A PowerPoint Presentation about "ORIGAMI" for kids with ADHD. Most contents are with hyperlink. Comment below if you want a downloadable copy of the PowerPoint presentation.
A PowerPoint Presentation about "ORIGAMI" for kids with ADHD. Most contents are with hyperlink. Comment below if you want a downloadable copy of the PowerPoint presentation.
Today’s students and teachers are always seeking the latest technologies available both for personal and school use. Technology can assist them in attaining the knowledge they desire and help make learning more interactive and tailored to different learning styles.
The three most common learning styles are visual, auditory and kinesthetic. Some
people listen more attentively to a lecture while others are more alert during a visual presentation. Meanwhile, others are busy taking notes or practicing the skill.
Knowing your learning style can be helpful for finding the right way to interact with colleagues and get the most out of meetings. What kind of learner are you?
Keynote address for the Jossey-Bass Online Teaching and Learning (OTL) Conference, October 6-8, 2008 held at http://home.learningtimes.net/otl
This presentation includes 2008 activities and updated references. The lamp project may be obtained from Lyr Lobo in Second Life.
Libraries as Motion Video: Setting up an in-house studio, getting visual & ex...Bernadette Daly Swanson
Libraries as Motion Video: Setting up an in-house studio, getting visual & extending skill-sets into new environments.
Created for the 3.5 hour Engage Workshop during pre-conference for CARL (California Academic & Research Libraries Conference), April 8-10, 2010, Sacramento, CA.
PDF of the paper from CARL proceedings:
http://carl-acrl.org/Archives/ConferencesArchive/Conference10/2010proceedings/BernadetteDalySwanson.pdf
Accompanying video used during workshop:
http://www.youtube.com/watch?v=hktUGfpLhTw&hd=1
Library Video Channel:
http://www.youtube.com/user/libraryvideochannel
Presenters: Bernadette Daly Swanson & Meredith Saba, UC Davis
Photo credits: many images purchased from http://www.istockphoto.com - istockphoto, Bernadette Daly Swanson, Wikipedia, with screen captures from Second Life® and YouTube, assorted Library websites.
UC Davis, libraries, CARL, 2010, video, Second Life, machinima, youtube
The powerpoint presentation from our Virtual Worlds and Second Life workshop held on Tuesday the 23rd September 2008 as part of our Learning 2.0 programme
Part 2 in our series of Research in Second Life workshops presents examples from education and scientific research in a virtual world. CTU doctoral class projects and Ramapo\'s Suffern Middle School class activities are also highlighted. The research links are included from current and past research presentations.
Creating student spaces for emancipatory practicedebbieholley1
Creating Student Spaces for emancipatory practice
This paper will explore emergent approaches to students and their learning spaces, a project that potentially calls for a reconfiguration or rehabitation of learning spaces that is politically, economically and ecologically sustainable. Our work draws upon the creation of student centred spaces by our Centres for Excellence in teaching and learning (CETL). Our CETLs are rooted in post-1992 universities and have application in shifting contexts – the metropolitan, the rural and increasingly the virtual. These shifts indicate the need to embrace a pedagogic theory and practice formally embodied in models of Place Based learning (Gruenewald 2003) and in a dialogic that fosters criticality through students’ own ontological markers. In practice, this allowed us to challenge what a university can ‘be’ – and how best to promote success within an academy once again going through rapid change.
The literature we focus upon moves from a theoretical framework drawn from the work of Lefebvre (1974) and is broadly located within differing perspectives of space. The first of these focuses on Temple’s (2007) work on new and exciting spaces for students (and staff) to work. Whilst offering much to those seeking inspiration for designing physical spaces, it lacks the pedagogic framework of the ways in which learning can be designed to take place in these (and other) spaces.
Exploring pedagogic space, we find that the idea of tutors have long endeavored to find freedom within the constraints of a formal curriculum, for example, and Eisner’s work from the early 1980s called for creative spaces within which students and tutors could operate.
Discussion as to whether a revolution has occurred (or is imminent) for teaching and learning with the introduction of new technologies within institutional parameters sets the final ‘space’ theme. In the Web 2.0 world, the themes of physical and pedagogic spaces have been drawn into a new debate: what happens when we (and our students) leave our physical presence and start to engage with our learning in cyberspace? The student as an ‘embodied self’, is viewed through the work of authors such as Land, Bayne and Kefka, who broadly consider the body in space as an extension of the physical being, and authors such as Dreyfus, who take an opposite stance.
Our session will conclude with drawing upon some examples of these emergent practices for the classroom, including creative and Inquiry Based Learning, our conference by and for students and developments in second life.
Today’s students and teachers are always seeking the latest technologies available both for personal and school use. Technology can assist them in attaining the knowledge they desire and help make learning more interactive and tailored to different learning styles.
The three most common learning styles are visual, auditory and kinesthetic. Some
people listen more attentively to a lecture while others are more alert during a visual presentation. Meanwhile, others are busy taking notes or practicing the skill.
Knowing your learning style can be helpful for finding the right way to interact with colleagues and get the most out of meetings. What kind of learner are you?
Keynote address for the Jossey-Bass Online Teaching and Learning (OTL) Conference, October 6-8, 2008 held at http://home.learningtimes.net/otl
This presentation includes 2008 activities and updated references. The lamp project may be obtained from Lyr Lobo in Second Life.
Libraries as Motion Video: Setting up an in-house studio, getting visual & ex...Bernadette Daly Swanson
Libraries as Motion Video: Setting up an in-house studio, getting visual & extending skill-sets into new environments.
Created for the 3.5 hour Engage Workshop during pre-conference for CARL (California Academic & Research Libraries Conference), April 8-10, 2010, Sacramento, CA.
PDF of the paper from CARL proceedings:
http://carl-acrl.org/Archives/ConferencesArchive/Conference10/2010proceedings/BernadetteDalySwanson.pdf
Accompanying video used during workshop:
http://www.youtube.com/watch?v=hktUGfpLhTw&hd=1
Library Video Channel:
http://www.youtube.com/user/libraryvideochannel
Presenters: Bernadette Daly Swanson & Meredith Saba, UC Davis
Photo credits: many images purchased from http://www.istockphoto.com - istockphoto, Bernadette Daly Swanson, Wikipedia, with screen captures from Second Life® and YouTube, assorted Library websites.
UC Davis, libraries, CARL, 2010, video, Second Life, machinima, youtube
The powerpoint presentation from our Virtual Worlds and Second Life workshop held on Tuesday the 23rd September 2008 as part of our Learning 2.0 programme
Part 2 in our series of Research in Second Life workshops presents examples from education and scientific research in a virtual world. CTU doctoral class projects and Ramapo\'s Suffern Middle School class activities are also highlighted. The research links are included from current and past research presentations.
Creating student spaces for emancipatory practicedebbieholley1
Creating Student Spaces for emancipatory practice
This paper will explore emergent approaches to students and their learning spaces, a project that potentially calls for a reconfiguration or rehabitation of learning spaces that is politically, economically and ecologically sustainable. Our work draws upon the creation of student centred spaces by our Centres for Excellence in teaching and learning (CETL). Our CETLs are rooted in post-1992 universities and have application in shifting contexts – the metropolitan, the rural and increasingly the virtual. These shifts indicate the need to embrace a pedagogic theory and practice formally embodied in models of Place Based learning (Gruenewald 2003) and in a dialogic that fosters criticality through students’ own ontological markers. In practice, this allowed us to challenge what a university can ‘be’ – and how best to promote success within an academy once again going through rapid change.
The literature we focus upon moves from a theoretical framework drawn from the work of Lefebvre (1974) and is broadly located within differing perspectives of space. The first of these focuses on Temple’s (2007) work on new and exciting spaces for students (and staff) to work. Whilst offering much to those seeking inspiration for designing physical spaces, it lacks the pedagogic framework of the ways in which learning can be designed to take place in these (and other) spaces.
Exploring pedagogic space, we find that the idea of tutors have long endeavored to find freedom within the constraints of a formal curriculum, for example, and Eisner’s work from the early 1980s called for creative spaces within which students and tutors could operate.
Discussion as to whether a revolution has occurred (or is imminent) for teaching and learning with the introduction of new technologies within institutional parameters sets the final ‘space’ theme. In the Web 2.0 world, the themes of physical and pedagogic spaces have been drawn into a new debate: what happens when we (and our students) leave our physical presence and start to engage with our learning in cyberspace? The student as an ‘embodied self’, is viewed through the work of authors such as Land, Bayne and Kefka, who broadly consider the body in space as an extension of the physical being, and authors such as Dreyfus, who take an opposite stance.
Our session will conclude with drawing upon some examples of these emergent practices for the classroom, including creative and Inquiry Based Learning, our conference by and for students and developments in second life.
Keynote Address for CACTA 2012 in Colorado Springs, CO on February 8, 2012. Presented by Cynthia Calongne, aka Lyr Lobo in Second Life and Inworldz, Cynthia Calongne in MOSES. Includes research on MOSES, Virtual Harmony, and simulations that are being ported to Unity3D for mobile use.
Virtual World Education Overview for NewcomersThe AZIRE
The powerpoint to support a lecture to learners in VWMOOC18 (Virtual Worlds MOOC 2018) about the history of virtual worlds, their affordances and challenges, and how to learn more about Second Life in particular and virtual world education in general.
The video of this lecture is available on YouTube at this link: https://youtu.be/HOgsmfFX6zw
Technology in the Foreign Language Classroom: "Digital Media & Language Devel...Danielle Velardi
Suggestions for incorporating digital media into the foreign language classroom through PowerPoint presentations, web-based activities, YouTube videos, songs and games
FSU SLIS Wk2 Intro to Info Services: Reference InterviewLorri Mon
FSU SLIS Week 2 Intro to Information Services Class by Dr. Lorri Mon on Reference interview, professional standards and practices at Florida's iSchool http://slis.fsu.edu/
for iConference 2010 "No More Lone Rangers" - digital libraries and collaboration by Lorri Mon, Florida State University, College of Communication & Information
for iConference 2010 "Developing a Collaborative Sandbox for Digital Library Research" - digital libraries and social media by Lorri Mon, Florida State University, College of Communication & Information
Advanced skills for using the virtual world of Second Life, from the Florida State University Virtual Reference Environments course, Fall 2009, by Dr. Lorri Mon.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Teaching & Learning Styles in Second Life
1. IBM SUN MICRO- SYSTEMS SJSU DELL SONY BMG CDC FSU College of Communication & Information http://slis.fsu.edu Teaching & Learning Styles in Second Life Dr. Lorri Mon, Florida State University Second Life http://www.secondlife.com
2.
3. Active Worlds http://www.activeworlds.com/ There.com http://www.there.com Getty Art Museum in Whyville Whyville http://www.whyville.net Habbo Hotel http://habbo.com/ * The Blue Book: A Consumer Guide to Virtual Worlds http://www.associationofvirtualworlds.com/press_room.htm Hundreds of Virtual Worlds Currently Exist
4. Fall 2007, Florida State University LIS 5916 “Virtual Reference Environments” Fall 2009, Florida State University LIS 5916 VRE: http://slis.fsu.edu Professor Professor
5. Learning Styles/Preferences/Intelligences VARK Visual Aural Read/write Kinesthetic Multiple Intelligences Visual/Spatial Musical/Rhythmic Verbal/Linguistic Bodily/Kinesthetic Logical/Mathematical Interpersonal Intrapersonal Learning Styles Visual Verbal Active Reflective Sequential Global Sensing Intuitive Channel Preferences Cognitive Preferences Work alone, or work together See the big picture, or follow steps in sequence See It Hear It Read It Do It Howard Gardner Richard Felder Neil Fleming
11. … or anything Seadryke avatar video on YouTube: http://www.youtube.com/lorriberry99#p/u/0/POXLTDgbtxE
12. YouTube videos demonstrating animations in Second Life Dancing http://www.youtube.com/lorriberry99#p/u/1/qZp9B_pFuTw Emoting http://www.youtube.com/lorriberry99#p/u/13/KJtXttzv7EE Scripted Animations for ‘Animating’ Avatars
13. NOAA Hurricane Sim Surrealist Art Exhibit Roma – Classical Rome Shakespeare - Globe Theatre Any Place That Can Be Imagined… The Sistine Chapel Virtual Harlem Fairchang Lagoon … can be created
14. Recreations from History or Literature Bryan Carter’s Virtual Harlem (Harlem Renaissance period) http://slurl.com/secondlife/Virtual%20Harlem/182/182/30
15. Field Trips and Tours Experiential Learning Spaces Roma: Notecard gives the history of Trajan’s Column in ancient Rome http://slurl.com/secondlife/ROMA/215/25/22 Inset: Clickable Latin graffiti
16. Recreations of Natural Environments “ Undiscovered Florida” from the Florida State University virtual campus – native Florida habitat and wild animals http://slurl.com/secondlife/iSpace%20FSU/157/175/22
17. Museums and Exhibits International Spaceflight Museum, Spaceport Alpha - http://slurl.com/secondlife/Spaceport%20Alpha/104/152/22 Professor
18. Professor Playing with Perspective and Scale (umwelt) Standing by the frying pan in Greenies Sim
19. Virtual Hallucinations UC Davis, audio and visuals of schizophrenic hallucinations http://maps.secondlife.com/secondlife/Sedig/27/44/22/
20. Experiencing Brownian Motion Exploratorium in Second Life (The ‘Splo / Sploland) http://maps.secondlife.com/secondlife/Sploland/175/75/25/
27. Multiple Learning Styles Instruction Professor Text chat and voice are in simultaneous use with synchronized visuals on whiteboard and live activity
28. Creating Artifacts – Books, Video Whiteboards, Notecards, Books, Video for solitary learners Generating a script: http://www.3greeneggs.com/autoscript/
29. Conducting Research Experiments Collecting and analyzing data on Genome Island http://maps.secondlife.com/secondlife/Genome/189/106/31/
30. Visualizing the final result (the “big picture”) Showing each sequential step in the process Sequential Models in Learning (Ivory Tower of Prims) Providing the “big picture” and the sequential steps http://slurl.com/secondlife/Natoma/210/164/27
31. Making a Theoretical Model Physical & Interactive Exploring Bloom’s Taxonomy in Second Life
33. Service Learning, and Social Presence Guest Lecturer Hypatia Dejavu talks to Florida State University students about operating Second Life’s Community Virtual Library
34. Florida State University Graduation Ceremony, May 2010 Professor Paul Marty parachutes into graduation ceremony Video on YouTube: http://www.youtube.com/fsulibit
35. Lesson Plan of Activities & Links in SL SL: Lorri Momiji, or Email: lmon@fsu.edu Mon, Lorri (2010), “Communication and Education in a Virtual World: Avatar-Mediated Teaching and Learning in Second Life,” International Journal of Virtual and Personal Learning Environments , Vol 1, Issue 2: 1-15. http://www.igi-global.com/Bookstore/Article.aspx?TitleId=43574 IPL 15 Things on Virtual Worlds http://ipl.ci.fsu.edu/community/wiki/index.php/Virtual_Worlds ipl2 Curriculum in MERLOT http://www.merlot.org/merlot/viewMaterial.htm?id=475898