The presentation the SALiS team from The Institute of Educational Sciences from Moldova presented at the SALiS Final Conference held in Tibilisi, 27-31 August, 2012
See Me: “Inspirational ideas and approaches regarding parentalinvolvement in secondary education”
See ME is a 2-years Erasmus+ project which focusses on strengtheningparental involvement in children’s school careers in secondary educationspecifically for youngsters at risk. To achieve this the project collects bestpractices and will develop and test guidelines for parent involvement as wellas guidelines for teachers regarding the school career of students and theirrole toward parents.
The Access to Information and Training Community Centres Alliance of Moldova (INFONET Alliance) was officially registered in 2007, being founded by 47 centres.
Its assignment is to contribute to the consolidation of the information society and to the sustainable development of civil society by reducing the digital divide phenomenon and by involving citizens in the decision-making process.
The INFONET Alliance has started the campaign Get Online Week 2013 by spreading an official press release. In the Republic of Moldova, the campaign developed under the slogan "We bring Moldova online together!"
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
See Me: “Inspirational ideas and approaches regarding parentalinvolvement in secondary education”
See ME is a 2-years Erasmus+ project which focusses on strengtheningparental involvement in children’s school careers in secondary educationspecifically for youngsters at risk. To achieve this the project collects bestpractices and will develop and test guidelines for parent involvement as wellas guidelines for teachers regarding the school career of students and theirrole toward parents.
The Access to Information and Training Community Centres Alliance of Moldova (INFONET Alliance) was officially registered in 2007, being founded by 47 centres.
Its assignment is to contribute to the consolidation of the information society and to the sustainable development of civil society by reducing the digital divide phenomenon and by involving citizens in the decision-making process.
The INFONET Alliance has started the campaign Get Online Week 2013 by spreading an official press release. In the Republic of Moldova, the campaign developed under the slogan "We bring Moldova online together!"
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Alan Tait is Director of International Development and Teacher Education at The Open University, UK
This presentation was delivered as part of his keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Report and summary of outcomes of the First Meeting of EDEN Fellows, organised just before the Dublin conference, where high level evaluation and visions for the further progress of the Association were discussed.
Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
The OECD has just published a report on Promising Practices in Supporting Success for Indigenous Students in collaboration with provinces and territories in Canada, with New Zealand and with Queensland, Australia. The publication highlights examples of Indigenous students' success and how these successes have been achieved.
This presentation provides an overview of the Study and of its key findings.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Back to the Future of Education: Four OECD Scenarios for SchoolingEduSkills OECD
Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting. Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
Alan Tait is Director of International Development and Teacher Education at The Open University, UK
This presentation was delivered as part of his keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Report and summary of outcomes of the First Meeting of EDEN Fellows, organised just before the Dublin conference, where high level evaluation and visions for the further progress of the Association were discussed.
Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
The OECD has just published a report on Promising Practices in Supporting Success for Indigenous Students in collaboration with provinces and territories in Canada, with New Zealand and with Queensland, Australia. The publication highlights examples of Indigenous students' success and how these successes have been achieved.
This presentation provides an overview of the Study and of its key findings.
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
Back to the Future of Education: Four OECD Scenarios for SchoolingEduSkills OECD
Close your eyes for a second and think of something that happened over the last 20 years and you would have never expected to occur. Be it the pandemic, smart phones or something else, the truth is that the future likes to surprise us. Our world is in a perpetual state of change. There are always multiple versions of the future—some are assumptions, others hopes and fears. To prepare, we have to consider not only the changes that appear most probable, but also the ones that we aren’t expecting. Inspired by the ground-breaking 2001 Schooling for Tomorrow scenarios, this book provides a set of scenarios on the future of schooling, showing not a single path into the future, but many. Using these scenarios can help us identify the opportunities and challenges that these futures could hold for schooling and education more broadly. We can then use those ideas to help us better prepare and act now. Whether parents or students, teachers or educational leaders, researchers or policy makers, this book has been written for all those who want to think about futures that haven’t occurred to play their part in shaping the future that will.
Let Schools Decide: The Norwegian approach to school improvementEduSkills OECD
Q & A Webinar | 27 January 2021
In 2017, the government of Norway introduced new measures to provide schools and municipalities with greater freedom to carry out systematic school improvement based on what the schools themselves believe needs to change. Hege Nilssen, Head of the Directorate for Education and Training in Norway, Andreas Schleicher, OECD Director for Education and Skills, and the OECD’s Implementing Education Policies team discuss how this innovative model was designed and implemented, and what other countries can learn from it.
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
The Bridging Nations Foundation will host a one-day conference to address challenges faced by higher education systems on a global level. Discussions will focus on emerging solutions for bridging the gap between higher education curricula and emerging demand within the contemporary job market. Conference topics examine ways innovative changes in the higher education sector will combat disparity, lack of access, and unemployment and contribute to a greater shared global prosperity. The conference will also cover topics including policy and legislation, MOOCs, emerging career trends, innovations in higher learning and education, and the impact of technology over the course of four panel discussions and two keynote presentations.
A variety of fuels can be made from biomassi resources including the liquid fuels ethanol, methanol, biodiesel, Fischer-Tropsch diesel, and gaseous fuels such as hydrogen and methane. Biofuels research and development is composed of three main areas: producing the fuels, applications and uses of the fuels, and distribution infrastructure.
Biofuels are primarily used to fuel vehicles, but can also fuel engines or fuel cells for electricity generation. For information about the use of biofuels in vehicles, see the Alternative Fuel Vehicle page under Vehicles. See the Vehicles page for information about the biofuels distribution infrastructure. See the Hydrogen and Fuel Cells page for more information about hydrogen as a fuel.
These slides use concepts from my (Jeff Funk) course entitled analyzing hi-tech opportunities to examine the increasing economic feasibility of algae biofuels. Algae can be grown in places where traditional crops cannot be grown and it consumes carbon dioxide, thus making it better than traditional sources of biofuels. It can also be harvested every 10 days thus making its oil yield per acre 200 times higher than corn and 40 times higher than sunflowers. The problem is that harvesting and extracting the algae requires large amounts of labor and energy (drying) and the algae may damage surrounding eco-systems. Thus new and better processes along with large scale production are needed to solve these problems. These slides discuss the various approaches (open pond, photo-bioreactor, fermentation), their advantages and disadvantages, their existing and future costs, and other improvements that are driving steadily falling costs. In the short term, algae will continue to be used in niche applications such as cosmetics, food, and fertilizers. In the long run, as the cost reductions continue, algae might become a major source of fuel for transportation and other applications.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
IES SALiS presentation at Final Conference, Tibilisi, August 27-31, 2012
1. SALiS Project in the Institute of
Educational Sciences (IES):
experiences
and
implementation
SALiS Final Conference
Tibilisi, Georgia
August, 28-31 , 2012
2. SALiS • 64.015Euro
Budget
Special • 6649 Euro
Sources
3. IES MAIN GOAL:
Promote and support contemporary scientific
education by developing scientific knowledge
competence of Science teachers from Moldova
through continuous education courses ; thus
contributing to effective implementation of
science in schools.
OBJECTIVES:
-develop conceptual framework /base in accordance to SAliS philosophy;
-develop teacher training theory and methodology through SALiS
(curricula, guides, etc.);
-provide conditions for scientific knowledge competence development within
teacher training course (equipping labs, staff training, etc.)
-ensure effective SALiS project implementation and continuity.
4. CONCEPTUAL
FRAMEWORK
The competence of scientific
knowledge, as a general competence
has been defined as follows:
“an integral unit of student/teacher’s internal
resources, common for
Physics, Bilogy, Chemistry subjects, focused on
an interaction of:
- dialectical reasoning,
- epistemological thinking,
-scientific language use, and
-an adequate behaviour to solve significant
pedagogically modelated situations.“
5. The scientific knowledge competence consists of the following specific
competences which directly correlate with a certain scientific content
of Physics, Chemistry and Biology:
6. The formation of the scientific knowledge
competence runs 4 stages
which should be reflected in a didactic planning of each unit:
fundamental internal
knowledge knowledge
functional external
knowledge knowledge
7. Scientific Knowledge
Competence Development:
For a student/teacher to form the competence of scientific
knowledge as a final acquisition it is necessary:
- To master a set of fundamental knowledge depending on the problem to be solved;
- To develop skills of applying this knowledge in concrete situations for a better
scientific understanding ; this way achieving their functionality;
- To resolve different problem-solving situations; thus constructing their own
functional image of the knowledge;
- To solve the significant daily problems in different contexts , by applying their
final acquision behaviour/attitudes; meaning competences.
the students/teachers’ scientific education developed through the competence
of scientific knowledge should be based on a methodological support and
reasoning through observation, experiment and deduction.
8. Developed Teacher Training
Theory and Methodology
1) 3 SALiS Curricula for Continuous Education of
Chemistry, Biology and Physics Teachers were developed and
translated into English.
The content covers:
-conceptual references
regarding epistemological, managerial, communicative, investi
gative, meta-cognitive competences of Science teachers;
-management of training Curriculum content through 3
modules (Psycho-pedagogy of Interactive Education;
Axiology and Praxeology of Specialty Subject through SALiS;
and IT Use and Implementation of Educational Software);
-ideas about the process, contents and training activities
acquisitions;
-a set of methodological and assessment suggestions.
9. Developed Teacher Training Theory and
Methodology
2) Translated and published a Romanian version of “Low-Cost
Techniques in Science Classroom” guide developed by Nicole
Poppe, Silvija Markic, Ingo Eilks;
3) Elaborated “Methodological Guide of the Implementation of
Curriculum for Continuous Education of Teachers of
Biology, Chemistry and Physics through the
Perspective of SALiS Philosophy” and
4) the guide “Evaluation of the Scientific
Knowledge Competences of Teachers of
Biology, Physics and Chemistry based on
SALiS conception”.
10. Developed Teacher
Training Theory and Methodology
These documents will serve as a methodological support in
teaching SALiS philosophy during Science teachers’ trainings as it
argues conceptual dimensions of continuous development of the
didactic staff from the perspective of SALiS concept and
methodology of scientific knowledge competence development.
They reflect:
-the notion of teachers’ scientific knowledge competence;
-the specific of teachers’ training curriculum;
- the process of school curricula modernization; methodology of
forming scientific knowledge competence;
-active didactic strategies and technologies based on constructivist
teaching-instruction process;
-low-cost equipment in experimental research;
-procedure of evaluating students/teachers’ scientific knowledge;
-unit/lesson planning; and the interdisciplinary aspect in teaching.
11. 3 Equipped SALiS Labs
3 modern training labs of Chemistry, Biology and Physics were
equipped, where participants may develop their scientific knowledge
competence due to innovative approaches to lab-work
instruction, such as: inquiry-type strategies, open lab tasks or
cooperative learning in the lab environment.
12. January-June, 2012: trained 323 Science
Teachers from Moldova
The thematic content presented an instructive and applying
character, which was delivered in form of
seminars, workshops, case studies, and lab-experiments;
thus contributing to developing professional competence of science
specialists from the country.
13. Opened the Center of Didactic Excellence
On bases of SAliS labs was opened The Center of Didactic Excellence
with the mission of developing educational software for
teaching Science.
14. Presentations on
SALiS issues at the
Specialized Scientific
Council, international
conferences, local
seminars and
trainings
4 scientific
Publishing
articles in SALiS
“Univers
Pedagogic Pro” Disse Newsletter for
a large
newspaper and
“Univers mina audience of
didactic staff
Pedagogic”
scientific tion from the
country
journal
Designing a web site
on IES project’s
activity www.proiecte-
ise.md and
continuously updating
the information about
SALiS.
15. Perspective view…
Implementation
Providing all Science
in mass of SALiS
teachers from
philosophy through
the country with the set
teacher training
of methodological
courses
guides developed within
(~700 Science teacher
SALiS project
per year)
16. Thank You for Inspiration,
Support
and
Collaboration!!!
To Be Continued…
Editor's Notes
Acest șablon se poate utiliza ca fișier de pornire pentru a furniza actualizări pentru proiect jaloane.SecțiuniClic cu butonul din dreapta pe un diapozitiv pentru a adăuga secțiuni. Secțiunile vă ajută să organizați diapozitivele sau să facilitați colaborarea între mai mulți autori.NoteUtilizați secțiunea Note pentru a livra note sau pentru a furniza detalii suplimentare pentru public. Vizualizați aceste note în Vizualizare prezentare în timpul prezentării. Luați în considerare dimensiunea fontului (importantă pentru accesibilitate, vizibilitate, înregistrare video și producția online)Culori coordonate Acordați atenție specială graficelor, diagramelor și casetelor text.Aveți în vedere că participanții vor imprima în alb-negru sau tonuri de gri. Efectuați un test de imprimare pentru a vă asigura că acele culori funcționează atunci când imprimați doar alb-negru și tonuri de gri.Ilustrații, tabele și graficePăstrați un aspect simplu: dacă este posibil, utilizați stiluri și culori consistente, care nu distrag atenția.Etichetați toate graficele și tabelele.
Diapozitivele următoare se afișează mai multe exemple de cronologii utilizând elemente grafice SmartArt.Includeți o cronologie a proiectului, marcând clar jaloanele, datele importante, și evidențiați stadiul actual al proiectului.
Se pregătesc diapozitive pentru anexă în evenimentul care are nevoie de mai multe detalii sau diapozitive suplimentare. De asemenea, anexa este utilă dacă prezentarea este distribuită ulterior.
* Dacă vreun aceste probleme au provocat o întârziere în program sau trebuie să fie discutate mai amplu; detaliile în diapozitivul următor.
Diapozitivul se dublează după cum este necesar dacă există mai multe probleme.Acesta și diapozitivele înrudite se poate muta la anexă sau se poate ascunde, dacă este necesar.
Ce sunt dependențele acest lucru afectează cronologia, costurile și rezultatul acestui proiect?