This document discusses providing students with effective options for presentations by introducing several digital tools like Haiku Deck, emaze, Blendspace, and Prezi. It outlines the pros and cons of each tool, how they can be used for different subject areas like history, English, and technical education. The document emphasizes allowing student choice in presentation formats to engage various learning styles and connect to state technology standards about operational knowledge of technologies and effective communication.
This time I had an opportunity for presenting at Ameca, Jalisco. I presented at the CUVALLES university.
My talk was about some of the key features of Golang, Python and C/C++ programming languages. But, this was not the main reason I choose this topic. The idea is to explain the process for choosing a good programming language for your project. It’s not about the language, it’s about the problem you want to solve and which are the features a programming language can offer you to solve the problem.
This is the slide deck from my presentation on Captivate 7 and Adobe Creative Cloud from the Adobe Learning Summit/DevLearn 2013 Seminar. It links to a handout that will cover using Photoshop, Bridge, Audition, and Edge Animate with Captivate 7 eLearning projects.
Multiple Representations of Understanding through Digital Media 1.0Clif Mims
The document discusses strategies for assessing student understanding through multiple representations using digital media and technology. It provides examples of using websites, cartoons, digital posters, and videos to demonstrate understanding. Teachers are asked to consider how they currently assess students and whether they integrate technology into assessments. The document then suggests allowing students to represent their understanding through activities like audio recordings, videos, art projects, presentations, and games. Resources for implementing these strategies are provided.
This document contains the resume of Erishad Hussen, who has over 3.5 years of experience in accounts and finance. He has expertise in areas such as strategic planning, financial analysis and reporting, cost control, and accounting principles. Some of his responsibilities have included expense reporting, vendor reconciliation, budget preparation, and financial analysis. He is proficient in tools like Oracle, Excel, and has worked with various companies in roles like finance executive and operations executive.
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, processador mais rápido e bateria de maior duração. O novo dispositivo também possui tela maior e armazenamento expansível. O lançamento está programado para o próximo mês com preço inicial sugerido a partir de $799.
This document is a thesis submitted by Christine Crawford in partial fulfillment of requirements for a Bachelor's degree in Veterinary and Biomedical Science. The thesis investigates the effects of feeding regimens with two rations differing in fiber and starch concentration at different times of the day on rumen fermentation products and rumen microbial populations in dairy cattle. Rumen samples were analyzed from a previous experiment involving nine dairy cows in a Latin square design fed one of three diets: a control diet, a low fiber diet, or a high fiber diet, either as a single TMR or split between the morning and evening. Fatty acid profiles and abundances of selected microbial populations were analyzed from rumen samples taken every three hours over
La autora presenta a su familia, que incluye a sus padres, dos hermanos y una hermana. Luego describe brevemente a su hermana Angie y sus hermanos mayores Luis y Jonathan, con quienes no ha convivido mucho. A la autora le gustan los animales, especialmente las aves, perros y gatos. Ha tenido periquitos y mascotas como un gato y una cachorra. Su mejor amiga es Paola, en quien confía. A la autora también le interesan la música, especialmente el piano, y la fotografía
A redenews é uma empresa brasileira de cosméticos e perfumes que oferece um plano de compensação com bônus para vendas, indicações e tarefas diárias. O plano inclui seis níveis de pacotes pagos em dólares com qualificações e bônus crescentes, culminando no pacote TOP de US$1.600 que dá direito a bônus residuais e o título de Cashtop.
This time I had an opportunity for presenting at Ameca, Jalisco. I presented at the CUVALLES university.
My talk was about some of the key features of Golang, Python and C/C++ programming languages. But, this was not the main reason I choose this topic. The idea is to explain the process for choosing a good programming language for your project. It’s not about the language, it’s about the problem you want to solve and which are the features a programming language can offer you to solve the problem.
This is the slide deck from my presentation on Captivate 7 and Adobe Creative Cloud from the Adobe Learning Summit/DevLearn 2013 Seminar. It links to a handout that will cover using Photoshop, Bridge, Audition, and Edge Animate with Captivate 7 eLearning projects.
Multiple Representations of Understanding through Digital Media 1.0Clif Mims
The document discusses strategies for assessing student understanding through multiple representations using digital media and technology. It provides examples of using websites, cartoons, digital posters, and videos to demonstrate understanding. Teachers are asked to consider how they currently assess students and whether they integrate technology into assessments. The document then suggests allowing students to represent their understanding through activities like audio recordings, videos, art projects, presentations, and games. Resources for implementing these strategies are provided.
This document contains the resume of Erishad Hussen, who has over 3.5 years of experience in accounts and finance. He has expertise in areas such as strategic planning, financial analysis and reporting, cost control, and accounting principles. Some of his responsibilities have included expense reporting, vendor reconciliation, budget preparation, and financial analysis. He is proficient in tools like Oracle, Excel, and has worked with various companies in roles like finance executive and operations executive.
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, processador mais rápido e bateria de maior duração. O novo dispositivo também possui tela maior e armazenamento expansível. O lançamento está programado para o próximo mês com preço inicial sugerido a partir de $799.
This document is a thesis submitted by Christine Crawford in partial fulfillment of requirements for a Bachelor's degree in Veterinary and Biomedical Science. The thesis investigates the effects of feeding regimens with two rations differing in fiber and starch concentration at different times of the day on rumen fermentation products and rumen microbial populations in dairy cattle. Rumen samples were analyzed from a previous experiment involving nine dairy cows in a Latin square design fed one of three diets: a control diet, a low fiber diet, or a high fiber diet, either as a single TMR or split between the morning and evening. Fatty acid profiles and abundances of selected microbial populations were analyzed from rumen samples taken every three hours over
La autora presenta a su familia, que incluye a sus padres, dos hermanos y una hermana. Luego describe brevemente a su hermana Angie y sus hermanos mayores Luis y Jonathan, con quienes no ha convivido mucho. A la autora le gustan los animales, especialmente las aves, perros y gatos. Ha tenido periquitos y mascotas como un gato y una cachorra. Su mejor amiga es Paola, en quien confía. A la autora también le interesan la música, especialmente el piano, y la fotografía
A redenews é uma empresa brasileira de cosméticos e perfumes que oferece um plano de compensação com bônus para vendas, indicações e tarefas diárias. O plano inclui seis níveis de pacotes pagos em dólares com qualificações e bônus crescentes, culminando no pacote TOP de US$1.600 que dá direito a bônus residuais e o título de Cashtop.
Project Aims to:
make their hybrid classes more creative;
follow the trend of technology; and
apply the knowledge of technology in their daily lives as students.
Assignment 3 Presentation of the Proposal and ReflectionsRe.docxluearsome
Assignment 3: Presentation of the Proposal and Reflections
Refer to the
Scenario
for the Assignments. (
in the red
)
Assignment Scenario:
You will be using this scenario as the guide for your assignments in this class for the quarter.
Assume that your supervisor has appointed you to lead a committee tasked with providing a research-based proposal for integrating emerging technologies into an educational need for your organization (i.e. K12, higher education, corporate or military training). You will develop the proposal in stages, which will culminate in a final project that is due in Week 10. Keep in mind that the proposal must be focused on education or training with an emphasis on new technologies. You will need to include a sample outline of how these technologies will be applied in your institution.
Using the list provided here, you must propose the integration of at least two (2) emerging technologies into the educational need you have selected for your organization. You are welcome to select two (2) from this list or select one (1) from here and research one (1) additional technology of your choosing. The two technologies combined must help to support your learning goals and create an engaging environment for your learners.
Etale – Digital Age Learning is located at
www.etale.org
and provides access to educational documentaries across a wide range of topics.
Edmodo, located at
www.edmodo.com
. Similar to what Facebook and Twitter do for social media, Edumodo is designed specifically for educators to trade materials, connections, and keep all members of the school community in touch.
Twiddla, located at
www.twiddla.com
, can be integrated into a training session or lesson for K-12 students. (Twiddla is an online tool that allows students to set up a Web-based meeting playground. Students have the ability to set up conference calls, too. )
Evernote, located at
www.evernote.com
, helps to organize different kinds of media in one place. With everything in one place, this tool is especially useful for sharing ideas for team teaching and collaboration across districts or locations.
Softchalk, located at
www.softchalk.com
, provides a cloud based solution for collaboration and lesson planning, as well as a way to link content from multiple courses in one place in the cloud.
Blogger, located at
www.blogger.com
, or KidsBlog, located at
http://kidzblog.en.softonic.com/
, both provide user-friendly tools to create blogs.
SocialMention, located at
http://socialmention.com/
, is a social media search engine that highlights content useful for many different kinds of instruction and topics.
KhanAcademy, located at
www.khanacademy.org
, provides videos for math, science, computer programming, history, art, and more. These videos are suitable for both K-12 and self-study for adult learners.
Provide a slide presentation ...
This document discusses using technology in training. It covers using tools like PowerPoint and webinars to deliver content and engage learners. It also discusses screencasting as an option to create video tutorials. The document provides tips on using different technologies and highlights advantages like being cost-effective and allowing for interactive, remote learning. Examples of topics suitable for tutorials are also discussed.
This document discusses how interactive whiteboards, also known as Smartboards, can bring classroom lessons to life. It provides an overview of how Smartboards work and their functionality. Examples are given of how Smartboards can be used across different subject areas to engage students and help teachers present lessons in an interactive way. The document concludes by demonstrating how to create and share Smartboard lessons.
1. The document discusses free technology tools that can be used for reading, writing, math, and other subjects. It provides examples of tools from the past like Hypercard and tools currently available like ReadPlease, Bibliomania, and Virtual Manipulatives.
2. Future tools discussed include those that support Universal Design for Learning principles like providing multiple means of engagement, representation, and expression. Tools like blogs, wikis, and presentation tools are presented as ways for students to collaborate.
3. The document encourages using a variety of free technology tools to differentiate instruction and provide alternative ways for students to demonstrate their knowledge.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
This document discusses using technology in training. It covers choosing the appropriate technology based on training needs, and introduces tools like PowerPoint, webinars, and screencasting. It provides tips for using technology effectively and considerations for equipment, environment, and audiences. Examples are given of how to structure PowerPoint slides and create video tutorials using screencasting software.
Courseware refers to educational software used for teaching or self-learning purposes. It combines course content with various multimedia elements like text, audio, images, video and interactivity. The block structure of multimedia courseware includes course content, objectives, pedagogical methods and learning outcomes. It organizes these elements along with multimedia using an architectural control component. Storyboarding is used to plan, produce and evaluate multimedia presentations by providing a written synopsis of the multimedia resources and their order in the finished presentation.
Assignment 4 Presentation of the ProjectDue Week 9 and wort.docxluearsome
Assignment 4: Presentation of the Project
Due Week 9 and worth 230 points
Refer to both the Overall Concept for Assignments 1-4 especially using Screenr in Assignment 4 and your responses from Assignments 1 through 3 in order to complete this assignment.
Create a presentation in which you present your research on a particular emerging technology and the methodology used to ascertain its appropriateness for your educational setting. Use Screenr to produce a video screencast which illustrates your use of the selected emerging tool.
Following is a list of resources for presentation software. Be aware that while presentation software may have a free trial, some may require a credit card and cancellation after the free trial period. Some free software may have limited images, layouts, templates, and options. Check any system requirements for the software to ensure your computer is ready.
http://office.microsoft.com/en-us/powerpoint/
[free trial requires credit card and cancellation]
http://prezi.com/
[free trial requires credit card and cancellation]
https://www.haikudeck.com/
https://www.zoho.com/docs/
http://slidedog.com/
http://www.emaze.com/
http://www.wps.com/
If you have or would like to use other presentation software, please ensure it complies with the requirements of the assignment.
Project Presentation
Overall presentation style and structure
1. Present your findings using presentation software with at least ten (10) main topics / slides in your presentation.
2. Include a title slide and references section. (These two [2] slides are not part of the ten [10] slide requirement).
3. Develop a creative, appealing presentation for a professional audience, using two to three (2-3) colors and two to three (2-3) visuals in your presentation.
4. Provide coherent, clear, organized, and substantive content that can be easily understood by the audience.
5. Provide audio narration of the presentation slides as if you were delivering the speech. (Note: If you do not have access to a microphone, then you should provide detailed speaker notes with your presentation.)
6. Create a section of the presentation (five [5] slides) in which you:
a. Provide a high-level introduction to your final project, using either a concept map or other organizing element.
b. Introduce the emerging technology, the educational setting in which the technology would be used, and aspects of the scenario into which you propose introducing an emerging technology.
c. Provide at least one (1) Website link to the source of information on the emerging technology.
d. Briefly discuss the comparative study of the selected emerging technology and similar existing technologies. Conclude with the main reason why the selected technology is most appropriate for your endeavor.
7. Create a video screencast (five [5] minutes or less) using Screenr, the ASSURE model, and Assignment 3 to demonstrate the appropriateness of your chosen emerging technology for your particul ...
The document summarizes trends and innovations in teaching theory of computation courses. It discusses the CS 2013 curriculum guidelines, importance of the course, reasons for student disinterest, and research on using tools and activities to improve learning. Examples include using software like JFLAP to demonstrate concepts, active learning activities in class, and assessment based on tutorials and presentations. The goal is to make the abstract concepts more concrete and engaging for students.
This document discusses using technology in training. It covers choosing the right technology based on needs, incorporating new tools like webinars and screencasting. It provides examples of using PowerPoint and alternatives. Tips are given for evaluating training sites and audiences to maximize the effectiveness of technology while avoiding uses that don't enhance learning. Examples of specific technologies are demonstrated and resources provided.
This document provides guidance for students taking an exam on critical perspectives in media. It outlines the structure and requirements of Section A, which involves a theoretical evaluation of the student's production work. Question 1(a) requires students to describe and evaluate their skills development over different production units, focusing on specific production practices like digital technology, creativity, research and planning, and post-production. Question 1(b) requires students to evaluate one of their productions in relation to a media concept like genre or representation. Marking criteria and example questions are also provided.
This document provides guidance for students taking an exam on critical perspectives in media. It outlines the structure and requirements of Section A, which involves a theoretical evaluation of the student's production work. Question 1(a) requires students to describe and evaluate their skills development over different production units, focusing on specific production practices like digital technology, creativity, research and planning, and post-production. Question 1(b) requires students to evaluate one of their productions in relation to a media concept like genre or representation. Marking criteria and example questions are also provided.
This talk covers: importance of teaching kids to code, why Swift is a great language for this, where there are challenges with the current tools, and how to get involved.
Presented at 'Swift Summit' in London UK, March 2015.
This document provides an overview of Camtasia software for creating learning resources and materials. It discusses the ADDIE instructional design model, key Camtasia tools and features, and steps for recording, editing, adding titles and callouts, and exporting productions. The goal is to help users understand Camtasia functionality and be able to produce learning resources using various tools and features. Formative and summative evaluation are important parts of the ADDIE process.
empowerment-4_compress.pdf in senior high school students PSUaliyahdalogdogan
This document provides an overview of online platforms and applications for developing ICT content. It discusses the nature and purposes of various online platforms, including presentation, cloud computing, social media, web page creation, and file management platforms. Basic principles of web design are also covered, such as using visual language, balance, focus on content and simplification. Common web design elements like illustrations, links, buttons and images are explained. The document concludes by giving instructions on getting started with specific platforms like SlideShare, Google Drive and Tumblr.
This document discusses reusable learning objects (RLOs), which are small interactive e-learning modules designed to teach standalone learning objectives. RLOs can take various forms like animations, simulations, puzzles or quizzes. The document outlines factors to consider when designing RLOs like the subject matter, delivery method, and archiving approach. It also compares technologies for building RLOs such as Flash, JavaScript, Java applets, .NET, and third-party e-learning software. Java applets and .NET are highlighted as options that allow building complex interactive content that can be archived and delivered online or through other means.
The document discusses the pros and cons of using technology in the classroom. It acknowledges that technology can engage students and keep up with their interests, but it can also overwhelm students and take focus away from the core lessons. The document provides tips for teachers on gradually integrating technology, using tools that fit their strengths and class needs, and ensuring technology helps students become better learners. It also highlights specific technologies like Blackboard, presentation software, audio/video recording, and screen capturing that teachers can utilize.
Learning Materials: Presentations and VideoStaci Trekles
This document provides guidance on developing engaging online courses using multimedia. It recommends using the Quality Matters rubric and Standards 3, 4, 6, and 8 to guide course development. Presentations should be aesthetically pleasing, aligned to objectives, and accessible to all students. Multimedia can enhance learning when used appropriately based on principles of multimedia learning. Tools like Echo360, Camtasia, WebEx and YouTube are suggested for recording and sharing content. Captions should be included to ensure accessibility.
This document provides an overview of a lesson on using presentation software. It describes presentation software and its common features such as templates, slide designs, animations, and transitions. It emphasizes creating effective presentations with minimal words and bullets per slide. The document also covers adding graphics, sounds, videos and publishing presentations online or printing them. It includes examples and case studies to demonstrate presentation skills.
Project Aims to:
make their hybrid classes more creative;
follow the trend of technology; and
apply the knowledge of technology in their daily lives as students.
Assignment 3 Presentation of the Proposal and ReflectionsRe.docxluearsome
Assignment 3: Presentation of the Proposal and Reflections
Refer to the
Scenario
for the Assignments. (
in the red
)
Assignment Scenario:
You will be using this scenario as the guide for your assignments in this class for the quarter.
Assume that your supervisor has appointed you to lead a committee tasked with providing a research-based proposal for integrating emerging technologies into an educational need for your organization (i.e. K12, higher education, corporate or military training). You will develop the proposal in stages, which will culminate in a final project that is due in Week 10. Keep in mind that the proposal must be focused on education or training with an emphasis on new technologies. You will need to include a sample outline of how these technologies will be applied in your institution.
Using the list provided here, you must propose the integration of at least two (2) emerging technologies into the educational need you have selected for your organization. You are welcome to select two (2) from this list or select one (1) from here and research one (1) additional technology of your choosing. The two technologies combined must help to support your learning goals and create an engaging environment for your learners.
Etale – Digital Age Learning is located at
www.etale.org
and provides access to educational documentaries across a wide range of topics.
Edmodo, located at
www.edmodo.com
. Similar to what Facebook and Twitter do for social media, Edumodo is designed specifically for educators to trade materials, connections, and keep all members of the school community in touch.
Twiddla, located at
www.twiddla.com
, can be integrated into a training session or lesson for K-12 students. (Twiddla is an online tool that allows students to set up a Web-based meeting playground. Students have the ability to set up conference calls, too. )
Evernote, located at
www.evernote.com
, helps to organize different kinds of media in one place. With everything in one place, this tool is especially useful for sharing ideas for team teaching and collaboration across districts or locations.
Softchalk, located at
www.softchalk.com
, provides a cloud based solution for collaboration and lesson planning, as well as a way to link content from multiple courses in one place in the cloud.
Blogger, located at
www.blogger.com
, or KidsBlog, located at
http://kidzblog.en.softonic.com/
, both provide user-friendly tools to create blogs.
SocialMention, located at
http://socialmention.com/
, is a social media search engine that highlights content useful for many different kinds of instruction and topics.
KhanAcademy, located at
www.khanacademy.org
, provides videos for math, science, computer programming, history, art, and more. These videos are suitable for both K-12 and self-study for adult learners.
Provide a slide presentation ...
This document discusses using technology in training. It covers using tools like PowerPoint and webinars to deliver content and engage learners. It also discusses screencasting as an option to create video tutorials. The document provides tips on using different technologies and highlights advantages like being cost-effective and allowing for interactive, remote learning. Examples of topics suitable for tutorials are also discussed.
This document discusses how interactive whiteboards, also known as Smartboards, can bring classroom lessons to life. It provides an overview of how Smartboards work and their functionality. Examples are given of how Smartboards can be used across different subject areas to engage students and help teachers present lessons in an interactive way. The document concludes by demonstrating how to create and share Smartboard lessons.
1. The document discusses free technology tools that can be used for reading, writing, math, and other subjects. It provides examples of tools from the past like Hypercard and tools currently available like ReadPlease, Bibliomania, and Virtual Manipulatives.
2. Future tools discussed include those that support Universal Design for Learning principles like providing multiple means of engagement, representation, and expression. Tools like blogs, wikis, and presentation tools are presented as ways for students to collaborate.
3. The document encourages using a variety of free technology tools to differentiate instruction and provide alternative ways for students to demonstrate their knowledge.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
This document discusses using technology in training. It covers choosing the appropriate technology based on training needs, and introduces tools like PowerPoint, webinars, and screencasting. It provides tips for using technology effectively and considerations for equipment, environment, and audiences. Examples are given of how to structure PowerPoint slides and create video tutorials using screencasting software.
Courseware refers to educational software used for teaching or self-learning purposes. It combines course content with various multimedia elements like text, audio, images, video and interactivity. The block structure of multimedia courseware includes course content, objectives, pedagogical methods and learning outcomes. It organizes these elements along with multimedia using an architectural control component. Storyboarding is used to plan, produce and evaluate multimedia presentations by providing a written synopsis of the multimedia resources and their order in the finished presentation.
Assignment 4 Presentation of the ProjectDue Week 9 and wort.docxluearsome
Assignment 4: Presentation of the Project
Due Week 9 and worth 230 points
Refer to both the Overall Concept for Assignments 1-4 especially using Screenr in Assignment 4 and your responses from Assignments 1 through 3 in order to complete this assignment.
Create a presentation in which you present your research on a particular emerging technology and the methodology used to ascertain its appropriateness for your educational setting. Use Screenr to produce a video screencast which illustrates your use of the selected emerging tool.
Following is a list of resources for presentation software. Be aware that while presentation software may have a free trial, some may require a credit card and cancellation after the free trial period. Some free software may have limited images, layouts, templates, and options. Check any system requirements for the software to ensure your computer is ready.
http://office.microsoft.com/en-us/powerpoint/
[free trial requires credit card and cancellation]
http://prezi.com/
[free trial requires credit card and cancellation]
https://www.haikudeck.com/
https://www.zoho.com/docs/
http://slidedog.com/
http://www.emaze.com/
http://www.wps.com/
If you have or would like to use other presentation software, please ensure it complies with the requirements of the assignment.
Project Presentation
Overall presentation style and structure
1. Present your findings using presentation software with at least ten (10) main topics / slides in your presentation.
2. Include a title slide and references section. (These two [2] slides are not part of the ten [10] slide requirement).
3. Develop a creative, appealing presentation for a professional audience, using two to three (2-3) colors and two to three (2-3) visuals in your presentation.
4. Provide coherent, clear, organized, and substantive content that can be easily understood by the audience.
5. Provide audio narration of the presentation slides as if you were delivering the speech. (Note: If you do not have access to a microphone, then you should provide detailed speaker notes with your presentation.)
6. Create a section of the presentation (five [5] slides) in which you:
a. Provide a high-level introduction to your final project, using either a concept map or other organizing element.
b. Introduce the emerging technology, the educational setting in which the technology would be used, and aspects of the scenario into which you propose introducing an emerging technology.
c. Provide at least one (1) Website link to the source of information on the emerging technology.
d. Briefly discuss the comparative study of the selected emerging technology and similar existing technologies. Conclude with the main reason why the selected technology is most appropriate for your endeavor.
7. Create a video screencast (five [5] minutes or less) using Screenr, the ASSURE model, and Assignment 3 to demonstrate the appropriateness of your chosen emerging technology for your particul ...
The document summarizes trends and innovations in teaching theory of computation courses. It discusses the CS 2013 curriculum guidelines, importance of the course, reasons for student disinterest, and research on using tools and activities to improve learning. Examples include using software like JFLAP to demonstrate concepts, active learning activities in class, and assessment based on tutorials and presentations. The goal is to make the abstract concepts more concrete and engaging for students.
This document discusses using technology in training. It covers choosing the right technology based on needs, incorporating new tools like webinars and screencasting. It provides examples of using PowerPoint and alternatives. Tips are given for evaluating training sites and audiences to maximize the effectiveness of technology while avoiding uses that don't enhance learning. Examples of specific technologies are demonstrated and resources provided.
This document provides guidance for students taking an exam on critical perspectives in media. It outlines the structure and requirements of Section A, which involves a theoretical evaluation of the student's production work. Question 1(a) requires students to describe and evaluate their skills development over different production units, focusing on specific production practices like digital technology, creativity, research and planning, and post-production. Question 1(b) requires students to evaluate one of their productions in relation to a media concept like genre or representation. Marking criteria and example questions are also provided.
This document provides guidance for students taking an exam on critical perspectives in media. It outlines the structure and requirements of Section A, which involves a theoretical evaluation of the student's production work. Question 1(a) requires students to describe and evaluate their skills development over different production units, focusing on specific production practices like digital technology, creativity, research and planning, and post-production. Question 1(b) requires students to evaluate one of their productions in relation to a media concept like genre or representation. Marking criteria and example questions are also provided.
This talk covers: importance of teaching kids to code, why Swift is a great language for this, where there are challenges with the current tools, and how to get involved.
Presented at 'Swift Summit' in London UK, March 2015.
This document provides an overview of Camtasia software for creating learning resources and materials. It discusses the ADDIE instructional design model, key Camtasia tools and features, and steps for recording, editing, adding titles and callouts, and exporting productions. The goal is to help users understand Camtasia functionality and be able to produce learning resources using various tools and features. Formative and summative evaluation are important parts of the ADDIE process.
empowerment-4_compress.pdf in senior high school students PSUaliyahdalogdogan
This document provides an overview of online platforms and applications for developing ICT content. It discusses the nature and purposes of various online platforms, including presentation, cloud computing, social media, web page creation, and file management platforms. Basic principles of web design are also covered, such as using visual language, balance, focus on content and simplification. Common web design elements like illustrations, links, buttons and images are explained. The document concludes by giving instructions on getting started with specific platforms like SlideShare, Google Drive and Tumblr.
This document discusses reusable learning objects (RLOs), which are small interactive e-learning modules designed to teach standalone learning objectives. RLOs can take various forms like animations, simulations, puzzles or quizzes. The document outlines factors to consider when designing RLOs like the subject matter, delivery method, and archiving approach. It also compares technologies for building RLOs such as Flash, JavaScript, Java applets, .NET, and third-party e-learning software. Java applets and .NET are highlighted as options that allow building complex interactive content that can be archived and delivered online or through other means.
The document discusses the pros and cons of using technology in the classroom. It acknowledges that technology can engage students and keep up with their interests, but it can also overwhelm students and take focus away from the core lessons. The document provides tips for teachers on gradually integrating technology, using tools that fit their strengths and class needs, and ensuring technology helps students become better learners. It also highlights specific technologies like Blackboard, presentation software, audio/video recording, and screen capturing that teachers can utilize.
Learning Materials: Presentations and VideoStaci Trekles
This document provides guidance on developing engaging online courses using multimedia. It recommends using the Quality Matters rubric and Standards 3, 4, 6, and 8 to guide course development. Presentations should be aesthetically pleasing, aligned to objectives, and accessible to all students. Multimedia can enhance learning when used appropriately based on principles of multimedia learning. Tools like Echo360, Camtasia, WebEx and YouTube are suggested for recording and sharing content. Captions should be included to ensure accessibility.
This document provides an overview of a lesson on using presentation software. It describes presentation software and its common features such as templates, slide designs, animations, and transitions. It emphasizes creating effective presentations with minimal words and bullets per slide. The document also covers adding graphics, sounds, videos and publishing presentations online or printing them. It includes examples and case studies to demonstrate presentation skills.
Similar to Presentation Preferences - Providing Effective Options for Students (20)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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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 💊💊
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
27. Technology SOL Connections
C/T 9-12.1 Demonstrate an operational knowledge of various technologies.
C/T 9-12.2 Identify and use available technologies to help complete specific tasks.
C/T 9-12.4 Incorporate new and emerging technologies as appropriate.
C/T 9-12.3 Demonstrate an understanding of the strengths and weaknesses of
various technologies for supporting different tasks
C/T 9-12.15 Communicate effectively with others in collaborative learning
situations.
C/T 9-12.16 Apply knowledge and skills to generate innovative ideas, products,
30. Citations:
Clkr Free Vector Images. (2012). Toolbox, tools, tool kit, workbox. . https://pixabay.com/en/toolbox-tool-box-tools-tool-
kit-29458/. CCO.
Clkr Free Vector Images. (2012). Wrench, hardware, adjustable, workshop. https://pixabay.com/en/wrench-hardware-
adjustable-workshop-34928/. CCO.
Emaze.com. (2012). Emaze tutorial - getting started. Retrieved from https://www.youtube.com/watch?v=I-
9nHq9ld6Q&feature=youtu.be.
Geralt. (2015). Monitor, binary, binary system. Retrieved from https://pixabay.com/en/monitor-binary-binary-system-
1356059/. CCO.
lbC. (2009). Rhiana in a big hoodie. Retrieved from
https://www.flickr.com/photos/26699340@N02/3808325539/in/photolist. CCO.
McGuire, R. (2015). Musician, rockstar, band, music. Retrieved from https://pixabay.com/en/musician-rockstar-band-
music-rock-664432/. CCO.
Open Clip Art Vectors (2016) Classroom, presentation school students teaching. Retrieved
fromhttps://pixabay.com/en/classroom-presentation-school-1297780/. CCO.
31. Public Domain Pictures. (2014). People, cover, cry, desperate. Retrieved from https://pixabay.com/en/people-cover-cry-
desperate-314481/. CCO.
Reisler, Clay. (2009). Student choice presentation tools. Retrieved from
https://www.youtube.com/watch?v=O6VahCI4HCU.
Virginia Department of Education. (2016). The Standards & SOL based instructional resources.
http://www.doe.virginia.gov/testing/sol/standards_doc.
Editor's Notes
Announcing a class presentation often gets this reaction. Sorry, kids. Hiding under your desk is not going to get you out of doing it. There are always some kids in our classes who want to hide under their desks at the mere mention of having to create a presentation. Why is this? Is it because it’s too difficult? Because it’s time-consuming? Because they don’t like the program? Is it all of the above? So, what do we do as educators about this fear of theirs and perhaps ours as well? (1 minute)
There is a lot we are required to do as teachers. We wear so many hats that our minds spin sometimes. We have to plan, teach, grade, parent, discipline, comfort, and sleep (if that option is even possible). But do we also HAVE to use technology for presentations in the classroom? The answer is no, of course not. The question I ask you is this…Why Not? (1 minute)
There are so many reasons, some more apparent than others. First, it is a great tool to assess and evaluate what a student has learned in a way that promotes student creativity as opposed to the boring test or worksheet. By having our students create instead of regurgitate also gives them access to learning the much needed 21st century skills. Although perhaps not as apparent, though, it that we are meeting a vast number of SOLs that have now become the focus of our jobs. (1 minute)
Diversifying instruction is another one of our responsibilities as educators. In order to reach every child where they learn and function best, it is crucial to modify everything we have in the classroom. Whoever said that one-size-fits all was NOT referring to students and learning styles. The same can be said for how they work and create. So how do we do that with presentations? We need to provide options to all our students as we do with our instruction by allowing them to pick the presentation tool that best fits their needs in all aspects. (1 minute)
Let’s take a minute to watch a short clip by fellow educator, Clay Reisler regarding student options. (pause for video). This is one way we can give students ownership over their work. We can also have them evaluate multiple different presentation tools and have them select PERSONALLY which one works best for them. We need to give them the freedom to make this choice of which to use. (2 minutes)
We need to get away from the one size fits all mentality in all facets of our classrooms. Why do we make them use the ones WE are familiar with? We need to get away from that one-size-fits all mentality in this medium , too. Shouldn’t we present them with options? Let’s examine the potential presentation alternatives listed above. Haiku Deck, Emaze, Google Slides, and Blendspace. (1 minute)
Out of curiosity, I’d like to see who partial to what. Take a minute and go to Kahoot.it. Once you’re there, type in the Game Pin to join. ( 3 minutes)
Looking at the results (depends on results of survey...either we are diverse OR we need more diversification). In order to get a job done well, the toolbox has to have multiple tools. We, too, need to provide multiple ones to our differentiated students for THEM to build and create most successfully. O.k...enough of the lecture of WHY we need them all, let’s learn about them so you can make an informed decision on just how simple it is to add them to the repertoire. All are, for the most part, free at least for a trial period; however, to get the upgraded versions you have to pay. No surprise there, right? Nonetheless, the for the most part the free versions provide enough bells and whistles for students to still create professional-looking slideshows. (2 minutes)
So, with every program, there are positives and negatives. The same goes for Haiku Deck. With this tool you are given a pretty vast theme selection, pre-formatted slides that require students to just drag and drop anything they want included in the slide. One feature that I like but that may be a bit challenging is that there is limited space for text. The plus here is that students won’t write out their entire script and read from their slides. (1 minute)
Although the limited text space can be a pro, it t may cause some challenge for students to be so concise in their wording. This may lead to frustrations, especially for struggling writers. The formatting restrictions can in some circumstances be restricting. For the creative, artistic students this would definitely limit their creative freedom due to the constraints. There also aren’t any slide transition options on the free version, so again it may be a bit boring or limiting. All things considered, I think Haiku Deck is a great tool for the student who struggles with digital projects. It really helps create a professional-looking project, especially for those lacking artistic vision, much like me (insert laughter - lol). (2 minutes)
Senior students are approaching their professional and college journeys. Having so many talented artists at my high school that are applying to colleges for art and have to submit their portfolios digitally, I easily see them using this tool. It is a quick and user-friendly way to insert their images onto slides, type in the artwork title and medium, and to share it with their college of choice. (1 minute)
Students running for class office, SCA, or homecoming or prom king or queen typically write speeches or plead with classmates to vote for them. Many schools have a “news” based t.v. program where these pleas are made. For those that do, this tool would be VERY effective to accompany the speech, highlighting the reasons they should be elected. For student who are absent the day it was aired, they could easily upload the slideshow to the school’s academic interface. (1 minute)
In English, students are required to be able to identify and explain literary devices in literature. By college, it should be a walk in the park. Using this slideshow, they can present their knowledge. All they have to do is find the devices the devices in a literary-rich poem, insert an image that depicts, and name the device. In their presentation, they will explain further. (1 minute)
As is the majority of these tools, Emaze is a cloud-based program that can be accessed from anywhere. Like Haiku Deck, there are pre-designed themes and templates, but these are much more diverse; this opens more doors and is less limiting to curriculum and students. This program allows for easy media and video embedding and gives the option for music background. Emaze takes presenting to a different level of 21st century skill implementation. ( 1 minute)
In presentations, it is best to use Sans Serif fonts; however, this program does not give you the option to change them; they are pre-set by selected theme. You also aren’t able to change or turn off slide transitions and they can, at times, move too quickly. There is little control of this feature. Sometimes, less is more and in this program the MORE can at times be way too overwhelming for students. The biggest drawback to this software, though, is that it’s only free for the 14 day trial. You could technically complete a project and present it in this time-frame if your school can’t purchase, but it is limiting. (1 minute)
This is one program that speaks for itself. I really couldn’t do it justice, so let’s take a quick look at this instructional video of its options. As you can see, there lots of possibilities for implementation of this program to see if it’s worth the cost. (After Video) - I suggest you play with it, now, to see if it’s one you want to convince administration to purchase for your school’s students. (3 minutes)
If you ARE able to persuade for this program, the possibilities for use are endless. 12th grade government classes could use the newspaper template for weekly current events instead of simply typing them. English classes could attack the persuasive writing SOL requirement by incorporating their persuasion into a news article from the magazine or newspaper template. With the option to add instructional video, students in technical education could take the role of teacher, showing and teaching what they learned of their skill or trade to others. (1 minute)
Blendspace is one of those tools that although seemingly complex is quite simple to use. It is a multi-media platform containing easy to find resources. The drag and drop feature is always a favorite. You can easily move your slides and can see them all side-by-side which is easier to view and organize spatially. The best feature of it is that it is collaborative, so it’s a great tool for group projects as well as independent ones. ( 1 minute)
There doesn’t appear to be much regarding theme options; the slides are basically blank. There are also no transition or animation options. This program isn’t really suited for the less creative student student to make the presentation pop. At times, the program can also be a bit glitchy, especially regarding moving text and arranging images. (1 minute)
This program is more suited to multi media style, group project. Not only are you able to type text in Blendspace, but with ease you can also share and upload video, images, and documents from the same page. Here’s a little sample that I was playing around with creating that I thought I’d share with you. Look at the screen to see how user-friendly the creation page is. Arrow #1 points to the share button so students can work collaboratively on the same assignment in real time. Arrow #2 points to a search feature. Here, you can look up information from the TES Resource bank. Arrow #3 points to a toolbar that you can use to smoothly search for already created documents in your drive, on YouTube, in Google, etc. The best part of all this is that it is all done from the same page and is all drag and drop. (2 minutes)
Even though this can be used for independent projects, I find it a more effective tool for group projects. Students in any lab class can include images, step-by-step procedures or videos of the lab, and results in multiple media forms all in the same presentation. Research can be done collaboratively including written work with parenthetical citation mixed with images and video. It would make for a much more interesting product than a paper. In foreign language classes students can write in the language, show translation tools, provide video of the country’s highlights, and present indigenous images again all in one place. Pretty cool, huh? (2 minutes)
Prezi is one of the few “outside the box” presentation tools. It’s unique and the look is non-linear. Animated images don’t just slide from side to side, nor are the all square. Everything, including text and images, can move across the screen in engaging, non-traditional ways. Even though non-traditional, media and video can still be imbedded in the presentation, too. Although I’ve found it a bit tricky to do, students CAN work on Prezis collaboratively, too. With all the motion of this presentation tool, though, I would recommend that it be students who work well together in non-confrontational ways. (1 minute)
If you are prone to getting sick on that boat or in a car, you may not want to encourage Prezi. There can be so much motion that it can honestly make one ill. I’ve never hear of a driver having this happen, and the same goes for the creator; it’s just those who are viewing who may suffer. The animations can also be quite distracting, so encourage students to be mindful of this in their creations. Aside from this, the only other drawback I found from this tool is there is limited font and color, but this can be worked around and is a minor con in my opinion. (1 minute)
Look at this blank prezi template example; it gives you an idea of what a Prezi presentation may look like. (Pause for video) A lot of students would enjoy the unique style and difference of this presentation tool. (2 minutes)
As with all the software we’ve reviewed, there are so many uses for each one. Prezi is no different. It may be used like Blendspace as an individual or group tool for a Health research project, investigating and going more in depth about illness or disease. School clubs could use it to highlight what they do OR to convince potential members why they should join. It would also make interesting what may be a boring Statistics class collected data project more exciting. The possibilities are endless with all of these tools! It is not our job to assign the one to use, though, because it’s what WE like, but it’s to give students alternatives that best fit their needs. (2 minutes)
I know we’re familiar with the SOLs for our area of concentration. Here’s the thing. Presentations don’t only meet that ONE SOL for an ENGLISH only content, but there are a plethora of technology SOLs required by the state, too. Look at all those above that are met by having students select and use their own presentation tools. Even though every county provides different technology access, we still have a responsibility to weave it somehow into our curriculum. It’s also our duty to meet all of our students learning styles and needs. Pretty cool that ONE project can meet both requirements at once by providing these presentation tool options to students. (1 minute)
With choice, we can implement and help all students discover their 21st Century selves. (10 seconds)
Isn’t this the reaction we want? Go get ‘em, rockstars! (10 seconds)