Tina Phillips (Cornell Lab of Ornithology) - the DEVISE projectCitizenCyberlab
Tina Phillips (Cornell Lab of Ornithology) presenting the DEVISE project, and learning in citizen science research at the Citizen Cyberlab Summit, 17-18 September 2015, University of Geneva (UNIGE).
Tina Phillips (Cornell Lab of Ornithology) - the DEVISE projectCitizenCyberlab
Tina Phillips (Cornell Lab of Ornithology) presenting the DEVISE project, and learning in citizen science research at the Citizen Cyberlab Summit, 17-18 September 2015, University of Geneva (UNIGE).
Come see how to tap into your students’ creative side. We will demonstrate, including student examples, how to enhance your classroom using technology.
Webinar slides originally presented by Dr. Dale McManis on September 22, 2011, reviewing best practice tip for selecting developmentally appropriate technology for children.
Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
The studio is a hallmark trait of design education and practice. Working in a shared space, students solicit each other’s help and gain wisdom by seeing their peers’ work and failures, successes, and evolutions. It’s a tremendously powerful learning experience. It’s also tremendously resource intensive. Studios generally require dedicated, collocated space for students, and studio classes tend to have extremely limited enrollment. How might we create online experiences that are inspired by the design studio, and open those peer learning opportunities to learners around the globe?
In this COIL Fischer Speaker Series event, Scott Klemmer shared his adventures in creating global-scale peer learning systems for formative feedback, small-group discussion, and summative assessment. In 2012, his research group collaborated with Coursera to launch the first massive-scale class with self and peer assessment. Since then, their systems have been used by more than a hundred massive online classes and on-campus flipped classrooms. Because online learning platforms embed pedagogy into software, they provide a powerful setting for using and building theory through experimentation.
Scott also used their online learning research as a case study in Design at Large: experiments and research systems leverage real-world, web-scale usage to create practical theories for design. Currently, many design practices are faith-based rather than research-based. Why is there a shortfall of principles? In part, some see design as intrinsically mystical and impervious to investigation, because creative work is clearly complex and multifarious. And in part, this is a multidisciplinary effort. Design is front-page news, the topic of Hollywood films, and enrollment in design courses — both in person and online — has skyrocketed. For Scott, the most powerful part is how many people are excited about making stuff. Let’s match this enthusiasm with insight.
The video of this presentation can be viewed at https://goo.gl/maJfh0
Come see how to tap into your students’ creative side. We will demonstrate, including student examples, how to enhance your classroom using technology.
Webinar slides originally presented by Dr. Dale McManis on September 22, 2011, reviewing best practice tip for selecting developmentally appropriate technology for children.
Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
The studio is a hallmark trait of design education and practice. Working in a shared space, students solicit each other’s help and gain wisdom by seeing their peers’ work and failures, successes, and evolutions. It’s a tremendously powerful learning experience. It’s also tremendously resource intensive. Studios generally require dedicated, collocated space for students, and studio classes tend to have extremely limited enrollment. How might we create online experiences that are inspired by the design studio, and open those peer learning opportunities to learners around the globe?
In this COIL Fischer Speaker Series event, Scott Klemmer shared his adventures in creating global-scale peer learning systems for formative feedback, small-group discussion, and summative assessment. In 2012, his research group collaborated with Coursera to launch the first massive-scale class with self and peer assessment. Since then, their systems have been used by more than a hundred massive online classes and on-campus flipped classrooms. Because online learning platforms embed pedagogy into software, they provide a powerful setting for using and building theory through experimentation.
Scott also used their online learning research as a case study in Design at Large: experiments and research systems leverage real-world, web-scale usage to create practical theories for design. Currently, many design practices are faith-based rather than research-based. Why is there a shortfall of principles? In part, some see design as intrinsically mystical and impervious to investigation, because creative work is clearly complex and multifarious. And in part, this is a multidisciplinary effort. Design is front-page news, the topic of Hollywood films, and enrollment in design courses — both in person and online — has skyrocketed. For Scott, the most powerful part is how many people are excited about making stuff. Let’s match this enthusiasm with insight.
The video of this presentation can be viewed at https://goo.gl/maJfh0
AERA 2012 - Does Prior Distance Learning Make a Difference? Examining Student...Michael Barbour
Kirby, D., Barbour, M. K., & Sharpe, D. (2012, April). Does prior distance learning make a difference? Examining student perceptions and preferences. A poster presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
K-12 online learning has grown substantially. While there are many reasons for this growth, some proponents argue K-12 students need to engage in online learning to prepare them for future learning opportunities that will inevitably be online. In a case study, students who had completed at least one distance education course were surveyed during their first and fourth year of post-secondary studies. We found self-regulatory learning behaviors frequently linked to positive experiences and outcomes in online and distance education courses were equally apparent in all of the participating university students regardless of whether or not they had previously studied online. These findings suggest high school students do not gain independent learning skills and attitudes through learning in an online environment.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY
30 OCTOBER 2013
CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE
CECS RC003: Evaluating Research
Performance Task Assessment Submission Form
Instructions
This document is your tool for capturing your response to each part of the Performance Task. You will find prompts for each part below. After each prompt, you will be provided a space to enter your response. Review the rubric carefully to provide a complete response.
To begin writing your response, begin typing where it reads “Enter Your Response Here.” Lengths for each part are included below the prompt.
Contact Information
Name: Suzanne Murphy
E-mail address: [email protected]
Phone: 314.374.2750
Part I: Evaluating Credible Scholarly Sources
Select three peer-reviewed journal articles that relate to your chosen topic, at least one of which contains a research study. For each article you select, enter the following information in the template:
· APA citation
· Summary of the article including a description of the research topic and an overview of the research findings (1 paragraph)
· Evaluation regarding the validity and credibility of the source, explaining how you evaluated the source to determine whether it is valid and credible (1 paragraph)
APA citation for Article 1:
Blackwell, C. K., Lauricella, A. R., Wartella, E., Robb, M., & Schomburg, R. (2017). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers & Education, 69, 310-319. Retrieved from
Summary of Article 1:
The article illustrates how the early childhood teachers in the United States are able to get access and use technology regularly at school in their teaching process. Teachers incorporate the utilization of technical devices in the classroom through use of desktops, tablets, nooks, or interactive whiteboards to improve coaching and educating environment and to assist them to construct stronger relations with early learners over the topics of discussions during lessons. The appropriate use of technical tools is helpful to young children in terms of growth and learning particularly when the teachers take part in a lively part. The children are able to use technical devices to discover new environments, create and believe and to vigorously connect in challenging and fun actions. In addition, students get an opportunity to find out about technology and technological tools by using them to have fun, resolve issues and role-play. It is therefore important for the teachers to always consider the children’s levels of development when using technical devices to teach in order to make sure that they use it appropriately. Technology should provide early learners with an opportunity of expressing themselves without having to replace the other classroom learning materials. Therefore, the educators should make sure that they consider integrating technological tools, which will integrate with other learning materials in the classroom and ensure that the technological tools used will not displace the early learner’s interact ...
This is about the challenges faced by teacher in the scenario of onslaught by digital environment. One needs to tackle it by being sensitive to the needs of the hour and also by properly embracing the technology.
Educational technology, sometimes shortened to EduTech or EdTech, is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology as an academic field can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organization. This slideshow presentation contains the important information about the importance of technology in the field of education.
Transforming the process and outcomes of assistive technology research: Refle...Jane65
Presentation given on 4th March 2010 at ESRC funded seminar series hosted jointed by Chris Abbott (Kings College London) and Jannet Wright (DeMontfort University) called "Researching the use of assistive technologies by children and young people: interdisciplinary perspectives"
Promising Practices: A Literature Review of Technology Use by Underserved Stu...Molly B. Zielezinski PhD
How can technologies and digital learning experiences be used to support underserved, under-resourced, and underprepared students? This report summarizes research findings about the conditions and practices that support positive outcomes of technology use for these student populations.
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.
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.
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!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Reflections on Participatory Science for TELSci2.0
1. Reflections on Participatory Science for TELSci2.0 Joshua Underwood, Rosemary Luckin [email_address] , Hilary Smith, Kevin Walker, Duncan Rowland , Geraldine Fitzpatrick, Judith Good, Steve Benford. LKL, Sussex, Nottingham
2. The Ecology of Resources Model of Context This underpins our approach to p-science 2.0 participatory design with teachers – it might be useful when thinking about TEL 2.0
3. A = Zone of Available Assistance learner learner
5. Key = context category element Tools and People Knowledge and Skills Environment learner
6. Key = context category element = filter element Tools and People Knowledge and Skills Environment Filter Filter Filter learner
7. Key = context category element = filter element Tools and People Filter Filter Filter Knowledge and Skills Environment learner
8. Key = context category element = filter element Tools and People Knowledge filter Tools and People Filter Environment filter Knowledge and Skills Environment learner
11. What’s happening in Science? Science 2.0 Open Science mobile-Science People Science openness, collaboration, participation, mobility Related work includes: Participate , RAFT , AstroGrid , Springwatch , Ready to Learn Teachers TV experiment, Personal Inquiry Project, Science Apprenticeship Camp (SAC) The ‘new e-science’ e-Science "e-Science is about global collaboration in key areas of science, and the next generation of infrastructure that will enable it." "e-Science will change the dynamic of the way science is undertaken." John Taylor, Director General of Research Council
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14. What characteristics can new technologies facilitate ? Mobile Phones Sensors Instant Messaging Video-Conferencing Digital Video/Audio/Photography Portable Media Players social networking tools Blogs Easy publishing Photo-sharing CONNECTING FORMAL AND EVERYDAY DATA CAPTURE REPORTING SHARING You Tube COLLABORATION ANALYSIS REFLECTION Record and replay tools
15. Blogger for experiment reports Total of all power contributions and current battery level Plus skype for video with power engineer You Tube for evidence Google Docs for data capture & data sharing flickr for sharing designs
16. Working with Teachers: Session Design Checklist Tools and People Filter Filter Filter Knowledge and Skills Environment learner
17. What did teachers do? FORMAL AND INFORMAL DATA CAPTURE SHARING COLLABORATION ANALYSIS Technologies
The Learner’s Culture and History All of the elements in any Ecology of Resources bring with them a history that defines them and the part they play in the wider cultural and political system. Likewise, the individual at the centre of the Ecology of Resources has their own history of experience that impacts upon their interactions with each of the elements in the Ecology. This wider history and culture is represented in this slide by the shaded areas that surround each of the pairs of elements and the learner at the centre. The existence and the importance of this wider cultural perspective can be addressed through the use of participatory methods to develop effective technologies. It also prompts the need for a detailed discussion, beyond the scope of this talk, of the way in which the Ecology of Resources model can be used as the basis for learning modelling activity. What type of model is the EoR – what is it useful for? Opneing dialogue and sensitising people -
- THIS TO BE ACCOMPANIED BY HANDOUT 1 - ASK PAIRS/THREES TO MATCH TECHNOLOGIES TO ACTIVITIES THEY CAN FACILITATE
VERY MUCH WEB 2.0 TYPE CHARACTERISTICS
Teachers felt this was about using technology more in class, that there were good ideas and that these were potentially useful particularly for new KS3