MMVC 2019 Digital Classroom & Coordinated Teaching Nives Torresi
MMVC 2019 online Conference presentation by Nives Torresi and Marco Torresi
The presentation is all about experience gained from a particular teaching project for Tertiary students with Face 2 Face teaching and online teaching.
Image accreditation is available in a separate pdf file (click on link in last slide).
Some slides have clickable links.
MMVC 2019 site https://moodle4teachers.org/course/view.php?id=249
Games in EFL course link https://reach2share.com/course/index.php?categoryid=7
MMVC 2019 Digital Classroom & Coordinated Teaching Nives Torresi
MMVC 2019 online Conference presentation by Nives Torresi and Marco Torresi
The presentation is all about experience gained from a particular teaching project for Tertiary students with Face 2 Face teaching and online teaching.
Image accreditation is available in a separate pdf file (click on link in last slide).
Some slides have clickable links.
MMVC 2019 site https://moodle4teachers.org/course/view.php?id=249
Games in EFL course link https://reach2share.com/course/index.php?categoryid=7
Dessiner pour innover, enregistrer différemment les informations et placer l'art visuel au coeur des échanges. C'est aussi dessiner pour partager un moment nouveau, qui fait aussi appel aux émotions.
Dessiner pour innover, enregistrer différemment les informations et placer l'art visuel au coeur des échanges. C'est aussi dessiner pour partager un moment nouveau, qui fait aussi appel aux émotions.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Students performance
1. 2015 – 2017
Erasmus+ KA2 Project
MULTIDISCIPLINARY FLIPPED LEARNING WITH ICT
EVALUATION OF STUDENTS’ PERFORMANCE
5th Project Meeting in Portugal
Daugavpils Saskanas school, Latvia
(The First Year of the Project)
2. Aim of the Evaluation of Students’Performance
To follow the students’ progress
To find out whether doing project activities develope students’ language skills,
IT skills as well as personal skills
To define possible difficulties and skills which need further improvement
3. First Year - First Semester
Improving Digital Skills
First Year - Second Semester
Improving Intercultural Awareness
September 2015
Preparation of the project board
February 2016
Preparing a presentation about the culture
October 2015
Creating the project logo
March 2016
Preparing an e-guide about the culture
December 2015
Preparation a digital postcard – Making an e-
guide about how to make a movie – Preparing a
video about the students’ own school
April 2016
Preparing a presentation about the custom and
etiquette
January 2016
Preparing a presentation about Cyberbullying
May 2016
General evaluation of student’s products
4. This year, 20 students of Daugavpils Saskanas School have participated in
FLwICT project.
The evaluations of our students’ performances are given below in charts. The
scale level for each item represents the least positive value 1 (Poor), 2 (Average),
3 (Above average) and 4 the most positive (Superior).
5. Graphic 1 - September 2015: Preparation of the Project
Board
Graphic 1 shows that all the
participants were motivated and
cooperative while working on the task.
Also most of the students worked
consistently and productively.
However, 5 students (20%) couldn’t
completed the work on time.
6. Graphic 2 - October 2015: Creating the Project Logo
7. Creating the Project Logo
We can state that:
Mostly students were motivated and tried to design a creative logo on time.
Most of the students published their work on Face Group.
Half of the students didn’t use any computer programme, as they got used to
drawing by hand.
5 students didn’t complete their work on time as they can’t manage their time
effectively.
All in all, most of the students stated that they enjoyed doing creative tasks.
8. Graphic 3.1 - December 2015: Preparation a digital postcard –
Making an e-guide about how to make a movie – Preparing a video
about the students’own school
9. Graphic 3.2 - December 2015: Preparation a digital postcard –
Making an e-guide about how to make a movie – Preparing a video
about the students’own school
10. December 2015: Preparation a digital postcard – Making an e-
guide about how to make a movie – Preparing a video about the
students’own school
Graphics 3.1 and 3.2 show that students’ answers were rather diverse. As it was
the first really challenging task for them.
It can be seen that mostly students were motivated, cooperative and worked
consistently and productively.
Almost all students agreed that they improved their language skills.
However, they didn’t manage to fulfill all conditions applying to product design
and content. For example, some students didn’t use the logos or define the
source.
Also, some students admitted that they didn’t research enough or take care to use
proper English without reminder.
11. Graphic 4 - January 2016: Preparing a presentation about Cyberbullying
Graphics 4 shows that all the participants of the Meeting in Italy were very satisfied
with their work.
Particularly students emphasized cooperation with their peers.
12. Graphic 5 - February 2016: Preparing a presentation about the culture
Four students participated in Spain Meeting.
According to the responses they didn’t have any difficulties doing this task. All
students evaluated their work as “above average” and “superior”
14. April 2016: Preparing a presentation about the Customs and Etiquette
The students who participated in the meeting in Latvia fulfilled all the requirements for students’ work.
Also students stated that they cooperated with peers and improved their language skills.
It can be seen that students were motivated, worked consistently and productively and published their
work on Face Group.
16. The students have improved their English language skills while working on the project
• Mostly all students tried to use proper English while preparing the works.
• Most of the participants cooperated with each other while working on the project tasks.
• As the Graphics show, the students’ motivation was really high.
• Mostly students tried to use computer programs properly especially while preparing
presentations and videos.
• Most of the students are aware of their responsibilities in the project
• Mostly all students studied consistently and productively during the first year of the
project.
• The vast majority of students tried to use the logos of Erasmus+ and NA, as well as the
name of the project on their products correctly.
• Almost all students published their works on Face group successfully.
17. Thus, we can state that while working on the project students
improved their language, developed IT skills and communication
skills as well as personal skills, such as responsibility and
creativity
18. Problems:
• Most of the students didn’t pay enough attention to define the sources on
their products.
• It turned out that the main problem for students while working on the
project tasks is time management. Most of the students found it difficult to
complete their work on time.
• Most of the students didn’t publish their products on e-twinning platform
by themselves but asked the teacher to do it.