Snowblog Project 2010 discussed with the students and facilitators on WiZiQ. It is an International project involving students from Newburgh, USA, Tel Aviv, Israel, the Ukraine, and Shanghai, China.
Meeting a Worldwide Need for Community and Faculty Support for Online EducationSteve McCarty
The part by President Steve McCarty of a World Association for Online Education group presentation at the The Association of Internet Researchers (AoIR) 5th Annual Conference, University of Sussex, UK (22 September 2004)
Definitions and Knowledge in Successive Educational MediaSteve McCarty
The document discusses how definitions and knowledge have been understood through successive educational media. It argues that definitions are often incomplete and change over time and between disciplines. Knowledge is best understood as expertise that is constructed by learners, rather than something that can be transmitted or stolen. As new media emerge, they redefine previous media and how concepts are understood. This is illustrated through the example of podcasting and how it affected understandings of music players, offline media, and educational applications.
The 1st ESWC Summer School was held in Crete in May 2011, with tutors teaching topics like linked data, reasoning, and vocabulary building. Keynote speakers included experts from Oxford University, Freie Universität Berlin, IBM Research, and University of Trento. The timetable spanned Tuesday to Saturday and included tutorials, hands-on sessions, and mini-projects focused on the core concepts of linked data. The conclusions were that the summer school was a success and should be held again in 2012, co-located with ESWC, with an emphasis on fundamental linked data practices and replicating the setting in Crete.
Alannah Fitzgerald has worked on the TOETOE International project which involved using open educational resources (OER) and the FLAX language tool for teaching English in various locations around the world. Some of the key places involved in the project include Oxford, UK; Beijing, China; Seoul, South Korea; Hamilton, New Zealand; Hanoi, Vietnam; and Delhi, India. The project aimed to give language learners more direct access to corpus data and resources through improved interface design and more open resources.
This document discusses harnessing users' creativity through new age tools. It examines how different generations learn differently due to technological advances. Specifically, it explores how mobile devices are transforming learning by making it more personalized and learner-centric. The document outlines several emerging models of online and blended universities that are harnessing new technologies to foster more collaborative, peer-based learning. It concludes by emphasizing the need for education systems to adapt to the learning preferences of the "Net Generation" by incorporating more engaging, relevant and hands-on approaches utilizing new technologies.
Innovative online education at NKI Nettstudier and Universidade AbertaMorten Flate Paulsen
This document summarizes an online presentation about innovative online education at NKI Nettstudier and Universidade Aberta. It discusses NKI's history over the past 100 years, from correspondence courses to its current offerings of over 400 online courses in many subjects. It also describes NKI's innovations in online learning technologies, student support systems, and use of social media and open online platforms to facilitate collaboration between students.
Online conferencing in the era of the 24/7 global digital societySimon Kear
This document discusses online conferencing in the context of the growing 24-hour global digital society. It describes how online conferencing can eliminate time and geographic barriers, allowing for more inclusive participation. The document outlines the University of Leicester's Learning Futures Festivals, which utilized a 24-hour online conference format over multiple time zones. Surveys of delegates found that the format allowed some to participate who otherwise would not have, and facilitated continuing engagement even after the event through new professional relationships and ideas formed online. However, participating across multiple time zones also brought challenges of intensive scheduling. Overall, the 24-hour online approach helped expand participation in the international conferences.
Meeting a Worldwide Need for Community and Faculty Support for Online EducationSteve McCarty
The part by President Steve McCarty of a World Association for Online Education group presentation at the The Association of Internet Researchers (AoIR) 5th Annual Conference, University of Sussex, UK (22 September 2004)
Definitions and Knowledge in Successive Educational MediaSteve McCarty
The document discusses how definitions and knowledge have been understood through successive educational media. It argues that definitions are often incomplete and change over time and between disciplines. Knowledge is best understood as expertise that is constructed by learners, rather than something that can be transmitted or stolen. As new media emerge, they redefine previous media and how concepts are understood. This is illustrated through the example of podcasting and how it affected understandings of music players, offline media, and educational applications.
The 1st ESWC Summer School was held in Crete in May 2011, with tutors teaching topics like linked data, reasoning, and vocabulary building. Keynote speakers included experts from Oxford University, Freie Universität Berlin, IBM Research, and University of Trento. The timetable spanned Tuesday to Saturday and included tutorials, hands-on sessions, and mini-projects focused on the core concepts of linked data. The conclusions were that the summer school was a success and should be held again in 2012, co-located with ESWC, with an emphasis on fundamental linked data practices and replicating the setting in Crete.
Alannah Fitzgerald has worked on the TOETOE International project which involved using open educational resources (OER) and the FLAX language tool for teaching English in various locations around the world. Some of the key places involved in the project include Oxford, UK; Beijing, China; Seoul, South Korea; Hamilton, New Zealand; Hanoi, Vietnam; and Delhi, India. The project aimed to give language learners more direct access to corpus data and resources through improved interface design and more open resources.
This document discusses harnessing users' creativity through new age tools. It examines how different generations learn differently due to technological advances. Specifically, it explores how mobile devices are transforming learning by making it more personalized and learner-centric. The document outlines several emerging models of online and blended universities that are harnessing new technologies to foster more collaborative, peer-based learning. It concludes by emphasizing the need for education systems to adapt to the learning preferences of the "Net Generation" by incorporating more engaging, relevant and hands-on approaches utilizing new technologies.
Innovative online education at NKI Nettstudier and Universidade AbertaMorten Flate Paulsen
This document summarizes an online presentation about innovative online education at NKI Nettstudier and Universidade Aberta. It discusses NKI's history over the past 100 years, from correspondence courses to its current offerings of over 400 online courses in many subjects. It also describes NKI's innovations in online learning technologies, student support systems, and use of social media and open online platforms to facilitate collaboration between students.
Online conferencing in the era of the 24/7 global digital societySimon Kear
This document discusses online conferencing in the context of the growing 24-hour global digital society. It describes how online conferencing can eliminate time and geographic barriers, allowing for more inclusive participation. The document outlines the University of Leicester's Learning Futures Festivals, which utilized a 24-hour online conference format over multiple time zones. Surveys of delegates found that the format allowed some to participate who otherwise would not have, and facilitated continuing engagement even after the event through new professional relationships and ideas formed online. However, participating across multiple time zones also brought challenges of intensive scheduling. Overall, the 24-hour online approach helped expand participation in the international conferences.
Virtual Symposium
Hyperlinked Library MOOC 2013
Michal Stephens course leader
Learning everywhere, net generation,born with the chip
Creator: Gerald Louw
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
The document summarizes ELTnet, a British Council project in Venezuela aimed at incorporating secondary school English language teachers into a networking community. ELTnet's goals are to create a communication network for secondary school EFL teachers, provide bridges for them to stay connected, and give them access to British Council services, trainings, and discussions on new trends in teaching English. To participate, teachers need an email account, internet access, and to teach EFL. The document encourages teachers to join the ELTnet Yahoo group to stay connected.
Wisconsin Innovative Schools Network 3/28 - OER PresentationsEric Lehmann
Presented on 3/28 at the Wisconsin Innovative Schools Network (WISN). "Expand your Classroom with Open Education Resources" (OER) Eric Lehmann - eAchieve Academy.
Wisconsin Innovative Schools Network (WISN) - 2014 OER Eric Lehmann
21st Century teaching with (OER) Open Educational Resources. Presentation for Middle School and High School teachers introducing OER Open Educational Resources. OER has been hailed by some as the key to breaking down the digital divide and giving all students (around the world) access to high quality educational resources.
Visitors and Residents: What motivates engagement with the digital informati...Ben Showers
This document summarizes findings from a study on what motivates engagement with the digital information environment. The study found that digital literacy does not always keep pace with technical skills, and users are often self-taught. Younger generations are still influenced by traditional stereotypes that they are obsessed with technology. The study highlights the need for longitudinal research to understand changing information behaviors and how users engage with both virtual and physical information environments.
This document discusses creating a personal learning network using Twitter. It explains that learning now occurs both formally and informally, including through social networks. Twitter allows one to connect with others anywhere and share information in 140 characters or less. The document provides guidance on how to use Twitter to build a personal learning network, including following others in one's field, using hashtags, and participating in discussions. It emphasizes finding the right people to follow and share relevant, credible resources while maintaining a professional online presence.
This document discusses how Web 2.0 technologies can transform passive learners into active learners by encouraging collaboration, accessibility, and student engagement. It provides examples of how tools like wikis, podcasts, and online assessments can be used to improve learning outcomes by making content more interactive and personalized for students. The document also acknowledges some potential drawbacks of technology in education, but argues that when used properly Web 2.0 has mostly positive impacts on learning.
The document discusses new trends in e-learning, including the evolution of technology and learners. It covers topics like mobile learning, social learning platforms, and open educational resources. New generations of digital native students are driving changes in pedagogy from instructor-centered to learner-centered models. Technologies are enabling more collaborative, portable, and personalized learning opportunities. Ubiquitous access to information is transforming education from a system of information delivery to one of information and experience sharing.
The document summarizes a chat session from the 2008 WorldCALL Congress about technology applied to language learning. WorldCALL is a professional association that promotes computer assisted language learning. It holds international conferences every few years that bring together educators, researchers, and industry leaders. The 2008 conference was held in Fukuoka, Japan and included presentations and workshops on integrating technology into language education, as well as scholarship awards.
The document discusses 10 models for differentiated instruction:
1) Adjustable Assignment Model - Uses a grid to plan assignments according to student needs and pre-assessments.
2) Problem-Based Model - Students select and solve problems to develop critical thinking.
3) Project-Based Model - Students conduct in-depth studies of topics of interest with little supervision.
4) Multiple Intelligence Planning Model - Lessons target students' different intelligences like linguistic, spatial, interpersonal.
5) Triarchic Teaming Model - Teams students with different analytical, creative, practical strengths.
6) Activity Analysis Model - Guides activity selection with questions about content, timing, location and engagement.
7) Student
Teachers can act as agents of change by applying constructivism, differentiated instruction, and the theory of multiple intelligences in their classrooms. [1] Constructivism holds that students understand the world by reflecting on their experiences and that no two students learn identically. [2] Differentiated instruction recognizes students have different strengths and needs, so teachers should provide various options for students at different levels. [3] Howard Gardner's theory of multiple intelligences proposes students learn and understand in different ways, such as linguistically, logically, musically, spatially, kinesthetically, interpersonally, and intrapersonally, so teachers should utilize multiple methods and intelligences.
Leveraging Technology to Differentiate InstructionOHIO ITSCO
What is differentiated instruction? Are you already doing it? How can technology support and enhance differentiation? In this session, we address how to leverage technology to support teaching to multiple learning styles and modalities, with an emphasis on practical technology-infused lessons and classroom management strategies.
H παρουσίαση αυτή συνόδευσε ένα βιωματικό και συνεργαστικό σεμινάριο σχετικά με παιδαγωγικά μοντέλα και τεχνικές, με τίτλο: «Διαφοροποιημένη Διδασκαλία: Μία Ηράκλεια Προσπάθεια» (“Differentiated Instruction: A Herculean Task”).
Στo σεμινάριο αυτό, το οποίο διεξήχθει στην αγγλική γλώσσα, στις εγκαταστάσεις του 11ου Νηπιαγωγείου Χανίων, Κρήτης, τον Απρίλιο του 2016, συμμετείχαν εκπαιδευτικοί προερχόμενοι από τη Γαλλία, την Εστονία, την Ελλάδα, την Ισλανδία, την Ιταλία και την Τουρκία, στο πλαίσιο του Προγράμματος Erasmus+/Δράση ΚΑ2 «Συνεργασία για καινοτομία και ανταλλαγή καλών πρακτικών στον τομέα της Σχολικής Εκπαίδευσης» - Στρατηγικές Σύμπραξης αποκλειστικά μεταξύ σχολείων, με γενικό τίτλο «Ζώντας μαζί στο Σχολείο: Κοινωνικές αλληλεπιδράσεις, Μαθησιακές Ικανότητες και Ρυθμοί Παιδιού» (“Live together in the school: Social interactions, Learning skills & Child’s rhythms”).
Πρόκειται για έναν Οδηγό Γλωσσικής Επιμέλειας που αναπτύχθηκε για το Εργαστήριο Εκπαιδευτικού Υλικού και Εκπαιδευτικής Μεθοδολογίας (ΕΕΥΕΜ) του Ελληνικού Ανοικτού Πανεπιστημίου (ΕΑΠ), προκειμένου να προσφέρει πρακτικές συμβουλές ελέγχου δύο στοιχείων ενός υλικού εκπαίδευσης από απόσταση: τόσο του περιεχομένου του όσο και της παρουσίασής του.
Η παρουσίαση αυτή προσδιορίζει τους κύριους άξονες, δηλαδή, τις βασικές παραμέτρους που πρέπει να προσέξει ο Επιστήμονας-Δημιουργός που σχεδιάζει και αναπτύσσει ένα υλικό κατάλληλο για εκπαίδευση από απόσταση. Καλή έμπνευση!
The document discusses differentiated instruction and multiple intelligences as approaches to teaching students effectively. It defines differentiated instruction as providing different ways for students to learn based on their needs and pre-assessing students to determine what they know. Multiple intelligences refers to Gardner's theory that intelligence is comprised of distinct abilities like linguistic, logical-mathematical, and interpersonal intelligence. The document argues that differentiated instruction and appealing to students' multiple intelligences can help engage more learners.
Differentiation powerpoint for tuesday pdmclaringbold
The document discusses differentiation in the classroom. It defines differentiation as modifying instruction in response to student needs in content, process, and product. Some key points:
- Differentiation involves flexible grouping, tiered lessons, and choice. It varies based on student readiness, interest, and learning profile.
- The goals are to increase learning, confidence, motivation, and independence. Research supports that differentiation helps students learn in different ways.
- Teachers can differentiate content, process, and products. This involves varying materials, activities, and assignments based on student needs. Pre-assessments are important to understand students.
- Flexible grouping is critical, allowing instruction tailored to student needs. Groups should be purposefully designed based on
The document summarizes the vision and activities of the Centre of Excellence for New Media at Innova Junior College in Singapore. The center spearheads research on using new media technologies in teaching and learning. It equips students with new media literacies and skills through facilities like a media center, studio, and installation space. Students gain hands-on experience creating podcasts, videos, and other new media projects. The center has conducted international conferences and partnerships to share best practices in virtual world education and integrating new media across disciplines.
Virtual Symposium
Hyperlinked Library MOOC 2013
Michal Stephens course leader
Learning everywhere, net generation,born with the chip
Creator: Gerald Louw
1 16 10 AL W/S Tech & Social Networking & ALkerrinbarrett
1) The document discusses using technology and social networking to accelerate language learning and performance outcomes. Case studies from Sandia National Laboratories and a Sri Lanka distance education project are presented.
2) Speak2Me is discussed as a platform that used synchronous video calls to accelerate English language development for Taiwanese students through cultural exchanges and interactive sessions.
3) VOA GoEnglish is presented as a website that provides English learning curriculum through story-based activities, videos, social networking features, and discussion forums to engage learners.
The document summarizes ELTnet, a British Council project in Venezuela aimed at incorporating secondary school English language teachers into a networking community. ELTnet's goals are to create a communication network for secondary school EFL teachers, provide bridges for them to stay connected, and give them access to British Council services, trainings, and discussions on new trends in teaching English. To participate, teachers need an email account, internet access, and to teach EFL. The document encourages teachers to join the ELTnet Yahoo group to stay connected.
Wisconsin Innovative Schools Network 3/28 - OER PresentationsEric Lehmann
Presented on 3/28 at the Wisconsin Innovative Schools Network (WISN). "Expand your Classroom with Open Education Resources" (OER) Eric Lehmann - eAchieve Academy.
Wisconsin Innovative Schools Network (WISN) - 2014 OER Eric Lehmann
21st Century teaching with (OER) Open Educational Resources. Presentation for Middle School and High School teachers introducing OER Open Educational Resources. OER has been hailed by some as the key to breaking down the digital divide and giving all students (around the world) access to high quality educational resources.
Visitors and Residents: What motivates engagement with the digital informati...Ben Showers
This document summarizes findings from a study on what motivates engagement with the digital information environment. The study found that digital literacy does not always keep pace with technical skills, and users are often self-taught. Younger generations are still influenced by traditional stereotypes that they are obsessed with technology. The study highlights the need for longitudinal research to understand changing information behaviors and how users engage with both virtual and physical information environments.
This document discusses creating a personal learning network using Twitter. It explains that learning now occurs both formally and informally, including through social networks. Twitter allows one to connect with others anywhere and share information in 140 characters or less. The document provides guidance on how to use Twitter to build a personal learning network, including following others in one's field, using hashtags, and participating in discussions. It emphasizes finding the right people to follow and share relevant, credible resources while maintaining a professional online presence.
This document discusses how Web 2.0 technologies can transform passive learners into active learners by encouraging collaboration, accessibility, and student engagement. It provides examples of how tools like wikis, podcasts, and online assessments can be used to improve learning outcomes by making content more interactive and personalized for students. The document also acknowledges some potential drawbacks of technology in education, but argues that when used properly Web 2.0 has mostly positive impacts on learning.
The document discusses new trends in e-learning, including the evolution of technology and learners. It covers topics like mobile learning, social learning platforms, and open educational resources. New generations of digital native students are driving changes in pedagogy from instructor-centered to learner-centered models. Technologies are enabling more collaborative, portable, and personalized learning opportunities. Ubiquitous access to information is transforming education from a system of information delivery to one of information and experience sharing.
The document summarizes a chat session from the 2008 WorldCALL Congress about technology applied to language learning. WorldCALL is a professional association that promotes computer assisted language learning. It holds international conferences every few years that bring together educators, researchers, and industry leaders. The 2008 conference was held in Fukuoka, Japan and included presentations and workshops on integrating technology into language education, as well as scholarship awards.
The document discusses 10 models for differentiated instruction:
1) Adjustable Assignment Model - Uses a grid to plan assignments according to student needs and pre-assessments.
2) Problem-Based Model - Students select and solve problems to develop critical thinking.
3) Project-Based Model - Students conduct in-depth studies of topics of interest with little supervision.
4) Multiple Intelligence Planning Model - Lessons target students' different intelligences like linguistic, spatial, interpersonal.
5) Triarchic Teaming Model - Teams students with different analytical, creative, practical strengths.
6) Activity Analysis Model - Guides activity selection with questions about content, timing, location and engagement.
7) Student
Teachers can act as agents of change by applying constructivism, differentiated instruction, and the theory of multiple intelligences in their classrooms. [1] Constructivism holds that students understand the world by reflecting on their experiences and that no two students learn identically. [2] Differentiated instruction recognizes students have different strengths and needs, so teachers should provide various options for students at different levels. [3] Howard Gardner's theory of multiple intelligences proposes students learn and understand in different ways, such as linguistically, logically, musically, spatially, kinesthetically, interpersonally, and intrapersonally, so teachers should utilize multiple methods and intelligences.
Leveraging Technology to Differentiate InstructionOHIO ITSCO
What is differentiated instruction? Are you already doing it? How can technology support and enhance differentiation? In this session, we address how to leverage technology to support teaching to multiple learning styles and modalities, with an emphasis on practical technology-infused lessons and classroom management strategies.
H παρουσίαση αυτή συνόδευσε ένα βιωματικό και συνεργαστικό σεμινάριο σχετικά με παιδαγωγικά μοντέλα και τεχνικές, με τίτλο: «Διαφοροποιημένη Διδασκαλία: Μία Ηράκλεια Προσπάθεια» (“Differentiated Instruction: A Herculean Task”).
Στo σεμινάριο αυτό, το οποίο διεξήχθει στην αγγλική γλώσσα, στις εγκαταστάσεις του 11ου Νηπιαγωγείου Χανίων, Κρήτης, τον Απρίλιο του 2016, συμμετείχαν εκπαιδευτικοί προερχόμενοι από τη Γαλλία, την Εστονία, την Ελλάδα, την Ισλανδία, την Ιταλία και την Τουρκία, στο πλαίσιο του Προγράμματος Erasmus+/Δράση ΚΑ2 «Συνεργασία για καινοτομία και ανταλλαγή καλών πρακτικών στον τομέα της Σχολικής Εκπαίδευσης» - Στρατηγικές Σύμπραξης αποκλειστικά μεταξύ σχολείων, με γενικό τίτλο «Ζώντας μαζί στο Σχολείο: Κοινωνικές αλληλεπιδράσεις, Μαθησιακές Ικανότητες και Ρυθμοί Παιδιού» (“Live together in the school: Social interactions, Learning skills & Child’s rhythms”).
Πρόκειται για έναν Οδηγό Γλωσσικής Επιμέλειας που αναπτύχθηκε για το Εργαστήριο Εκπαιδευτικού Υλικού και Εκπαιδευτικής Μεθοδολογίας (ΕΕΥΕΜ) του Ελληνικού Ανοικτού Πανεπιστημίου (ΕΑΠ), προκειμένου να προσφέρει πρακτικές συμβουλές ελέγχου δύο στοιχείων ενός υλικού εκπαίδευσης από απόσταση: τόσο του περιεχομένου του όσο και της παρουσίασής του.
Η παρουσίαση αυτή προσδιορίζει τους κύριους άξονες, δηλαδή, τις βασικές παραμέτρους που πρέπει να προσέξει ο Επιστήμονας-Δημιουργός που σχεδιάζει και αναπτύσσει ένα υλικό κατάλληλο για εκπαίδευση από απόσταση. Καλή έμπνευση!
The document discusses differentiated instruction and multiple intelligences as approaches to teaching students effectively. It defines differentiated instruction as providing different ways for students to learn based on their needs and pre-assessing students to determine what they know. Multiple intelligences refers to Gardner's theory that intelligence is comprised of distinct abilities like linguistic, logical-mathematical, and interpersonal intelligence. The document argues that differentiated instruction and appealing to students' multiple intelligences can help engage more learners.
Differentiation powerpoint for tuesday pdmclaringbold
The document discusses differentiation in the classroom. It defines differentiation as modifying instruction in response to student needs in content, process, and product. Some key points:
- Differentiation involves flexible grouping, tiered lessons, and choice. It varies based on student readiness, interest, and learning profile.
- The goals are to increase learning, confidence, motivation, and independence. Research supports that differentiation helps students learn in different ways.
- Teachers can differentiate content, process, and products. This involves varying materials, activities, and assignments based on student needs. Pre-assessments are important to understand students.
- Flexible grouping is critical, allowing instruction tailored to student needs. Groups should be purposefully designed based on
The document summarizes the vision and activities of the Centre of Excellence for New Media at Innova Junior College in Singapore. The center spearheads research on using new media technologies in teaching and learning. It equips students with new media literacies and skills through facilities like a media center, studio, and installation space. Students gain hands-on experience creating podcasts, videos, and other new media projects. The center has conducted international conferences and partnerships to share best practices in virtual world education and integrating new media across disciplines.
This document discusses how digital technologies can be used to enhance English language teaching. It describes "digital natives" as students born into the digital world who are fluent in new technologies, while teachers are often "digital immigrants" who have adopted technologies but not at the same level. It argues that teachers need to update their methods to engage digital native students. It provides examples of how various Web 2.0 tools like YouTube, podcasts, blogs, wikis and digital storytelling can be used to make language learning more interactive, collaborative and motivating for students.
21st Century Learning Conference, Feb. 16-18, 2012Joanna Huang
The document discusses various ways that technology can be integrated into language teaching, including project-based learning, task-based language teaching, and the use of tools like Skype, wikis, blogs, and podcasts. It provides examples of how these approaches have been implemented in language classes at the Canadian International School of Hong Kong, such as a Skype exchange with a school in Taiwan, a global project with a school in Shanghai, and a Chinese script writing project. Students' work and feedback on these projects is also presented to demonstrate the impact of technology in motivating learning.
The document discusses using new technologies and online communication in English lessons and extracurricular activities to improve education. It aims to teach students to effectively use technologies, understand how education has changed from learning to knowing, and acquire skills like independent learning, problem-solving, and creating new knowledge. Using the internet allows teachers to expand beyond textbooks, make lessons more interesting and engaging for all students, and participate in international projects and communication, which is now an indispensable part of English lessons.
Ken Newman is seeking a position that combines creativity, technology, and leadership in higher education. He has 14 years of experience in higher education, including 6 years in academic leadership roles. He has a PhD in serious games and masters degrees in digital design and education. His skills include teaching, curriculum development, management, and project leadership. He has experience developing programs in game development, communication, and design at universities in the UAE, Netherlands, UK, and Australia.
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
This document provides examples of technology-based project ideas that teachers are using worldwide. It lists various tools like blogging, wikis, Twitter, videoconferencing and describes some sample projects. These include classroom blogging projects, a wiki used for international chess games, a collaborative e-book created between schools in different countries, and a reading scheme of 80 books created in hard copy and online. It aims to introduce different technology components and platforms that can be used to facilitate innovative student projects.
The document discusses integrating virtual and physical student mobility in higher education through telecollaboration. It begins by outlining some common questions about student mobility barriers and how online technologies can support physical mobility. The presentation then defines telecollaboration as online intercultural collaborative projects between distant student groups and provides examples of different virtual mobility set-ups that combine online and physical exchange. Barriers to telecollaboration are addressed, along with strategies to overcome them. Experienced practitioners provide feedback on the impact and popularity of telecollaboration in European universities.
Diseminare produs final My Virtual friend Accross Europe Alis Popa
The document summarizes a virtual pen pal project between students in Turkey, Italy, Poland, Croatia, Romania, and Spain. The project aimed to have students exchange emails, videos, photos, and presentations to learn about different cultures and digital skills. Objectives included improving English writing, reading, learning about lifestyles in other countries, working in groups, and using new technologies. Students presented personal information, wrote about their families and hobbies, and prepared presentations on their school lives while practicing their English skills. The project concluded that students made friends, learned about different cultures and countries, and improved their language skills through their virtual exchanges.
This document summarizes a presentation about teaching in the age of collaboration. The presenter, Fiona Beal, is a passionate educator who has incorporated technology into her teaching. She provides examples of collaborative projects she has done with her students using tools like blogs, wikis, Skype and Google docs. These projects connected her students with classrooms around the world. She also describes projects done by other educators to provide ideas for ways to collaborate using tools she has not yet tried like Google sites and SchoolTube.
Overview of the ongoing LLP EU projects at the Chair of Applied English Linguistics, University of Tübingen.
The group currently coordinates the Backbone and icEurope projects and is partner in the LLP Pellic project as well as in the Comenius network Wide Minds (WiMi)
Honing Interaction with International Online Projects Rita Zeinstejer
Different projects carried out with my students of English in Argentina and students in other countries, aiming at allowing them all to communicate, share and use the language authentically and meaningfully. This presentation was prepared to be delivered at the Global Education Conference, November 2011.
Conversations with native speakers present the second‐language learner with an incredible opportunity to practice and acquire a language. By using software programs such as Skype, students
can improve their language proficiency as well as have access to a new cultural experience beyond the borders of the classroom. This can be seen as the closest way to give the students a travel abroad experience using the advantages of technology.---Presented by Maria del Pilar Melgarejo-Acosta, Department of Spanish & Portuguese, University of Wisconsin - Milwaukee
Conversations with native speakers present the second‐language learner with an incredible opportunity to practice and acquire a language. By using software programs such as Skype, students
can improve their language proficiency as well as have access to a new cultural experience beyond the borders of the classroom. This can be seen as the closest way to give the students a travel abroad experience using the advantages of technology. - Presented by Maria del Pilar Melgarejo-Acosta, Department of Spanish & Portuguese, University of Wisconsin - Milwaukee
This is the presentation I gave at the 2011 Japan Association for Language Teaching (JALT) CALL Conference in Kurume, Japan. Please contact me with any questions you may have at forsythe@hirogaku-u.ac.jp.
Diversified Qualitative Learning in International Higher Education towards Ac...ESD UNU-IAS
Diversified Qualitative Learning in International Higher Education towards Achieving SDGs at Sophia University
Presented by Prof. Miki Sugimura (Vice President for Global Academic Affairs, Professor of Faculty of Human Sciences, Sophia University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
The document provides information about a guidebook for a 2-year Connected with the Environment project between 5 European schools. Module 1 focused on history and culture, with students presenting their personal stories and learning about their city/region through tasks like creating family trees, interviewing teachers, and researching local legends. Students documented their work in posters, videos, and other formats. The guidebook aims to disseminate the results of the project and inspire other teachers and schools.
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.
The project aims to establish an afterschool English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games, and workshops. Students would use English online to connect with international partners and learn about other cultures. The project would be implemented in stages, starting with surveying community interest and researching foreign programs. An afterschool program would then be developed and launched, involving regular meetings, workshops, and local events. Progress would be evaluated through student and volunteer feedback to ensure the project's sustainability. The final stage would involve students creating presentations and a blog documenting their experiences in the international project.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
1. SNOWBLOG CT NETCITY 2010 Administrators : Gal Springman, Dr. Smirnova. Facilitators : Tatyana Zubenko, Nina Lyulkun Participants : Students from USA, Ukraine, Tel Aviv, China
3. Microphone: Please make sure your microphone is ready for audio interaction but mute your mic after you finish talking by clicking on the mic icon. Chat box: Feel free to ask questions and add comments, but refrain from conducting personal chats. Netiquette: Make sure you use polite language and avoid capital letters as they could be misunderstood as shouting. WiZiQ interaction Guidelines
4. Agenda for today: 1. Introductions: WHO We are and WHY we are here 2. Snowblog's History - Gal Springman 3. Supervisors and the participants 4. Expectations and Outcomes 5. Web 2.0 tools to employ Snowblog CT Netcity 2010
6. A little bit of History… Qu Ying Shanghai China, Mainland
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8. Snowblog a web-based intercultural gated social community of learners By Language Connections Coordinated by Gal Springman Gal Springmam, All Rights Reserved, 2009
9. 2004 – 2007 participating in Apple sponsored international educational online project with 17 classes from all over the world. (going on for the fourth year) 2006 - 2007 Online presentation of the dialog model to Kita City board of education (Japan). Beginning a series of online meetings and video conferences with students and teachers from Japan, China, Peru, USA, Germany, Italy, Australia and New Zealand. Dialog model workshop in Assykkala Finland with Finnish, Czech, Serbian, Israeli (both Jewish and Arab) and Palestinian teachers. Two high-school classes from Finland join Language Connections project.
10. October 2007 - 2008 Gal Springman participates as an invited speaker in MIT LINC Conference in Amman, on the Middle East e-learning initiative, together with Palestinian students participating in Language Connections’ project. Launching Language Connections’ Jerusalem CTnetCity project, connecting Muslim high school students from Jabel Mukkaber with Jewish high school students from West Jerusalem. A school from Kita City , Japan, joins Language Connections activities, A school from Hong Kong and a class of university students from the Academy in China, both join Language Connections’ Snowblog program.
11. Social reporting: popular sports in the spirit of the Olympics Finland, Japan, China, Israel Gal Springmam, All Rights Reserved, 2009
12. Social reporting: Urban / rural landscapes Finland, Ramallah, Israel, Gaza Gal Springmam, All Rights Reserved, 2009
13. Social reporting: living by the water Israel, Gaza, Finland Gal Springmam, All Rights Reserved, 2009
14. Different activities in SnowBlog face to face meetings China, Finland, Israel, Ramallah Gal Springmam, All Rights Reserved, 2009
15. A social meeting of learners Gal Springmam, All Rights Reserved, 2009
16. Undergraduate students of Mykolayiv State University named after Sukhomlinskyi Facilitator: Tatyana Zubenko, Ph.D Associate Professor of Education
17. Dr. Smirnova and the Students of Mount Saint Mary College, Newburgh, NY