YouTube is a popular video sharing website that allows users to upload, view and share videos. It was developed in 2005 and acquired by Google in 2006. YouTube maintains users' videos through metadata tags, titles and descriptions. It offers a large number of educational videos that can be used for English language learning. Some advantages are that videos can be paused and replayed, and learners can see speakers' mouth movements to understand pronunciation. One reason YouTube is effective for English learning is that lessons are typically short yet convey a lot of information in an easy to understand way.
This presentation talks about the use of YouTube as a pedagogical Web resource 2.0 in teaching and learning the English Language as a Foreign Language.
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
The presentation give some ideas of Web 2.0, Difference between Web 1.0,2.0,3.0 and basics of some Web 2.0 Tools that can be used in educational purposes like Hotpotatoes, Edmodo, PTable, TeacherTube etc. and is prepared in accordance with the Techno Pedagogic Syllabus for B.Ed. Physical of university of Kerala
This presentation talks about the use of YouTube as a pedagogical Web resource 2.0 in teaching and learning the English Language as a Foreign Language.
edna workshop session 2009. Many educators are looking to the Web to make the sharing of learning resources 'free and easy'. This presentation addresses questions such as: What does free mean? Where do I find this stuff? How good is it? And what can I do with it?
As well as highlighting how to find open education resources, images and media, the session helps educators understand licences used when sharing online resources, including Creative Commons, and shows ways to record attribution in different types of situations.
The presentation give some ideas of Web 2.0, Difference between Web 1.0,2.0,3.0 and basics of some Web 2.0 Tools that can be used in educational purposes like Hotpotatoes, Edmodo, PTable, TeacherTube etc. and is prepared in accordance with the Techno Pedagogic Syllabus for B.Ed. Physical of university of Kerala
Presentation about using social media tools for learning and teaching. Tools covered includes blogs, media sharing tools, digital curation tools and social networking tools (Facebook).
This is the Panel Session for the Openness in Education session.
In this session, we will discuss how our academic content can be shared with our colleagues, and the wider community. How and why should we be collaborative in an increasingly competitive environment? What are the benefits of an open attitude to our resources and approaches, how can we reach a wider and meaningful audience, and what licensing issues and opportunities exist? Are the potential threats of openness perceived, or real? This session will look at these issues and more.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
Presentation for First-Year Seminar Instructions at the University of Denver
January 12, 2015
by Kathy Keairns, Office of Teaching & Learning
Social Media in the classroom
Ubiquitous Language Learning (2014 AILA World Congress presentation)Steve McCarty
"Ubiquitous Language Learning from Mobile Internet to iPod to iPad" for the AILA World Congress symposium "Utilizing Emerging Technologies and Social Media to Enhance EFL Learning" on 11 August 2014, 16:30-18:30, in Room P5 at the Brisbane Convention and Exhibition Centre. This Slideshare version has much text for reading convenience.
Presentation about using social media tools for learning and teaching. Tools covered includes blogs, media sharing tools, digital curation tools and social networking tools (Facebook).
This is the Panel Session for the Openness in Education session.
In this session, we will discuss how our academic content can be shared with our colleagues, and the wider community. How and why should we be collaborative in an increasingly competitive environment? What are the benefits of an open attitude to our resources and approaches, how can we reach a wider and meaningful audience, and what licensing issues and opportunities exist? Are the potential threats of openness perceived, or real? This session will look at these issues and more.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
Presentation for First-Year Seminar Instructions at the University of Denver
January 12, 2015
by Kathy Keairns, Office of Teaching & Learning
Social Media in the classroom
Ubiquitous Language Learning (2014 AILA World Congress presentation)Steve McCarty
"Ubiquitous Language Learning from Mobile Internet to iPod to iPad" for the AILA World Congress symposium "Utilizing Emerging Technologies and Social Media to Enhance EFL Learning" on 11 August 2014, 16:30-18:30, in Room P5 at the Brisbane Convention and Exhibition Centre. This Slideshare version has much text for reading convenience.
New Media Education.The positive side of Social Networking Sites.Future of Education. Modern Day Education, Make full use of the ITC revolution in education. Let them also learn at their home comfort.Making the difference in education with technology
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. What about this resource?
• Is a popular video sharing website where registered users can upload and
share videos with anyone able to access the site. These videos can also
be embedded and shared on other sites. YouTube was developed by
former PayPal employees in 2005 and was acquired by Google in 2006. It
has had a profound impact on media and advertising.
3. Main characteristics
• YouTube maintains a logistics that allows you to locate any video by
means of metadata tags, titles and descriptions that users assign to their
videos, but whose use is restricted only to videos hosted on YouTube.
• YouTube has a minimalist player for easy use, configured the quality of its
videos during 2008 allowing users to view the videos with a greater
definition, the range of formats supported on the platform are several,
there is a copy restriction and copyright for user safety and due to its
popularity during 2009, the number of people using this platform has
increased and it is very common for people to know how to use the
platform, even at a basic level.
4. Advantages
• It allows users to create multimedia video and audio content.
• Users can communicate through communities between comments and personal
messages; since last year, YouTube has allowed users to post pictures as well.
• The amount of videos that this platform offers is huge, therefore, educational content also
abounds on YouTube, it is possible to learn through videos.
• YouTube allows the user to create playlists; there are channels that divide your content
through playlists to make your search even easier.
5. Disadvantages
• Possibly the biggest disadvantage of this platform is that not all
shared content is based on a formal or real study.
• Its use is not possible without an internet connection.
6. How to apply it in EFL learning
environments
• Today, the internet is fundamentally changing the way we learn by
providing unrestricted access to a vast range of information.
According to some sources, streamed video content now accounts for
around 50% of all global internet traffic. This statistic shows that more
people now prefer to receive information in video format than
through reading large volumes of text. EFL is one sphere that has
embraced this new trend with open arms. Learners can now opt for a
more blended approach to study by incorporating English video
lessons into their personal education plans.
7. “Why should I use YouTube for English learning?”
Here are a few reasons:
• You might already have books or classroom lessons, but having a
variety of materials can promote learning.
• You can pause and rewind an English language video on YouTube
whenever you need to.
• Many of the English learning videos let you see the speaker’s
mouths. This way you can better understand how their mouths move
to create different English sounds.
8. • It is necessary to change the role of the educator, from the
speaker of information to the information counselor, just as the
student must move from being a listener to a participant and
collaborator in carrying out the task.
• Motivate and organize the knowledge that we can access with
Web 2.0.
• The teacher should be able to use the tool and leave traditional
methods to start using new learning methodologies.
• Develop new skills to search, collect and process information to
turn it into knowledge.
9. One of the best reasons to learn English with YouTube is that
most of the lessons are short, but convey a lot of information in
easy-to-understand ways. There’s no chance of you losing your
focus. By dipping into one short lesson a day you will soon notice
the difference in your ability to speak English.
10. The technological use of the Web 2.0
resource
• As we all know, the term Web 2.0 was introduced to the world
more than eight years ago by Tim O'Reilly and Dale Dougherty
in 2004 during the course of a brainstorming session,
establishing it as "a second generation in the history of the web
based on communities of users and a special range of internet
services and applications that is modified thanks to social
participation” (Palomo, R.; Ruiz, J.; Sánchez, J., 2008, p. 13).
11. • That is, a change of Web in data and content, forming a community
space and social interaction for the development of content through
services that provide information and communication.
At the educational level, YouTube is a clear example of what Web 2.0
resources are, because it allows the development of content in a
group and individual, in addition to retake the philosophy of the
teacher as a mediator, and the student as a builder of their own
knowledge; in this way, it can become a proactive part of his/her
learning process, at any time and place, as long as one can get
accessed to its information through an electronic device.
12. To be able to implement this resource within a classroom,
it is necessary to take into account these characteristics:
• Interactivity: that the resource allows interactive contact.
• Connectivity: without internet access, users can not use it.
• The content can be modified, that is, it has dynamic applications.
• Encourage collaborative participation.
• It is adapted to all types of users.
• Character Bete, that is, is constantly improving.
• Gratituity of its application.
• Mobility; This aspect refers to the fact that information can be
introduced and captured in different places.
