This document appears to be notes from a workshop on integrating information and communication technologies (ICTs) into education. It discusses what ICTs and new ICTs are, their functionalities in educational centers, reasons for using ICTs in education, advantages and disadvantages from the perspective of learning, and contributions of ICTs. It also provides guidance for teachers on what they should know to integrate ICTs into the classroom, including planning instruction, presenting information, managing technologies, relating to students, and selecting and presenting content using ICTs as educational tools.
BMCSS Engaging Digital Natives in the Study of Social StudiesJennifer Dorman
The document discusses the implications of 21st century skills and digital technologies for education. It argues that today's students, known as "digital natives," think and process information differently than previous generations due to ubiquitous technology use. It outlines the skills of a participatory culture, including collaboration, networking, and interacting with various media. Educators must adapt instructional methods to communicate effectively with digital native students and help them develop skills for a globally connected world.
1. The document discusses assumptions, design, and instruments for web-based distance education. It covers pedagogical models using constructivism and active learning, and tools like learning management systems, e-portfolios, blogs, and social software.
2. Key ideas discussed include using the internet as a pedagogical environment, developing student competencies for the knowledge society, and addressing issues like information overload through tagging and folksonomies.
3. The presentation emphasizes designing courses that take advantage of the web's capabilities for interactivity, multimedia, and connecting information in multiple ways.
An introduction to digital literacy to support the learning of undergraduate ...Rita Ndagire Kizito
This document discusses digital literacy and trends that will shape higher education in 2013. It summarizes seven trends identified in a University Business article, including the growth of connected devices, use of visual content, and rise of MOOCs. It then reflects on what shapes digital culture, how skills differ from literacies, and frameworks for teaching digital literacy. It argues students must learn to use technology to perform functions that allow surviving in a digital world. Teachers must also unlearn and relearn beliefs and practices. Developing digital literacies requires teaching students how to read and write digitally, and innovating strategies to make students generators rather than just consumers of information.
The Last MIL or the Last Chance?
Daniel Pimienta.
que se presentó dentro de la Conferencia Internacional "Tangible and Intangible Impact of Information and Communication in the Digital Age", UNESCO/IFAP, Khanty-Mansiysk, Russian Federation, June 3–8, 2018.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
BMCSS Engaging Digital Natives in the Study of Social StudiesJennifer Dorman
The document discusses the implications of 21st century skills and digital technologies for education. It argues that today's students, known as "digital natives," think and process information differently than previous generations due to ubiquitous technology use. It outlines the skills of a participatory culture, including collaboration, networking, and interacting with various media. Educators must adapt instructional methods to communicate effectively with digital native students and help them develop skills for a globally connected world.
1. The document discusses assumptions, design, and instruments for web-based distance education. It covers pedagogical models using constructivism and active learning, and tools like learning management systems, e-portfolios, blogs, and social software.
2. Key ideas discussed include using the internet as a pedagogical environment, developing student competencies for the knowledge society, and addressing issues like information overload through tagging and folksonomies.
3. The presentation emphasizes designing courses that take advantage of the web's capabilities for interactivity, multimedia, and connecting information in multiple ways.
An introduction to digital literacy to support the learning of undergraduate ...Rita Ndagire Kizito
This document discusses digital literacy and trends that will shape higher education in 2013. It summarizes seven trends identified in a University Business article, including the growth of connected devices, use of visual content, and rise of MOOCs. It then reflects on what shapes digital culture, how skills differ from literacies, and frameworks for teaching digital literacy. It argues students must learn to use technology to perform functions that allow surviving in a digital world. Teachers must also unlearn and relearn beliefs and practices. Developing digital literacies requires teaching students how to read and write digitally, and innovating strategies to make students generators rather than just consumers of information.
The Last MIL or the Last Chance?
Daniel Pimienta.
que se presentó dentro de la Conferencia Internacional "Tangible and Intangible Impact of Information and Communication in the Digital Age", UNESCO/IFAP, Khanty-Mansiysk, Russian Federation, June 3–8, 2018.
Literature in digital environments: Changes and emerging trends in Australian...Judy O'Connell
Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the centre of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualise these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
This document provides an overview of connected learning and the role of connected educators. It discusses how the world has changed with new technologies and how schools need to change in response. Connected learning involves learning anytime/anywhere through personal learning networks and communities of practice. It emphasizes learning as participatory and collaborative rather than passive. Connected educators model lifelong learning and see themselves as learners first. They leverage collective intelligence through their connections.
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
This document discusses the need for education to shift to meet the needs of 21st century learners. It notes that the world is changing rapidly due to technology and that schools need to change how they operate. Specifically, it argues that schools need to shift their focus from teaching to learning, move from teacher-directed to collaborative models, and view school improvement as a requirement rather than an option. The document highlights how the skills needed for the future cannot be clearly defined and discusses trends like the growth of mobile learning and an emphasis on lifelong learning.
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Sharing ongoing research from *TRS group on ICT for teaching and learningLuis Borges Gouveia
Gouveia, L. (2021). Sharing ongoing research from *TRS group on ICT for teaching and learning. *TRS –Technology, Networks and Society. International Scientific and Methodological Seminar on Innovative Technologies. Nur-Sultan, Kazakhstan. 19th March.
Challenges in Higher Education as a transformative Ecosystem for Students and...Luis Borges Gouveia
This document contains the presentation by Luis Borges Gouveia at the Kazakh University of Economics, Finance and International Trade in Astana, Kazakhstan on October 11, 2017. The presentation discusses current challenges facing higher education, including a faster, more globalized and complex world with excess information. It also examines higher education's role in organizing, communicating, storing and creating knowledge. Finally, the presentation proposes ideas for reinventing higher education in response to the digital economy, including using networks, being agile and multidisciplinary, and developing digital platforms and artificial intelligence for education.
This document provides an overview of a keynote presentation on connected learning and 21st century skills. The key goals of the keynote are to build a case for change in education and lay the foundation for the presenter's Powerful Learning Practice team's work. Some of the topics covered include the changing world and needs of students, defining connected learning, examining trends like mobile learning and open content, and discussing skills like collective intelligence and transmedia navigation. The presentation emphasizes that meaningful technology integration depends on innovative teaching approaches.
Change Management: Leadership in Digital Age Educationdigimuve
This document discusses developing a strategic process for digital-age education. It addresses the current state of digital education and factors to consider for school improvement, including digital learning pedagogy, curriculum design, learning spaces, teacher skills, and moving beyond old methodology. It also discusses crowdsourcing, cloud-based technologies, school-wide improvement, and questions schools should ask regarding their roadmap for change management and integrating technology and thinking.
El documento describe los componentes de la matriz curricular para la educación inicial en Paraguay. Incluye objetivos generales y específicos, objetos y experiencias de aprendizaje, y actividades e indicadores de logro. Los objetivos generales describen el perfil de salida deseado para los niños. Los objetivos específicos son rasgos y características a desarrollar. Los objetos de aprendizaje se derivan de los objetivos específicos y son lo que los niños trabajarán. Las experiencias de aprendizaje describen acciones con sentido para los ni
This document is a workshop presentation on integrating internet technologies (NTICs) into classroom education. It discusses what NTICs are, their functionalities in education centers, reasons for using them in education, advantages and disadvantages from a learning perspective, and what teachers need to know to integrate them into their classrooms. Specifically, it emphasizes that NTICs provide easy access to vast information, allow for quick processing of data, and enable immediate communication. However, they can also be distracting and cause students to lose focus if not used properly. The document stresses that integrating NTICs is not about being an "informaticist" but using the technologies as educational tools to help transform information into knowledge for students.
El documento describe las diferencias entre los navegadores Internet Explorer y Mozilla Firefox. También menciona algunos portales web visitados sobre educación y renta. Finalmente, presenta extractos de texto en inglés y español sobre varios temas como aprendizaje, moneda auténtica e importancia cultural.
Este documento describe diferentes tipos de dificultades de aprendizaje, incluyendo dislexia, discalculia y trastornos de expresión escrita. Explica que estos trastornos implican deficiencias en procesos psicológicos como el lenguaje, cálculo o escritura. También ofrece recomendaciones como estimulación pedagógica especializada y métodos fonéticos para ayudar a los niños con estas dificultades.
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
This document discusses educational technology and its role in the classroom. It covers how technology can be used as a tool to enhance the teaching and learning process. Specifically, it discusses how technology can be used to develop critical thinking skills through activities like reflection, discussion forums, small group work, and digital storytelling. It also covers the evolution of technologies in education and how teachers can leverage technology as an information, communication, constructive, co-constructive, and situating tool. The key takeaway is that while technology is continually advancing, its purpose in education is to improve student learning outcomes and prepare them for today's digital world.
The document provides an overview of a presentation on educational technology in Reading Public Schools. It discusses the differences between educational technology and technology education. It outlines the current state of educational technology and future planning. It also discusses 21st century skills and standards, including the Partnership for 21st Century Skills framework and Massachusetts' recommended K-12 technology literacy standards.
The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
This document provides an overview of connected learning and the role of connected educators. It discusses how the world has changed with new technologies and how schools need to change in response. Connected learning involves learning anytime/anywhere through personal learning networks and communities of practice. It emphasizes learning as participatory and collaborative rather than passive. Connected educators model lifelong learning and see themselves as learners first. They leverage collective intelligence through their connections.
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
This document discusses the need for education to shift to meet the needs of 21st century learners. It notes that the world is changing rapidly due to technology and that schools need to change how they operate. Specifically, it argues that schools need to shift their focus from teaching to learning, move from teacher-directed to collaborative models, and view school improvement as a requirement rather than an option. The document highlights how the skills needed for the future cannot be clearly defined and discusses trends like the growth of mobile learning and an emphasis on lifelong learning.
This document provides an overview of a presentation on literacies of the digital given by Helen Beetham on March 10, 2011. The presentation discusses moving beyond skills-based definitions of digital literacy to focus on how digital technologies are changing practices in personal, social, workplace and other contexts. It examines tensions between viewing digital literacy as an individual attribute versus a political project, and outlines evidence of changes in knowledge practices and known challenges learners face. The presentation concludes by considering what experiences learners need to develop digital literacies and questions how those experiences can best be supported.
Sharing ongoing research from *TRS group on ICT for teaching and learningLuis Borges Gouveia
Gouveia, L. (2021). Sharing ongoing research from *TRS group on ICT for teaching and learning. *TRS –Technology, Networks and Society. International Scientific and Methodological Seminar on Innovative Technologies. Nur-Sultan, Kazakhstan. 19th March.
Challenges in Higher Education as a transformative Ecosystem for Students and...Luis Borges Gouveia
This document contains the presentation by Luis Borges Gouveia at the Kazakh University of Economics, Finance and International Trade in Astana, Kazakhstan on October 11, 2017. The presentation discusses current challenges facing higher education, including a faster, more globalized and complex world with excess information. It also examines higher education's role in organizing, communicating, storing and creating knowledge. Finally, the presentation proposes ideas for reinventing higher education in response to the digital economy, including using networks, being agile and multidisciplinary, and developing digital platforms and artificial intelligence for education.
This document provides an overview of a keynote presentation on connected learning and 21st century skills. The key goals of the keynote are to build a case for change in education and lay the foundation for the presenter's Powerful Learning Practice team's work. Some of the topics covered include the changing world and needs of students, defining connected learning, examining trends like mobile learning and open content, and discussing skills like collective intelligence and transmedia navigation. The presentation emphasizes that meaningful technology integration depends on innovative teaching approaches.
Change Management: Leadership in Digital Age Educationdigimuve
This document discusses developing a strategic process for digital-age education. It addresses the current state of digital education and factors to consider for school improvement, including digital learning pedagogy, curriculum design, learning spaces, teacher skills, and moving beyond old methodology. It also discusses crowdsourcing, cloud-based technologies, school-wide improvement, and questions schools should ask regarding their roadmap for change management and integrating technology and thinking.
El documento describe los componentes de la matriz curricular para la educación inicial en Paraguay. Incluye objetivos generales y específicos, objetos y experiencias de aprendizaje, y actividades e indicadores de logro. Los objetivos generales describen el perfil de salida deseado para los niños. Los objetivos específicos son rasgos y características a desarrollar. Los objetos de aprendizaje se derivan de los objetivos específicos y son lo que los niños trabajarán. Las experiencias de aprendizaje describen acciones con sentido para los ni
This document is a workshop presentation on integrating internet technologies (NTICs) into classroom education. It discusses what NTICs are, their functionalities in education centers, reasons for using them in education, advantages and disadvantages from a learning perspective, and what teachers need to know to integrate them into their classrooms. Specifically, it emphasizes that NTICs provide easy access to vast information, allow for quick processing of data, and enable immediate communication. However, they can also be distracting and cause students to lose focus if not used properly. The document stresses that integrating NTICs is not about being an "informaticist" but using the technologies as educational tools to help transform information into knowledge for students.
El documento describe las diferencias entre los navegadores Internet Explorer y Mozilla Firefox. También menciona algunos portales web visitados sobre educación y renta. Finalmente, presenta extractos de texto en inglés y español sobre varios temas como aprendizaje, moneda auténtica e importancia cultural.
Este documento describe diferentes tipos de dificultades de aprendizaje, incluyendo dislexia, discalculia y trastornos de expresión escrita. Explica que estos trastornos implican deficiencias en procesos psicológicos como el lenguaje, cálculo o escritura. También ofrece recomendaciones como estimulación pedagógica especializada y métodos fonéticos para ayudar a los niños con estas dificultades.
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
This document discusses educational technology and its role in the classroom. It covers how technology can be used as a tool to enhance the teaching and learning process. Specifically, it discusses how technology can be used to develop critical thinking skills through activities like reflection, discussion forums, small group work, and digital storytelling. It also covers the evolution of technologies in education and how teachers can leverage technology as an information, communication, constructive, co-constructive, and situating tool. The key takeaway is that while technology is continually advancing, its purpose in education is to improve student learning outcomes and prepare them for today's digital world.
The document provides an overview of a presentation on educational technology in Reading Public Schools. It discusses the differences between educational technology and technology education. It outlines the current state of educational technology and future planning. It also discusses 21st century skills and standards, including the Partnership for 21st Century Skills framework and Massachusetts' recommended K-12 technology literacy standards.
The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
This document discusses the use of educational technology in the classroom. It provides an overview of how technology can be used as a tool to enhance the teaching and learning process. Some key ways mentioned are using technology for information retrieval, communication, constructing knowledge both individually and collaboratively. It also emphasizes that while technology is prevalent, teachers need proper training to effectively integrate it into their lessons in order to improve student learning outcomes. The goal is to prepare students with skills for today's digital world and global workplace.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
This document outlines a plan for a 1:1 pilot program in the Brewster Public Schools to prepare students for learning, life, and work in the 21st century. The plan aims to engage and empower students by providing digital tools and connectivity resources. Specifically, it seeks to have students become self-directed learners who create and connect to learning communities. Teachers will undergo professional development to learn strategies for managing digital learning environments and developing online content and resources. The plan involves recruiting teachers, providing training, and having teachers implement enhanced or reimagined curriculum using digital tools and resources. It aims to measure success based on student achievement and mastery of 21st century skills.
This document provides an introduction to learning technology. It defines learning technology as the broad range of communication, information, and related technologies that can support learning, teaching, and assessment. It discusses concerns that have historically been raised about new technologies, from Socrates' worries about the impact of writing to Luddites protesting labor-saving technologies. The document also addresses how technology may enhance learning, digital literacy, and trends in technology adoption in higher education.
The document discusses how schools may change by 2020 due to new digital technologies and learning environments. It argues that schools will need to adapt from standardized, teacher-directed models to personalized, self-directed, lifelong learning. Key shifts include learning becoming more mobile, networked, global, and interest-driven rather than confined to the classroom. Literacy will require skills like collaborating online, managing multiple information streams, and creating multimedia content. Schools will face challenges but can leverage technology to provide personalized learning instead of a one-size-fits-all approach. Educators will need preparation and experiences using technology to inspire innovative teaching practices.
The document discusses how schools may change by 2020 due to new technologies and learning environments. It notes that learning will become more mobile, networked, global, collaborative, self-directed and personalized. This represents a huge challenge for traditional schools. Literacy will also change and require skills like developing technology proficiency, collaborating online, and managing multiple information streams. Schools will need to adapt learning resources and assessments to engage students in new ways. Educators will need new preparation focused on technology to improve learning. Infrastructure changes are also needed to provide all students and educators access to internet and devices for learning anywhere.
The document discusses distance education assumptions, design, and tools. It covers several topics:
- Pedagogical models for distance education, including constructivism and learning by doing.
- Tools for distance education, such as learning management systems (LMS), e-portfolios, blogs, social software like Delicious and Flickr.
- Issues around the use of technology in education, including information overload and the need for critical thinking skills.
Diza Rose Kysha G. Abrenica outlines her experience learning about educational technology in her BEED III-C course. She discusses key concepts like the definition of educational technology, how technology can benefit or harm learning, and tools like Microsoft Office that she learned. Through the course, she gained an understanding of how to effectively integrate technology into teaching to make lessons more engaging for 21st century students.
DS presenation at SSAT Raising Achievement eventDannno
The document discusses innovative teaching practices using new technologies and the opportunities and barriers they present. It explores why teachers should innovate given changing social and economic contexts, as well as the first and second order resistances to change like access issues, perceptions of roles, and beliefs. It proposes envisioning different futures for education through questions like redesigning learning spaces, increasing learner control, and connecting learning to communities.
This document discusses the changing landscape of education due to advances in technology and information access. Key points include:
- Technology has increased the speed at which individuals can access and share information.
- The role of teachers is shifting from solely imparting knowledge to guiding students in actively seeking and creating their own learning experiences.
- ICT (information and communication technologies) have made information more personalized but also risk dividing societies into information "haves" and "have nots."
- Future education models may include lifelong learning opportunities, multimedia resources, more authentic learning contexts, and blurred boundaries between formal education and workforce training.
Presentation for Graduates Harrietville 2008mackas
This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
This document provides an overview of technology planning and instructional planning. It discusses how the world has changed and become more digital, unpredictable, and unforgiving to the unskilled. It emphasizes shifting from single source to crowd sourcing information and from testing to assessing proficiency. The document outlines basic principles of planning that engage and empower learners. It argues that the challenges of transitioning to a new instructional model are worth addressing inequities in the current system. Moving beyond just purchasing devices, the focus should be on using technology as an instructional tool to develop critical lifelong skills.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.
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During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
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Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
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In this blog post, we'll delve into the intersection of AI and app development in Saudi Arabia, focusing on the food delivery sector. We'll explore how AI is revolutionizing the way Saudi consumers order food, how restaurants manage their operations, and how delivery partners navigate the bustling streets of cities like Riyadh, Jeddah, and Dammam. Through real-world case studies, we'll showcase how leading Saudi food delivery apps are leveraging AI to redefine convenience, personalization, and efficiency.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
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What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
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What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
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Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
T A L L E R I N T E G R A L D E I N T E R N E T
1. UNIVERSIDAD ESTATAL DE BOLIVAR
FACULTAD DE CIENCIAS DE LA EDUCACIÓN
SOCIALES, FILOSÓFICAS Y YMANÍSTICAS
TRABAJO DE : INFORMÁTICA
ACTIVIDAD: TALLER DE INTEGRAL DE INTERNET
DOCENTE: Ing. Rocío Barragán
Estudiante: Alexandra Baños
TALLER INTEGRAL DE INTERNET
Importancia de Las Ntics En La Educacion -
2. LAS NTICS EN LA EDUCACION ”
¿QUÉ SON LAS TIC’S ? Son aquellas tecnologías que permiten transmitir, procesar y difundir información de
manera instantánea. Son consideradas la base para reducir la Brecha Digital sobre la que se tiene que
construir una Sociedad de la Información
¿QUÉ SON LAS NTICs? Llamadas también “Tecnologías de avanzada” o “Nuevas Tecnologías”, se usa para
hacer referencia al entorno multimedia, la televisión satelital, el hipertexto, Cdrom, Mundos virtuales, entre
otros. “ ...Un conjunto de aparatos, redes y servicios que se integran o se integraran a la larga, en un
sistema de información interconectado y complementario. La innovación tecnológica consiste en que se
pierden la frontera entre un medio de información y otro” 1 Gómez, C.: El desafío de los nuevos medios de
comunicación en México. AMIC, México.1992
Funcionalidades
o Las principales funcionalidades de las TIC en los centros están relacionadas con:
o Alfabetización digital de los estudiantes (y profesores... y familias...)
o Uso personal (profesores, alumnos...): acceso a la información, comunicación, gestión y proceso de
datos...
o Gestión del centro: secretaría, biblioteca, gestión de la tutoría de alumnos...
o Uso didáctico para facilitar los procesos de enseñanza y aprendizaje
o Comunicación con las familias (a través de la web de centro...)
o Comunicación con el entorno
o Relación entre profesores de diversos centros (a través de redes y comunidades virtuales):
compartir recursos y experiencias, pasar informaciones, preguntas...
5. Razones para usar la TIC en educación
o Alfabetización digital de los alumnos
o Productividad
o Innovar las prácticas educativas
Ventajas
3. o Interés. Motivación. .
o Interacción. Continua actividad intelectual.
o Desarrollo de la iniciativa.
o Aprendizaje a partir de los errores
o Mayor comunicación entre profesores y alumnos.
o Aprendizaje cooperativo.
o Alto grado de interdisciplinariedad.
o Alfabetización digital y audiovisual
o Desarrollo de habilidades de búsqueda y selección de información.
o Mejora de las competencias de expresión y creatividad .
o Fácil acceso a mucha información de todo tipo.
o Visualización de simulaciones.
o Inconvenientes
o Distracciones .
o Dispersión .
o Pérdida de tiempo.
o Informaciones no fiables .
o Aprendizajes incompletos y superficiales.
o Diálogos muy rígidos.
o Visión parcial de la realidad.
o Ansiedad.
o Dependencia de los demás.
VENTAJAS E INCONVENIENTES DE LAS TIC DESDE LA PERSPECTIVA DEL
APRENDIZAJE
APORTACIONES DE LAS NTICS
o Fácil acceso a una inmensa fuente de información (Digitalización)
o Proceso rápido y fiable de todo tipo de datos (Instantaneidad)
o Canales de comunicación inmediata (Interconexión)
o Digitalización para almacenar gran cantidades de información y la automatización de trabajos
o Interact ividad (asincrónica – sincrónica)
4. o Mayor calidad de imagen y video
APORTACIONES DE LAS NTICS ;
Las nuevas tecnologías implican que la autoridad del maestro se basa cada vez menos en lo que él/ella sabe y
cada vez más en la manera cómo transmiten lo que saben" (Alexandra Draxler)
o Potencialmente, elevan la calidad de vida de los individuos
o Provocan el surgimiento de nuevas profesiones y mercados
o Reducen los impactos nocivos al medio ambiente al disminuir el consumo de papel y la tala de
árboles y al reducir la necesidad de transporte físico y la contaminación que éste pueda producir.
o Aumentan la producción de bienes y servicios de valor agregado
VENTAJAS DE LAS NTIC’S
¿QU É DEBE SABER UN PROFESOR PARA INTEGRAR LAS NTIC’S EN EL AULA?
o Planificar el proceso de enseñanza - aprendizaje
o Ofrecer informaciones y explicaciones comprensibles
o Manejar las NTIC’s
o Relacionarse con los alumnos.
o Reflexionar e investigar sobre la enseñanza con empleo de las NTIC’s
o Seleccionar y presentar el contenido de las áreas
o Enseñar a sus alumnos a buscar, analizar y seleccionar la información.
INTEGRAR LAS NTIC EN EL AULA No es cuestión de “saber informática”. Sino tener predisposición a
integrar las NTIC como una herramienta didáctica mas.
NO somos inform@tic@s Somos MAESTR@S que trabajamos con las NTICs
o Transformamos información en conocimiento para nuestros alumnos.
APRENDER ES : Seleccionar: Organizar: Elaborar: Aplicar: Evaluar: reflexión crítica acomodar asimilar
probar valorar
NTIC Información Proporciona (sin discriminar) dirigida Docentes Alumnos Contenidos Actividades Recursos
selecciona propone produce empleando Herramientas Educativas Contenidos Educativos Digitales
implementando dirigida NTIC INTEGRANDO EN EL AULA…
¿QU É SON HERRAMIENTAS EDUCATIVAS? Son programas y/o plataformas que permite al docente la
elaboración de sus propios contenidos digitales (medios y materiales educativos digitales). PROGRAMAS
PLATAFORMAS Creación de materiales educativos en la computadora. Creación de materiales educativos
virtuales en el internet.
5. 2. Abrir uno de los vínculos que tenga mejor información
“Habilidades necesarias para la educación moderna con NTICS”
Carlos Duarte M. Dice:
Abril 1, 2007 a las 4:15 am | Responder
Aprender a hacer
Enviado por Carlos Duarte el 20/10/2005 a las 09:25 AM
Como siempre, me inclino ante el maestro. Tu post suena a despedida, y espero
estar equivocado; mas bien, espero con ansias nuevos aportes tuyos en esta área
apasionante de la educación.
Uno de los puntos que tocaste me interesa sobre manera, y es el enfoque
constructivista del “aprender haciendo”. Varias metodologías, entre ellas el
CEFE, colocan a este enfoque como la base instrumental del proceso enseñanza-
aprendizaje, especialmente en el segmento de adultos. Desde este punto de vista
me permito agregar a lo que pones en tu tu post la siguiente secuencia
metodológica aplicable al segmento adultos laborales en un proceso de
capacitación in situ o solución de problemas, que pudieras extrapolar al segmento
de educandos que tu manejas:
Aprender a Hacer:
- Detección, enfrentamiento con el problema, definición de parámetros y
variables.
- Identificación de capacidades y habilidades adquiridas aplicables.
- Identificación destrezas desarrolladas y experiencias pertinentes
- Identificación de métodos posibles de solución, formulación y expresión lógica
de solución del problema.
- Identificación, selección y utilización de herramientas tecnológicas aplicables.
- Desarrollo de la capacidad de modelización y estructuración de la memoria
grupal referida al problema.
- Ejecución de la solución comunitaria o grupal.
- Captura y registro de experiencias grupales.
Esta metodología constructivista la he visto aplicar,y aplicado personalmente, en
conflictos comunales como la solución de problemas de riego y otros de interés
comunitario. Me imagino que la misma puede aplicarse con éxito en el desarrollo
de capacidades a nivel de educandos medios e incluso de niveles inferiores. Hay
muchas comunidades educativas en que el enfoque humanista no es el mejor,
dadas las restricciones económicas de los entornos en que se desenvuelven.
Muchas gracias por tus agradecimientos; mas bien somos nosotros los deudores
por permitirnos acompañarte en tus investigaciones y aprender de tus hallazgos.
Un abrazo.
23. de elaborar estrategias de desarrollo de software que promuevan prácticas
adoptativas en vez de predictivas; centradas en las personas o los equipos,
orientadas hacia la funcionalidad y la entrega, de comunicación
Methodologies.
The branch of the methodology in software engineering, is responsible for
developing strategies to promote software development practices adopted rather
than predictive, focusing on the individuals or teams, oriented towards functionality
and delivery of com
2. Enfoque
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