Use this template "as is" or to customize your own presentation on open textbooks. Included are specific slides on the history and role of the BC Open Textbook Project (BCcampus) located in British Columbia, Canada.
Use this template "as is" or to customize your own presentation on open textbooks. Included are specific slides on the history and role of the BC Open Textbook Project (BCcampus) located in British Columbia, Canada.
Community Building 2.0: Using Piazza to Encourage Student Rapport Outside the...Rebekah Bennetch
Community can provide a powerful context for learning, whether it’s found in a physical or virtual environment (Bickford and Wright 2006). When it comes to building an online community in our classrooms, is Blackboard our only option? Piazza offers a better, more engaging choice. Piazza is a Web 2.0 social learning platform that helps students interact with their instructor and peers in a casual online format. Piazza’s creator, Pooja Sankar, started the service in 2011 out of the need for a “virtual place, a virtual piazza where people could come together and get unstuck.”The website functions as a type of online study hall, where students (and instructors) can post questions and share resources.
I’ve been using Piazza in my courses for the last year, and have found it to be a useful tool in strengthening the relationships not only between students and myself, but also in cultivating rapport in student-to-student interactions. My presentation discusses the Piazza platform, highlighting a few of the experiences I’ve had with it over the last 12 months.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
Using Social Media for Peer Feedback in a Translation ClassBenoît Guilbaud
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
ON MoE 2019: Overview of e-Learning in CanadaMichael Barbour
Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.
Community Building 2.0: Using Piazza to Encourage Student Rapport Outside the...Rebekah Bennetch
Community can provide a powerful context for learning, whether it’s found in a physical or virtual environment (Bickford and Wright 2006). When it comes to building an online community in our classrooms, is Blackboard our only option? Piazza offers a better, more engaging choice. Piazza is a Web 2.0 social learning platform that helps students interact with their instructor and peers in a casual online format. Piazza’s creator, Pooja Sankar, started the service in 2011 out of the need for a “virtual place, a virtual piazza where people could come together and get unstuck.”The website functions as a type of online study hall, where students (and instructors) can post questions and share resources.
I’ve been using Piazza in my courses for the last year, and have found it to be a useful tool in strengthening the relationships not only between students and myself, but also in cultivating rapport in student-to-student interactions. My presentation discusses the Piazza platform, highlighting a few of the experiences I’ve had with it over the last 12 months.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
Using Social Media for Peer Feedback in a Translation ClassBenoît Guilbaud
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
ON MoE 2019: Overview of e-Learning in CanadaMichael Barbour
Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Dr. Julie Plaut presented to the "Engage Your Teaching" workshop at the University of St. Thomas on May 26, 2015 on standard "best practices" when engaging in the community.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
Applying accredited community-based learning and research into your curriculu...CampusEngage
The Campus Engage Participate Programme presentation was delivered to Higher Education Educators as part of the Universal Design Conference, November 2015
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
52 Journal of College Science TeachingThe partnership betw.docxblondellchancy
52 Journal of College Science Teaching
The partnership between science and the environment in service-learning
projects helps students to make greater connections to the world around
them. Service learning provides many benefits to students, faculty, and
communities within the context of a college course. However, to prevent
frustration, it is important for faculty members to make a clear distinction
between service learning and volunteerism by connecting their course
objectives to the service being provided. They also must develop a framework
for planning, assessment, and reflection. Finally, a successful partnership
must be developed. Clearly defining the community setting to be used for the
service-learning project will ensure a more positive outcome. Developing the
partnership framework through purposeful communication with all partners
is the key to successful service-learning projects. A sequential series of steps
are provided for the framework development. Actual examples of classroom
projects are described, along with benefits to students, agencies, and
community participants.
Developing University and
Community Partnerships: A Critical
Piece of Successful Service Learning
By James McDonald and Lynn A. Dominguez
S
cience instructors may often
ask themselves how they can
make the material in their
classes relevant to their stu-
dents. This is particularly important
now as the world faces a variety of
issues that are related to science such
as energy, climate, and environmen-
tal challenges of a global nature. To
comprehend the complexity of these
global issues, students must gain a
deeper understanding about science
and the environment. However, at
the same time, students must realize
their connectedness to a much larger
global community existing outside
of the physical university boundar-
ies. One teaching method that con-
nects students with the community
through the science content in their
classes is service learning. Many
people confuse community service
with service learning. At its core,
service learning provides a benefit
to both the student (related to their
classwork) and to the community
partner. The use of service learning
in service-learning experiences “stu-
dents are actively participating in the
process of understanding, integrating,
and applying knowledge” from the
subject area they are studying as they
work to improve their communities.
Making a clear distinction between a
volunteer activity and service learning
is critical to the success of any service-
learning project. At a number of
service-learning workshops, we have
assisted science faculty with problem
solving related to the implementa-
tion of service learning in a science
classroom. For example, a nutrition
department faculty member had her
students volunteer each semester
serving food at a local soup kitchen.
Students were required to donate 5
hours of their time, which they docu-
mented by having ...
52 Journal of College Science TeachingThe partnership betw.docxfredharris32
52 Journal of College Science Teaching
The partnership between science and the environment in service-learning
projects helps students to make greater connections to the world around
them. Service learning provides many benefits to students, faculty, and
communities within the context of a college course. However, to prevent
frustration, it is important for faculty members to make a clear distinction
between service learning and volunteerism by connecting their course
objectives to the service being provided. They also must develop a framework
for planning, assessment, and reflection. Finally, a successful partnership
must be developed. Clearly defining the community setting to be used for the
service-learning project will ensure a more positive outcome. Developing the
partnership framework through purposeful communication with all partners
is the key to successful service-learning projects. A sequential series of steps
are provided for the framework development. Actual examples of classroom
projects are described, along with benefits to students, agencies, and
community participants.
Developing University and
Community Partnerships: A Critical
Piece of Successful Service Learning
By James McDonald and Lynn A. Dominguez
S
cience instructors may often
ask themselves how they can
make the material in their
classes relevant to their stu-
dents. This is particularly important
now as the world faces a variety of
issues that are related to science such
as energy, climate, and environmen-
tal challenges of a global nature. To
comprehend the complexity of these
global issues, students must gain a
deeper understanding about science
and the environment. However, at
the same time, students must realize
their connectedness to a much larger
global community existing outside
of the physical university boundar-
ies. One teaching method that con-
nects students with the community
through the science content in their
classes is service learning. Many
people confuse community service
with service learning. At its core,
service learning provides a benefit
to both the student (related to their
classwork) and to the community
partner. The use of service learning
in service-learning experiences “stu-
dents are actively participating in the
process of understanding, integrating,
and applying knowledge” from the
subject area they are studying as they
work to improve their communities.
Making a clear distinction between a
volunteer activity and service learning
is critical to the success of any service-
learning project. At a number of
service-learning workshops, we have
assisted science faculty with problem
solving related to the implementa-
tion of service learning in a science
classroom. For example, a nutrition
department faculty member had her
students volunteer each semester
serving food at a local soup kitchen.
Students were required to donate 5
hours of their time, which they docu-
mented by having .
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
Community organizers must 'cut an issue' from a broader social problem in order to effectively mobilize people to action. This set of slides presents considerations in cutting an issue. It is based on the book, Organizing for Social Change, by Kim Bobo, Jackie Kendall, and Steve Max.
From Minnesota Campus Compact. Discussion prompts for talking about civic commitments, the behaviors, attitudes, and practices that individuals dedicate themselves to, in order for a healthy democracy to thrive.
Nine Key Principles of Community-Based Participatory Research
Based on:
Israel B, Schulz A, Parker E and Becker A. (1998). Review of community-based research: Assessing partnership approaches to improve public health. Annual Review of Public Health, 19, pp. 173-202
This PowerPoint presentation introduces basic concepts and characteristics about leadership. It is intended to supplement conversations held at the beginning of leadership development training. Included are fundamental ideas around attitudes, approaches and philosophies of effective leadership.
Minnesota Campus Compact's, College Health Corps VISTA program helps to improve the health of low-income communities by promoting partnerships between health-focused community organizations and higher education institutions.
Community Partners in the Central Corridor, by Carol Swenson. From the Minnesota Campus Compact convened, "How Can Colleges Support Central Corridor Neighborhoods?" - December 7, 2011, at Bethel University.
Central Corridor Environmental Scan, by Burke Murphy & Matt Schmit. From the Minnesota Campus Compact convened, "How Can Colleges Support Central Corridor Neighborhoods?" - December 7, 2011, at Bethel University.
Presentation by Stewart Ross, Minnesota State University Mankato, introducing Dee Fink’s taxonomy of significant learning at Minnesota Campus Compact's, Designing Community-Engaged Courses and Assessment event,October 7, 2011.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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
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
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.