Scholarly Reflective Practice in CommunitiesSylvia Currie
This document discusses communities of practice and reflective practice in teaching. It begins with a poll asking about participation in communities of practice. It then defines communities of practice as groups that share interests and learn from each other through regular interaction. The document discusses four lenses for reflective practice: autobiographical experiences, student perspectives, colleagues' experiences, and literature. It emphasizes continually shaping teaching environments and one's own learning through connection, reflection, and practice improvement. Strategies for engaging students are discussed. The benefits of communities of practice are outlined as sharing, learning together, and advancing practices collectively. Success is indicated by a shared identity and investments in the community.
Adult Basic Education Association of British Columbia - annual conference
Session description: The 5-week Facilitating Learning Online (FLO) workshop enables participants to learn and practice facilitation skills to support successful learning experiences. This session introduces the FLO model and offers you opportunities to examine the weekly themes and strategies involved. Come prepared to explore and share your thoughts on time management, feedback, self-assessment, reflective practice, group work, and team / community building; expect to leave with new ideas to enrich your practice.
Blogging and vlogging were compared as learning experiences for students. Blogging provided benefits like technical skill development and inspiration from collaborating with peers. However, blogging also caused some students anxiety and issues with plagiarism. For vlogging, only one student volunteered but it focused more on content than writing and brought out more creativity. Overall, blogging was found to be a better learning experience, but refinements could be made by developing preparatory activities and further evaluating the tools used.
Morgan cynthia voicethread slideshare projectcynsmimor
VoiceThread is an asynchronous and interactive online tool that allows for collaborative discussions through voice, text, audio, and video comments. It is easy for students of all ages to use and engages students through social interaction. Teachers can use VoiceThread for activities like mystery images, problem solving with different perspectives, peer review, and developing collaborative scripts. Students benefit from student-driven instruction, improved engagement, understanding communication better, and providing feedback.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
AVATAR is a two year European Multilateral project under the Lifelong learning programme 2007-2013, Sub programme Comenius aimed at teaching secondary school teacher to use virtual worlds in education.
AVATAR multi-actors include seven organizations from six EU countries: (Coordinator) Consorzio FOR.COM (Italy), FH Joanneum University of Applied Sciences (Austria), Burgas Free University (Bulgaria), University of Southern Denmark (Denmark), Universidad Nacional de Educaciòn a Distancia (Spain), University of Hertfordshire Higher Education Corporation (UK), SOPHia In Action Consulting (Italy)
For more information see http://www.avatarproject.eu
El documento habla sobre la promoción de la igualdad de género y los valores en la escuela. Incluye temas como la igualdad en el trabajo y las tareas del hogar, actividades para involucrar a los niños y celebrar días especiales como el Día Internacional de la Mujer y el Día Mundial de Concienciación sobre el Autismo. También discute la importancia de la inclusión y la empatía con los niños que tienen necesidades especiales.
Scholarly Reflective Practice in CommunitiesSylvia Currie
This document discusses communities of practice and reflective practice in teaching. It begins with a poll asking about participation in communities of practice. It then defines communities of practice as groups that share interests and learn from each other through regular interaction. The document discusses four lenses for reflective practice: autobiographical experiences, student perspectives, colleagues' experiences, and literature. It emphasizes continually shaping teaching environments and one's own learning through connection, reflection, and practice improvement. Strategies for engaging students are discussed. The benefits of communities of practice are outlined as sharing, learning together, and advancing practices collectively. Success is indicated by a shared identity and investments in the community.
Adult Basic Education Association of British Columbia - annual conference
Session description: The 5-week Facilitating Learning Online (FLO) workshop enables participants to learn and practice facilitation skills to support successful learning experiences. This session introduces the FLO model and offers you opportunities to examine the weekly themes and strategies involved. Come prepared to explore and share your thoughts on time management, feedback, self-assessment, reflective practice, group work, and team / community building; expect to leave with new ideas to enrich your practice.
Blogging and vlogging were compared as learning experiences for students. Blogging provided benefits like technical skill development and inspiration from collaborating with peers. However, blogging also caused some students anxiety and issues with plagiarism. For vlogging, only one student volunteered but it focused more on content than writing and brought out more creativity. Overall, blogging was found to be a better learning experience, but refinements could be made by developing preparatory activities and further evaluating the tools used.
Morgan cynthia voicethread slideshare projectcynsmimor
VoiceThread is an asynchronous and interactive online tool that allows for collaborative discussions through voice, text, audio, and video comments. It is easy for students of all ages to use and engages students through social interaction. Teachers can use VoiceThread for activities like mystery images, problem solving with different perspectives, peer review, and developing collaborative scripts. Students benefit from student-driven instruction, improved engagement, understanding communication better, and providing feedback.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
AVATAR is a two year European Multilateral project under the Lifelong learning programme 2007-2013, Sub programme Comenius aimed at teaching secondary school teacher to use virtual worlds in education.
AVATAR multi-actors include seven organizations from six EU countries: (Coordinator) Consorzio FOR.COM (Italy), FH Joanneum University of Applied Sciences (Austria), Burgas Free University (Bulgaria), University of Southern Denmark (Denmark), Universidad Nacional de Educaciòn a Distancia (Spain), University of Hertfordshire Higher Education Corporation (UK), SOPHia In Action Consulting (Italy)
For more information see http://www.avatarproject.eu
El documento habla sobre la promoción de la igualdad de género y los valores en la escuela. Incluye temas como la igualdad en el trabajo y las tareas del hogar, actividades para involucrar a los niños y celebrar días especiales como el Día Internacional de la Mujer y el Día Mundial de Concienciación sobre el Autismo. También discute la importancia de la inclusión y la empatía con los niños que tienen necesidades especiales.
Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
Beyond the Brainstorm: Deepening Online Learningshaavind
This document discusses strategies for fostering collaborative online dialogue to support learning. It recommends setting clear expectations, using discussion prompts that encourage collaboration, explicitly teaching collaborative skills, and assessing contributions in a way that recognizes collaborative efforts. The document also reviews relevant research on collaborative online pedagogy and discusses specific techniques for facilitation, such as asking grounded questions, guiding wandering discussions, and nurturing a supportive community culture.
The document discusses social networking and informal learning. It defines social networking and explains how informal learning occurs through conversations and communities of practice. It suggests that social networking technologies can encourage and maximize informal learning by allowing people like a teacher named Joe to join online learning communities. These communities support public conversations between members about ideas, questions, and experiences, creating a knowledge-rich environment for informal learning.
"Uncovering the Possibilities of Virtual Schooling for EFL"Susana Galante
This document summarizes a presentation about virtual schooling for teaching English as a foreign language. It discusses the design of an online high school English course in Israel that aimed to promote active learning and collaboration. Research was conducted on the course to understand student engagement and preferences. Key findings were that the virtual learning environment benefited student interaction, focus, and self-paced learning when it incorporated clear structure, multimodality, relevance, and small group work with high-quality teaching. Challenges included student readiness, retention, and start-up costs. Successful students were self-regulated, motivated, and had strong digital skills.
The document describes the Youth Leadership/Service-Learning Initiative of the Minneapolis Public School's Community Education Department. It provides an overview of what service-learning is, how the Everyday Leaders program works in schools, the roles of students, facilitators, and community, as well as challenges and how to address them. It also outlines small group topics to learn more about the philosophy, development, and facilitation of service-learning programs.
This document discusses engaged and active learning. It begins by asking what engaged learning means and whether some learning activities are more engaged than others. It then prompts the reader to blog about memorable learning experiences. It discusses research showing benefits of active learning. It notes that beliefs about learning can encourage or discourage active learning strategies. It shows a video about student experiences and prompts discussion of how online teaching can address engagement issues. It suggests high impact practices and active learning techniques like learning communities, reflection, group work, and web 2.0 tools to engage students. It ends by asking readers to discuss active learning activities they find interesting and could use in their own courses.
A short presentation on the practice of Working Out Loud (inspired by John Stepper), and how it can help us to connect, communicate, collaborate and build communities... In this case, the community of practice for IAF (International Association of Facilitators) to spread the practice of facilitation.
The document summarizes a faculty development webinar on integrating ePortfolios. It describes how the webinar will include case studies from various colleges on their faculty development practices. Participants are encouraged to ask questions through the chat function. The webinar will be recorded and made available online afterward. The agenda outlines presentations on faculty development programs at different schools, as well as opportunities for questions and discussion. Participants are asked to consider patterns across institutions and how they can apply lessons to their own campus.
The document discusses effective classroom communication strategies for teachers. It describes how teachers can model behaviors, ask higher-order questions, and provide clear explanations to promote student understanding. Additionally, it emphasizes the importance of allowing opportunities for student collaboration and discussion, as learning occurs both from teachers and peers according to sociocultural learning theories. Effective communication involves moving beyond simply transmitting information to fostering thoughtful student participation and interaction.
This document discusses active citizenship, which involves students choosing a social issue to research, taking action on, and reflecting upon. It promotes character education, democratic decision making, and thinking globally and locally. Active citizenship is experiential, authentic, and increases civic engagement. It involves justice, participation, and personal responsibility. The document outlines steps for meaningful action projects and provides examples, challenges, and tips for implementation.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...Judith Boettcher
This document outlines 10 best practices for teaching great online courses:
1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
The document summarizes discussions from a Visitors' Day event at CyberCamp. It highlights questions asked about how students' experiences with projects at CyberCamp mirror experiences in the classroom, and how projects can probe important matters, make interdisciplinary connections, and promote collaboration. Additional topics discussed include essential learning functions of new technologies, exemplary student projects, and models of professional learning for teachers.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
Course rep training 2 Being an effective repsu-training
The document provides guidance for students acting as course representatives. It covers important skills like communication, assertiveness, questioning techniques, negotiation, conflict resolution, and presentation skills. It emphasizes being approachable, valuing feedback, and closing the feedback loop by reporting outcomes back to peers. It also defines liberation as removing barriers faced by underrepresented groups to ensure equal opportunities, and notes representation through Part-Time Officers and Equality & Liberation Champions.
This document discusses building community and collaboration in online learning environments. It notes that online education has evolved from isolating distance learning to allow rich collaboration. The author explains how they are able to provide individualized guidance and responses to students online that would be difficult in a physical classroom setting. It asks how we can support student collaboration and capitalize on the strengths of online learning environments. Several questions are posed about applying concepts from different sources on building learning communities and virtual worlds to real-world contexts. Standards for student learning and the need to address individual student needs are also discussed.
Blended and distance learning pd days 2013Nick Yates
The document discusses exploring online learning technologies to support blended and distance education. It examines tools that can foster collaboration, engagement, and interaction among students. Videos demonstrate how tools like Outline and collaborative whiteboards can be used for activities in breakout groups to actively involve students. The document reflects on how these tools could promote engagement and interaction for students in blended or online classes.
Matthea Marquart & Beth Counselman Carpenter: Engaging Adult Learners by Crea...Alexandra M. Pickett
This document outlines strategies for two online courses - one on racial identity development and one on gender and sexuality - that aim to engage adult learners and create inclusive classroom communities. It discusses using community agreements, building community before and during the semester, and closing the community. It provides examples of course content, activities, and assignments that incorporate issues of power, privilege and oppression. The presenters emphasize creating a respectful environment where students feel comfortable participating through strategies like enforcing community guidelines and incorporating diverse media and voices.
The document summarizes several theories and perspectives on adolescent development:
- Psychodynamic models like Freud's emphasize sexual and unconscious impulses and family conflicts motivating independence. Psychosocial models like Erikson's focus on identity development and acquiring social values through developmental crises or tasks.
- Behaviorist perspectives like Watson and Skinner emphasize the environment's role in determining development.
- Existential models like Maslow and Rogers describe adolescents' search for meaning and what it feels like to be an adolescent.
- Sociocultural theories like Vygotsky and Bronfenbrenner focus on social and cultural influences on development.
- Piaget's cognitive development stages including sensorimotor, preoper
The document provides instructions for releasing grades in the Desire2Learn (D2L) learning management system. There are two main parts to the process: 1) Setting display and calculation options through the Grade Setup Wizard to control what students see, and 2) Releasing the final grades to students by clicking "Grade All" and "Release/Unrelease" for each student from the Enter Grades page. Once released, students will be able to see their overall average grade rather than just individual assignment grades.
More Related Content
Similar to Towards Building Community: The Value of Your Teaching Presence in the Online Classroom
Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
Beyond the Brainstorm: Deepening Online Learningshaavind
This document discusses strategies for fostering collaborative online dialogue to support learning. It recommends setting clear expectations, using discussion prompts that encourage collaboration, explicitly teaching collaborative skills, and assessing contributions in a way that recognizes collaborative efforts. The document also reviews relevant research on collaborative online pedagogy and discusses specific techniques for facilitation, such as asking grounded questions, guiding wandering discussions, and nurturing a supportive community culture.
The document discusses social networking and informal learning. It defines social networking and explains how informal learning occurs through conversations and communities of practice. It suggests that social networking technologies can encourage and maximize informal learning by allowing people like a teacher named Joe to join online learning communities. These communities support public conversations between members about ideas, questions, and experiences, creating a knowledge-rich environment for informal learning.
"Uncovering the Possibilities of Virtual Schooling for EFL"Susana Galante
This document summarizes a presentation about virtual schooling for teaching English as a foreign language. It discusses the design of an online high school English course in Israel that aimed to promote active learning and collaboration. Research was conducted on the course to understand student engagement and preferences. Key findings were that the virtual learning environment benefited student interaction, focus, and self-paced learning when it incorporated clear structure, multimodality, relevance, and small group work with high-quality teaching. Challenges included student readiness, retention, and start-up costs. Successful students were self-regulated, motivated, and had strong digital skills.
The document describes the Youth Leadership/Service-Learning Initiative of the Minneapolis Public School's Community Education Department. It provides an overview of what service-learning is, how the Everyday Leaders program works in schools, the roles of students, facilitators, and community, as well as challenges and how to address them. It also outlines small group topics to learn more about the philosophy, development, and facilitation of service-learning programs.
This document discusses engaged and active learning. It begins by asking what engaged learning means and whether some learning activities are more engaged than others. It then prompts the reader to blog about memorable learning experiences. It discusses research showing benefits of active learning. It notes that beliefs about learning can encourage or discourage active learning strategies. It shows a video about student experiences and prompts discussion of how online teaching can address engagement issues. It suggests high impact practices and active learning techniques like learning communities, reflection, group work, and web 2.0 tools to engage students. It ends by asking readers to discuss active learning activities they find interesting and could use in their own courses.
A short presentation on the practice of Working Out Loud (inspired by John Stepper), and how it can help us to connect, communicate, collaborate and build communities... In this case, the community of practice for IAF (International Association of Facilitators) to spread the practice of facilitation.
The document summarizes a faculty development webinar on integrating ePortfolios. It describes how the webinar will include case studies from various colleges on their faculty development practices. Participants are encouraged to ask questions through the chat function. The webinar will be recorded and made available online afterward. The agenda outlines presentations on faculty development programs at different schools, as well as opportunities for questions and discussion. Participants are asked to consider patterns across institutions and how they can apply lessons to their own campus.
The document discusses effective classroom communication strategies for teachers. It describes how teachers can model behaviors, ask higher-order questions, and provide clear explanations to promote student understanding. Additionally, it emphasizes the importance of allowing opportunities for student collaboration and discussion, as learning occurs both from teachers and peers according to sociocultural learning theories. Effective communication involves moving beyond simply transmitting information to fostering thoughtful student participation and interaction.
This document discusses active citizenship, which involves students choosing a social issue to research, taking action on, and reflecting upon. It promotes character education, democratic decision making, and thinking globally and locally. Active citizenship is experiential, authentic, and increases civic engagement. It involves justice, participation, and personal responsibility. The document outlines steps for meaningful action projects and provides examples, challenges, and tips for implementation.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...Judith Boettcher
This document outlines 10 best practices for teaching great online courses:
1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
The document summarizes discussions from a Visitors' Day event at CyberCamp. It highlights questions asked about how students' experiences with projects at CyberCamp mirror experiences in the classroom, and how projects can probe important matters, make interdisciplinary connections, and promote collaboration. Additional topics discussed include essential learning functions of new technologies, exemplary student projects, and models of professional learning for teachers.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
These slides are the "outline" for a talk given to education undergraduates who are taking an Instructional Technology course and who have questions and doubts about the need to and the possibilities of integrating technology in Lebanese classes
Course rep training 2 Being an effective repsu-training
The document provides guidance for students acting as course representatives. It covers important skills like communication, assertiveness, questioning techniques, negotiation, conflict resolution, and presentation skills. It emphasizes being approachable, valuing feedback, and closing the feedback loop by reporting outcomes back to peers. It also defines liberation as removing barriers faced by underrepresented groups to ensure equal opportunities, and notes representation through Part-Time Officers and Equality & Liberation Champions.
This document discusses building community and collaboration in online learning environments. It notes that online education has evolved from isolating distance learning to allow rich collaboration. The author explains how they are able to provide individualized guidance and responses to students online that would be difficult in a physical classroom setting. It asks how we can support student collaboration and capitalize on the strengths of online learning environments. Several questions are posed about applying concepts from different sources on building learning communities and virtual worlds to real-world contexts. Standards for student learning and the need to address individual student needs are also discussed.
Blended and distance learning pd days 2013Nick Yates
The document discusses exploring online learning technologies to support blended and distance education. It examines tools that can foster collaboration, engagement, and interaction among students. Videos demonstrate how tools like Outline and collaborative whiteboards can be used for activities in breakout groups to actively involve students. The document reflects on how these tools could promote engagement and interaction for students in blended or online classes.
Matthea Marquart & Beth Counselman Carpenter: Engaging Adult Learners by Crea...Alexandra M. Pickett
This document outlines strategies for two online courses - one on racial identity development and one on gender and sexuality - that aim to engage adult learners and create inclusive classroom communities. It discusses using community agreements, building community before and during the semester, and closing the community. It provides examples of course content, activities, and assignments that incorporate issues of power, privilege and oppression. The presenters emphasize creating a respectful environment where students feel comfortable participating through strategies like enforcing community guidelines and incorporating diverse media and voices.
Similar to Towards Building Community: The Value of Your Teaching Presence in the Online Classroom (20)
The document summarizes several theories and perspectives on adolescent development:
- Psychodynamic models like Freud's emphasize sexual and unconscious impulses and family conflicts motivating independence. Psychosocial models like Erikson's focus on identity development and acquiring social values through developmental crises or tasks.
- Behaviorist perspectives like Watson and Skinner emphasize the environment's role in determining development.
- Existential models like Maslow and Rogers describe adolescents' search for meaning and what it feels like to be an adolescent.
- Sociocultural theories like Vygotsky and Bronfenbrenner focus on social and cultural influences on development.
- Piaget's cognitive development stages including sensorimotor, preoper
The document provides instructions for releasing grades in the Desire2Learn (D2L) learning management system. There are two main parts to the process: 1) Setting display and calculation options through the Grade Setup Wizard to control what students see, and 2) Releasing the final grades to students by clicking "Grade All" and "Release/Unrelease" for each student from the Enter Grades page. Once released, students will be able to see their overall average grade rather than just individual assignment grades.
This document provides step-by-step instructions for copying components from one course to another in the learning management system. It describes opening the destination course, navigating to the import/export page, selecting the source course, choosing which components to copy, and confirming and finishing the copy. Users are advised to select all components or carefully select individual files to ensure links work correctly in the new course.
This document provides instructions for adding course assistants in 3 steps:
1. Access the classlist (roster) and click "Add Participants"
2. Search for the assistant's name, check the box next to their name, and select their role as either a teaching assistant (full instructor rights) or student assistant (limited grading and email rights)
3. Click "Enroll Selected Users" to complete the process and receive a confirmation, or add more assistants to the same course.
This document discusses best practices for facilitating online discussion forums in a hybrid teaching program. It provides tips for establishing expectations and trust in the first week, using flipped classroom videos, asking open-ended and higher-order thinking questions to improve student thinking, being respectful of diversity, and using discussion forums to promote active learning. The document emphasizes understanding adult learners, taking advantage of asynchronous discussions, applying andragogical practices, and continually improving one's own teaching.
Tip #10 provides a quick way to switch between the numeric and alphabetical keyboards on an iPad or iPhone by pressing and holding the 123 key, sliding to the desired symbol, and releasing. This allows faster typing of symbols only available on the numeric keyboard, like "@" for email addresses. Several other tips provide shortcuts for inserting special characters, capitalization, and auto-completing website and email addresses to improve typing efficiency on virtual keyboards.
The document provides guidance for designing and delivering engaging synchronous online sessions using the Adobe Connect web conferencing tool. It outlines six steps: 1) define the purpose, 2) decide on technology, 3) design content and interactions, 4) deliver content and knowledge, 5) discern interactions, and 6) debrief with the class. It warns against being either too present or insufficiently present during sessions. Finally, it prompts participants to discuss characteristics of an engaging class in the main chat area.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.