Ready, Set, Click! Using response systems in the classroom. Presented at Conference on Information Technology (CIT), October 12, 2009, Detroit, MI. Sandy McCarthy, Faculty Librarian, Washtenaw Community College.
Technology Action Plan And Staff Developmentdebbiereese
This document outlines a professional development session to train teachers on how to use the SIMS (Student Intervention Management System) program. The session goals are to inform teachers how SIMS can be used to track student data and implement interventions, and to increase teacher usage of the program. The agenda includes an introductory activity, reviewing norms, demonstrating how to use SIMS features like looking up student data and recording interventions, discussion, and reflection. Follow-up includes core subject area meetings for teachers to analyze the student data available from SIMS.
The document discusses strategies to support communication for older adults with dementia living in long-term care communities. It recommends that healthcare professionals work collaboratively with residents, involve families, and continually educate staff. Environmental interventions can improve communication during activities of daily living and between residents and staff. Assessments should evaluate both communication abilities and barriers in the physical environment. The Environment and Communication Assessment Toolkit was developed and tested to evaluate bedrooms, bathrooms, and common areas to identify modifications that improve communication.
This document provides guidance for developing an instructional design project. It discusses considering learning outcomes, standards, assessment, teaching strategies, and technology integration. Key points include:
1. Define learning outcomes and objectives aligned to standards. Outcomes describe what students will learn while objectives specify steps and learning types.
2. Plan assessment before instruction to determine the purpose and how learning will be measured. Consider placement, diagnostic, formative and summative assessments.
3. Select teaching strategies like direct instruction, projects, discussions to assist students in achieving outcomes. Strategies should align with content and population.
4. Technology can enhance instruction when aligned to teacher and student technology standards. Tools like Discovery Education provide resources
Body language encompasses a wide range of non-verbal signals beyond just body positions and movements. It includes factors like facial expressions, eye contact, breathing, proximity to others, and how the voice is used. Body language reveals feelings and attitudes and plays a significant role in first impressions and ongoing social and workplace interactions. Understanding body language can help people interpret meaning beyond just words.
Research and Deployment of Analytics in Learning SettingsKatrien Verbert
This document summarizes a presentation on research and deployment of analytics in learning settings. It discusses several projects including the Student Activity Meter tool, which provides visualizations of student activity and time spent to promote self-monitoring, awareness for teachers, and recommendations. Several iterations of the tool are described with user evaluations indicating high usability and satisfaction. Challenges and future directions are also discussed, such as evaluation, datasets, context, and user interfaces for recommender systems.
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
This document discusses the importance of information literacy skills and summarizes a session on developing those skills. It provides feedback from students on the session through post-it notes. The feedback was mostly positive, with many students showing improved understanding of study skills. While most sessions were follow-ups, the feedback suggests introducing additional assessment methods like interviews and observations to better analyze qualitative data.
The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.
Technology Action Plan And Staff Developmentdebbiereese
This document outlines a professional development session to train teachers on how to use the SIMS (Student Intervention Management System) program. The session goals are to inform teachers how SIMS can be used to track student data and implement interventions, and to increase teacher usage of the program. The agenda includes an introductory activity, reviewing norms, demonstrating how to use SIMS features like looking up student data and recording interventions, discussion, and reflection. Follow-up includes core subject area meetings for teachers to analyze the student data available from SIMS.
The document discusses strategies to support communication for older adults with dementia living in long-term care communities. It recommends that healthcare professionals work collaboratively with residents, involve families, and continually educate staff. Environmental interventions can improve communication during activities of daily living and between residents and staff. Assessments should evaluate both communication abilities and barriers in the physical environment. The Environment and Communication Assessment Toolkit was developed and tested to evaluate bedrooms, bathrooms, and common areas to identify modifications that improve communication.
This document provides guidance for developing an instructional design project. It discusses considering learning outcomes, standards, assessment, teaching strategies, and technology integration. Key points include:
1. Define learning outcomes and objectives aligned to standards. Outcomes describe what students will learn while objectives specify steps and learning types.
2. Plan assessment before instruction to determine the purpose and how learning will be measured. Consider placement, diagnostic, formative and summative assessments.
3. Select teaching strategies like direct instruction, projects, discussions to assist students in achieving outcomes. Strategies should align with content and population.
4. Technology can enhance instruction when aligned to teacher and student technology standards. Tools like Discovery Education provide resources
Body language encompasses a wide range of non-verbal signals beyond just body positions and movements. It includes factors like facial expressions, eye contact, breathing, proximity to others, and how the voice is used. Body language reveals feelings and attitudes and plays a significant role in first impressions and ongoing social and workplace interactions. Understanding body language can help people interpret meaning beyond just words.
Research and Deployment of Analytics in Learning SettingsKatrien Verbert
This document summarizes a presentation on research and deployment of analytics in learning settings. It discusses several projects including the Student Activity Meter tool, which provides visualizations of student activity and time spent to promote self-monitoring, awareness for teachers, and recommendations. Several iterations of the tool are described with user evaluations indicating high usability and satisfaction. Challenges and future directions are also discussed, such as evaluation, datasets, context, and user interfaces for recommender systems.
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
This document discusses the importance of information literacy skills and summarizes a session on developing those skills. It provides feedback from students on the session through post-it notes. The feedback was mostly positive, with many students showing improved understanding of study skills. While most sessions were follow-ups, the feedback suggests introducing additional assessment methods like interviews and observations to better analyze qualitative data.
The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.
The document discusses the importance of school libraries and their role in teaching 21st century skills to students. It introduces the American Association of School Librarians' Standards for the 21st Century Learner, which provide a framework to guide school library programs. The standards are organized around four themes - inquire, think critically, gain knowledge; draw conclusions; share knowledge; and personal growth. Objectives under each standard measure skills, dispositions, responsibilities, and self-assessment strategies. Examples are given of how some objectives could be taught at the Carmel Media Center.
The document discusses assessing 21st century skills in students. It outlines 6 critical skills and provides indicators and evidence for measuring each skill:
1) Use real-world digital tools to access, evaluate, and apply information. Evidence includes student-created digital products and research tools rubrics.
2) Work independently and collaboratively to solve problems and accomplish goals. Evidence includes collaboration reflections and comments from teachers on student work.
3) Communicate information clearly using various tools in different contexts. Evidence includes student media products and their ability to tailor communication for audiences.
4) Demonstrate originality and inventiveness in work and understand progress in creative skills. Evidence includes student self-reflections and peer
A Personal Learning Environment (PLE) allows individuals to aggregate, manipulate and share digital artifacts of their ongoing learning experiences in a learner-centric way. A PLE is facilitated by various lightweight tools and services controlled by the learner. Developing a PLE helps learners critically evaluate and construct knowledge, and leads to the creation of an individual's Personal Learning Network (PLN). An effective PLN incorporates the learner's goals, techniques for attracting relevant resources from their network, and infrastructure for organizing content to help accomplish their goals.
This document discusses applied learning theories and their relationship to teaching approaches and professional standards. It provides an overview of traditional learning theories like behaviorism, cognitivism, and humanism. Applied learning pedagogies aim to make learning active, engaged, and collaborative through experiences outside the classroom. The document advocates for models like the REALS framework to design effective applied learning environments. It also considers how to translate applied learning into teaching strategies for a polytechnic environment and reflects on observations from the author's teaching experiences.
Action research is a process by which practitioners study their own problems scientifically to guide, correct, and evaluate their decisions and actions. It involves performing an action, reflecting on what happened, and using this information to plan the next action. This refining process gives the researcher an understanding of what is occurring. Some benefits of action research include giving the researcher an opportunity to reflect and improve their practice, putting them in control of their practice, and providing authentic practice-based knowledge. It also allows working with others to plan, act, observe, and reflect more systematically. Action research helps make sense of gaps between theory and practice and leads to progress as a teacher through inquiry into their own practice.
Action research is a process by which practitioners study their own problems scientifically to guide, correct, and evaluate their decisions and actions. It involves performing an action, reflecting on what happened, and using this information to plan the next action. This refining process gives the researcher an understanding of what is occurring. Some benefits of action research include giving the researcher an opportunity to reflect and improve their practice, putting them in control of their practice, and providing authentic practice-based knowledge. It also allows working with others to plan, act, observe, and reflect more systematically than usual, helping to make sense of gaps between theory and practice and ultimately progressing as a teacher.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
The document discusses engaging students in the feedback process through various initiatives at Ulster University. It describes presenting students with a "Focus on Feedback" guide but finding they had little awareness of it. A project using audio feedback found most students accessed and preferred the feedback, seeing it as convenient, effective, and helpful for future work. Both students and staff saw benefits but had some reservations. The university aims to further develop these feedback techniques.
This document outlines an agenda for a class on social media in higher education and student affairs. It includes introductions, a discussion on developing social media plans and digital identity, and a guest speaker on how social media impacts student development. Key concepts from the Groundswell book are explained, like how social media allows people to get things from each other rather than institutions. The POST method for creating a social media strategy is described. Case studies and exercises on engaging students are discussed. Analytics and defining success metrics are also covered.
The document provides strategies for teaching mathematics. It discusses strategies based on knowledge and skill goals as well as understanding goals. For knowledge and skill goals, repetition and practice are emphasized. For understanding goals, teacher-led discussion and discovery-based laboratory activities are recommended. Problem solving strategies include ensuring student understanding, asking questions, encouraging reflection on solutions, and presenting alternative problem solving approaches. Constructivist learning and cognitive tools like guided discovery are also discussed. The document outlines steps for problem solving and strategies like concept attainment. It concludes by evaluating mathematics learning through various individual and group tests as well as informal and standardized testing procedures.
This document discusses game-based learning and the use of games in education. It begins by introducing the TPACK framework, which identifies the knowledge teachers need to effectively teach with technology, including content knowledge, pedagogical knowledge, and technological knowledge. The document then discusses survey results showing teachers' current use of games and their beliefs about the benefits of games for learning. Some key benefits identified include motivation, collaboration, problem-solving skills, and engagement. The document provides guidance on designing games, including brainstorming plots, settings, and characters, and using a storyboard. It also discusses developing 21st century skills through game-based learning and having students design their own games.
This document discusses strategies for developing effective lessons using technology that engage students and assess learning. It recommends analyzing student abilities and needs, stating clear objectives based on standards, and selecting appropriate strategies, technologies, media and materials. The document also suggests using the ASSURE model to plan lessons, find free online resources, and provide feedback to improve student performance.
The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.
#APM16 Incorporating Digital & Social Technologies into Social Work EducationLaurel Hitchcock
The document discusses incorporating digital and social technologies into social work education. It aims to demonstrate how these technologies can be used in course assignments, promote digital literacy, and apply theory. Benefits include increased diversity, accessibility, collaboration, and preparing students for technology-mediated fields. Challenges include potential disconnection, distractions, and access disparities. The document provides examples of how social learning theory, motivational principles, and multimedia learning can guide technology integration. It also discusses models like SAMR and lists sample competency-based learning activities incorporating different technologies.
The lesson aimed to improve students' essay writing skills by focusing on explanation, analysis, and evaluation. Activities included pictionary, peer assessment and feedback, individual support, group work, discussion, and questioning to promote higher-order thinking. The teacher reflected on using varied activities, modeling, and homework to scaffold students in applying their learning to create an improved essay plan.
The presentation discusses the principles of Universal Design for Learning (UDL) and how it can help accommodate diverse learners. UDL aims to share learning in flexible ways by addressing the "what", "how", and "why" of learning. It advocates for curriculums that are open and flexible like fields rather than rigid tunnels. UDL recognizes there are three key brain networks - recognition, strategic, and affective - and aims to address the varied abilities of learners. Possible strategies presented include using technology, grouping students, and goal setting to promote representation, engagement, and expression.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
This document provides guidance on developing effective lesson units organized into a cohesive framework. It recommends identifying the unit focus, deciding on a central task, and planning critical input experiences and activities. Teachers should create an outline guiding weekly development. The document also suggests planning for routine lesson components like rules and procedures, as well as content-specific segments involving input, practice, and hypothesis generation. Flexibility is important when designing segments to address issues as they arise. Teachers are advised to review critical aspects of teaching daily.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The document discusses the importance of school libraries and their role in teaching 21st century skills to students. It introduces the American Association of School Librarians' Standards for the 21st Century Learner, which provide a framework to guide school library programs. The standards are organized around four themes - inquire, think critically, gain knowledge; draw conclusions; share knowledge; and personal growth. Objectives under each standard measure skills, dispositions, responsibilities, and self-assessment strategies. Examples are given of how some objectives could be taught at the Carmel Media Center.
The document discusses assessing 21st century skills in students. It outlines 6 critical skills and provides indicators and evidence for measuring each skill:
1) Use real-world digital tools to access, evaluate, and apply information. Evidence includes student-created digital products and research tools rubrics.
2) Work independently and collaboratively to solve problems and accomplish goals. Evidence includes collaboration reflections and comments from teachers on student work.
3) Communicate information clearly using various tools in different contexts. Evidence includes student media products and their ability to tailor communication for audiences.
4) Demonstrate originality and inventiveness in work and understand progress in creative skills. Evidence includes student self-reflections and peer
A Personal Learning Environment (PLE) allows individuals to aggregate, manipulate and share digital artifacts of their ongoing learning experiences in a learner-centric way. A PLE is facilitated by various lightweight tools and services controlled by the learner. Developing a PLE helps learners critically evaluate and construct knowledge, and leads to the creation of an individual's Personal Learning Network (PLN). An effective PLN incorporates the learner's goals, techniques for attracting relevant resources from their network, and infrastructure for organizing content to help accomplish their goals.
This document discusses applied learning theories and their relationship to teaching approaches and professional standards. It provides an overview of traditional learning theories like behaviorism, cognitivism, and humanism. Applied learning pedagogies aim to make learning active, engaged, and collaborative through experiences outside the classroom. The document advocates for models like the REALS framework to design effective applied learning environments. It also considers how to translate applied learning into teaching strategies for a polytechnic environment and reflects on observations from the author's teaching experiences.
Action research is a process by which practitioners study their own problems scientifically to guide, correct, and evaluate their decisions and actions. It involves performing an action, reflecting on what happened, and using this information to plan the next action. This refining process gives the researcher an understanding of what is occurring. Some benefits of action research include giving the researcher an opportunity to reflect and improve their practice, putting them in control of their practice, and providing authentic practice-based knowledge. It also allows working with others to plan, act, observe, and reflect more systematically. Action research helps make sense of gaps between theory and practice and leads to progress as a teacher through inquiry into their own practice.
Action research is a process by which practitioners study their own problems scientifically to guide, correct, and evaluate their decisions and actions. It involves performing an action, reflecting on what happened, and using this information to plan the next action. This refining process gives the researcher an understanding of what is occurring. Some benefits of action research include giving the researcher an opportunity to reflect and improve their practice, putting them in control of their practice, and providing authentic practice-based knowledge. It also allows working with others to plan, act, observe, and reflect more systematically than usual, helping to make sense of gaps between theory and practice and ultimately progressing as a teacher.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
The document discusses engaging students in the feedback process through various initiatives at Ulster University. It describes presenting students with a "Focus on Feedback" guide but finding they had little awareness of it. A project using audio feedback found most students accessed and preferred the feedback, seeing it as convenient, effective, and helpful for future work. Both students and staff saw benefits but had some reservations. The university aims to further develop these feedback techniques.
This document outlines an agenda for a class on social media in higher education and student affairs. It includes introductions, a discussion on developing social media plans and digital identity, and a guest speaker on how social media impacts student development. Key concepts from the Groundswell book are explained, like how social media allows people to get things from each other rather than institutions. The POST method for creating a social media strategy is described. Case studies and exercises on engaging students are discussed. Analytics and defining success metrics are also covered.
The document provides strategies for teaching mathematics. It discusses strategies based on knowledge and skill goals as well as understanding goals. For knowledge and skill goals, repetition and practice are emphasized. For understanding goals, teacher-led discussion and discovery-based laboratory activities are recommended. Problem solving strategies include ensuring student understanding, asking questions, encouraging reflection on solutions, and presenting alternative problem solving approaches. Constructivist learning and cognitive tools like guided discovery are also discussed. The document outlines steps for problem solving and strategies like concept attainment. It concludes by evaluating mathematics learning through various individual and group tests as well as informal and standardized testing procedures.
This document discusses game-based learning and the use of games in education. It begins by introducing the TPACK framework, which identifies the knowledge teachers need to effectively teach with technology, including content knowledge, pedagogical knowledge, and technological knowledge. The document then discusses survey results showing teachers' current use of games and their beliefs about the benefits of games for learning. Some key benefits identified include motivation, collaboration, problem-solving skills, and engagement. The document provides guidance on designing games, including brainstorming plots, settings, and characters, and using a storyboard. It also discusses developing 21st century skills through game-based learning and having students design their own games.
This document discusses strategies for developing effective lessons using technology that engage students and assess learning. It recommends analyzing student abilities and needs, stating clear objectives based on standards, and selecting appropriate strategies, technologies, media and materials. The document also suggests using the ASSURE model to plan lessons, find free online resources, and provide feedback to improve student performance.
The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.
#APM16 Incorporating Digital & Social Technologies into Social Work EducationLaurel Hitchcock
The document discusses incorporating digital and social technologies into social work education. It aims to demonstrate how these technologies can be used in course assignments, promote digital literacy, and apply theory. Benefits include increased diversity, accessibility, collaboration, and preparing students for technology-mediated fields. Challenges include potential disconnection, distractions, and access disparities. The document provides examples of how social learning theory, motivational principles, and multimedia learning can guide technology integration. It also discusses models like SAMR and lists sample competency-based learning activities incorporating different technologies.
The lesson aimed to improve students' essay writing skills by focusing on explanation, analysis, and evaluation. Activities included pictionary, peer assessment and feedback, individual support, group work, discussion, and questioning to promote higher-order thinking. The teacher reflected on using varied activities, modeling, and homework to scaffold students in applying their learning to create an improved essay plan.
The presentation discusses the principles of Universal Design for Learning (UDL) and how it can help accommodate diverse learners. UDL aims to share learning in flexible ways by addressing the "what", "how", and "why" of learning. It advocates for curriculums that are open and flexible like fields rather than rigid tunnels. UDL recognizes there are three key brain networks - recognition, strategic, and affective - and aims to address the varied abilities of learners. Possible strategies presented include using technology, grouping students, and goal setting to promote representation, engagement, and expression.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
This document provides guidance on developing effective lesson units organized into a cohesive framework. It recommends identifying the unit focus, deciding on a central task, and planning critical input experiences and activities. Teachers should create an outline guiding weekly development. The document also suggests planning for routine lesson components like rules and procedures, as well as content-specific segments involving input, practice, and hypothesis generation. Flexibility is important when designing segments to address issues as they arise. Teachers are advised to review critical aspects of teaching daily.
Similar to Sandra Mc Carthy Cit Conference 2009 Detroit (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. Ready, Set, Click!
Using personal response systems in the classroom.
Using Clickers Information Literacy
Description
Experience
Clickers are designed to elicit student participation in Clicker Question: Clicker Responses:
Classroom activity – Periodicals
classrooms. The poster session, through the use of charts and
Students need to learn the difference between
graphs, demonstrates how clicker questions in a for-credit
newspaper, magazine, professional/trade, and
information literacy course are used to enhance class
scholarly periodicals. The lecture includes information
activities. In addition, the benefits and drawbacks of the
describing the differences between the types of
personal response systems are discussed.
publications. Students then worked in groups with
Benefits samples of newspaper, magazine, professional/trade,
and scholarly journals. Students recorded their
What are the benefits to using the clickers the classroom? findings on the activity sheet. The clicker was used by
•Encourages attendance each student to report their answers. A low score
•Lets you know how well students understood the material required a review of the topic.
•Increases class participation
Additional examples:
•Easy to add the questions into any PowerPoint lecture •Used with plagiarism activity to identify which paragraph
•Transforms student learning experience from passive to Clicker Report: Scoring Distribution Report was guilty of plagiarism.
active •Used in review of types of sources to consult for
•Anonymous answers (no hand raising) 70%
information from previous lecture.
•Create a participant list to track students 60%
60% •Used to review reading assignments.
•Students really want to get the answer correct
•Allows instructors to quickly review the material again if
50%
scores are low 40%
•Promotes 100% student participation since you can track how 30%
30%
.
many have responded 20%
•Students can change their answer 10%
10%
Drawbacks 0%
Popular Magazine Trade/Professional Journal Scholarly Journal
0%
Newspaper
What are the drawbacks to using the clickers in the
classroom?
•Cost for the clickers (handheld devices) Participant List
•Annual maintenance cost
•Individual clicker frequency issues Clickers today, smart phones
•Instructor must take the time to create quality questions
•Up front time designing the questions in PowerPoint tomorrow?
•Student immature use towards technology
•Distribution and collection of clickers to students
•Can only create yes/no, true/false, or multiple choice Sandra C. McCarthy, Faculty Librarian, Washtenaw Community College,
questions Ann Arbor, MI
Presented at Conference on Information Technology (CIT), October 12, 2009, Detroit, Michigan