explores what makes a good school book by having students discuss criteria around content, structure, design, and usability. Finally, it looks at different e-book formats, how to create e-books, and resources for finding free e-books online. The document aims to help students envision what a digital school book of the future may look like.
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.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
3. Decisions 1
Overlap Make it transparent
(combined mindmap)
Learning materials We try to make the
material i
i l interactive
i
with multi-media
materials (
i l (text only i
l is
not accepted)
4. Decisions 2
ECTS Flexible for students and
for institutes
60 ECTS in total
Each group 15 ECTS
– 6 ECTS interactive learning
material
– 6 ECTS research on the
subject
– 3 ECTS international
projects
5. Decisions 3
Glossary: Common glossary
– Assessment: Ann and Jon corrects the
• Appetizer definitions / we use their
• Evaluation definitions
– Collaboration We start with a questionnaire
– Function is to motivate the
t d t f th l i t t
students for the learning content
– Every group produce two
questions and answers
– Problem will discussed in the
steering group
– Decisions how to do it in all
groups
Evaluation feedback
Collaboration international
project ?
6. Decisions 4
E-learning Working in the groups
Problems / needs off
the groups has to be
ll
collect
Solve problems
Product / DVD
7. Decisions 5
Course structure: all groups will use the
the t t
th structure of the European
f th E
Professionalism’/ school concepts group
Same structure for all courses
Visualized b our E
Vi li d by European T Teacher
h
model
8. European Teacher Model
European
IDENTITY
Cultural Awareness
Cultural Heritage
European European
CITIZENSHIP European and PROFESSIONALISM
International
European > World Teacher
T h Knowledge approach
Way of teaching
School concepts in Europe
European
DIVERSITY
Multiculturalism
9. Common part of the model
Introduction
What makes you an European teacher?
Content:
– Mindmap or structure from the content (ED,EI,EC,EP) + combined mindmap
– General models (exp. Hanvey model)
– Glossary
Reflection:
– Reflection model
– Instruction
– Instruments (portfolio, web logs etc.
– Example
International project
– School projects
– Instruction
– Instruments (wiki, webquest other programs etc.
(wiki webquest, etc
– Example
Feedback:
– Instruction
– Questionnaires
10. Common structure for all parts
Learning materials for 6 ECTS
Trigger questions
Goals for the learning material in the field
Subject titles
Each subject (1 ….. 12):
• Title
• Objectives (learning activities)
• Lessons / Interactive learning material (what to do) with links to: (blended learning!)
• models
• b k d l’
background url’s
• articles
• examples
• glossary
• R fl i / Personal concepts (space for individuals, and groups)
Reflection P l ( f i di id l d )
Research (portfolio’s, blogs, etc)
Projects (wiki’s etc)
11. Combined mindmap
Cultural diversity
Society
Human rights
Health Learning from tangible cultural and intangible cultural heritage to education
Linking global and national to local cultural knowledge, and/or vice versa
Gender
Multiperspectivity
Cultural awareness and history
Cross cultural awareness
European / World Citizenship
ConsumptionE i
Environment
t
Biodiversity Understanding spaces and times from a cross cultural perspective
Global changes in the international context (i.e. migrations) through cultures
Cultural, gender and social identities
Climate Globalisation and cultural education
European Identity Cultural Heritage Multipespectivity
Natural resources
Economy Learning from tangible cultural and intangible cultural heritage to edu
Passenger rights Teachers' and learners' identities and practices
Consumer protection charter
p
European Global changes in the international context (i.e. migrations) through
Employment promotion Teacher Linking global and national to local cultural knowledge, and/or
Ethics Globalisation and cultural education
Quality
Cultural diversities and languages
Promotion for using public transport
Eurozone Understanding spaces and times from a cross cultural perspective
Same salary Global changes in the international context (i.e. migrations) through cultures
Trade agreements History of education as a part of the history of culture in Europe
Cross cultural awareness
European Professionalism School concept
p p
Classroom (micro)
Teaching
Method
Curriculum
Awareness of others' and own complexity Learning
European Diversity Multiculturalism
Promoting tolerance, empathy and openness
School system (macro)
Critical analyses of own and others' discourse
Multiperspectivity events, behaviour of people
on Euridyce
Artistic expressions of diversity
EU policies in education
Methods of intercultural learning
Concepts: Intercultural competence; Intercultural learning
Historical development
School philosophies / Pedagogical ideas, concepts inschool-meso
Europe ( )
School development
Good practice