Slide deck for presentation on using social media to extend the science classroom given at the North Carolina Association of Independent Schools Conference on November 5, 2010.
The session will include:
1. An overview of how to use Voicethread to create audio commentaries and have discussions on uploaded images and videos.
2. Information on podcasting, including legal guidelines, recording tools, and examples of educational podcasts on iTunes U.
3. A review of several visual sites like Pinterest, QR codes, Symbaloo, Posterous, and Dropbox that can be used to tell stories, share information, and collaborate online.
NACADA TechTalk No. 4 Blogging in Academic AdvisingLaura Pasquini
This document summarizes a panel discussion on using blogs to support academic advising. The panelists discuss their experiences blogging about advising topics and student issues. They provide tips for starting a blog, such as picking a theme, writing consistently, and getting involved in other advising blogs. The panelists also describe how they have used blogging to engage students, enhance skills and knowledge, and build an advising community.
This document defines blogs and discusses their origins, popularity, types, platforms, and considerations for starting a blog. Some key points:
- Blogs are websites composed of posts by single or multiple authors that may contain text, images, videos and other media. They can be personal, academic or professional.
- Modern blogs evolved from online diaries. Justin Hall was an early blogger who started in 1994. Blog popularity increased with the introduction of blog tools that allowed reader comments.
- Popular blog types include personal blogs, corporate blogs, microblogs like Twitter, collaborative blogs, and genre blogs on topics like politics, travel or beauty. Popular platforms include WordPress, Blogger, and Medium.
- Fact
This document provides an agenda and overview of topics covered in an education technology session, including wikis, Edmodo, copyright, and visual tools. It discusses websites like Slideshare, Symbaloo, Flickr, VoiceThread, Pinterest, and ThingLink that allow sharing images, presentations, and stories. Detailed information is given on understanding and applying copyright, including various licenses and fair use guidelines. Educators are encouraged to explore the listed resources and tutorials to integrate visual tools and copyright principles into their teaching.
This document discusses how a class uses various online tools and platforms to communicate, collaborate, and participate in global activities with classmates, peers from other regions, and international partners. These include using Moodle, Skype, iChat, Google Docs, Gmail, YouTube, Vimeo, Dropbox, blogs, and social media to work on projects, participate in contests and challenges, and discuss topics like war and world issues with other classes from over 18 countries. They also have an English-speaking mentor from Australia and connect with guests from the British Council via Skype and other means.
A personal learning network (PLN) allows learners to take control of and manage their own learning. A PLN connects educators to content specialists, resources, lesson ideas, and new technologies. Educators can use various online tools and platforms to build their PLN, including social networks, blogs, podcasts, and groups on sites like Ning. Growing a PLN involves following education feeds and blogs, attending conferences, using aggregators, and connecting with other educators on sites made for teacher collaboration and resource sharing. The key is using online spaces where ideas and materials are shared to develop a network that supports an educator's personalized learning goals.
A personal learning network (PLN) allows learners to take control of and manage their own learning. A PLN connects educators to content specialists, resources, lesson ideas, new technologies, and collaborative solutions. Educators can use various tools and platforms to build their PLN, including social networks, blogs, podcasts, videos, and groups focused on specific subject areas. Growing a PLN involves following education feeds, blogs, and groups; attending conferences; and using aggregators, social media, and other online spaces where educators connect and share resources.
This document discusses using media in Learn360, including:
1) It provides tips for safely using online media and discusses productivity tools like Google Docs, Wordpress, and RSS feeds.
2) It outlines free media sources like Learn360, YouTube, and Flickr as well as editing tools like Windows Movie Maker and Audacity.
3) It discusses how to search for media using keywords and categories like who, what, where, when, and why as well as free publishing tools like blogs, wikis and photo sharing.
The session will include:
1. An overview of how to use Voicethread to create audio commentaries and have discussions on uploaded images and videos.
2. Information on podcasting, including legal guidelines, recording tools, and examples of educational podcasts on iTunes U.
3. A review of several visual sites like Pinterest, QR codes, Symbaloo, Posterous, and Dropbox that can be used to tell stories, share information, and collaborate online.
NACADA TechTalk No. 4 Blogging in Academic AdvisingLaura Pasquini
This document summarizes a panel discussion on using blogs to support academic advising. The panelists discuss their experiences blogging about advising topics and student issues. They provide tips for starting a blog, such as picking a theme, writing consistently, and getting involved in other advising blogs. The panelists also describe how they have used blogging to engage students, enhance skills and knowledge, and build an advising community.
This document defines blogs and discusses their origins, popularity, types, platforms, and considerations for starting a blog. Some key points:
- Blogs are websites composed of posts by single or multiple authors that may contain text, images, videos and other media. They can be personal, academic or professional.
- Modern blogs evolved from online diaries. Justin Hall was an early blogger who started in 1994. Blog popularity increased with the introduction of blog tools that allowed reader comments.
- Popular blog types include personal blogs, corporate blogs, microblogs like Twitter, collaborative blogs, and genre blogs on topics like politics, travel or beauty. Popular platforms include WordPress, Blogger, and Medium.
- Fact
This document provides an agenda and overview of topics covered in an education technology session, including wikis, Edmodo, copyright, and visual tools. It discusses websites like Slideshare, Symbaloo, Flickr, VoiceThread, Pinterest, and ThingLink that allow sharing images, presentations, and stories. Detailed information is given on understanding and applying copyright, including various licenses and fair use guidelines. Educators are encouraged to explore the listed resources and tutorials to integrate visual tools and copyright principles into their teaching.
This document discusses how a class uses various online tools and platforms to communicate, collaborate, and participate in global activities with classmates, peers from other regions, and international partners. These include using Moodle, Skype, iChat, Google Docs, Gmail, YouTube, Vimeo, Dropbox, blogs, and social media to work on projects, participate in contests and challenges, and discuss topics like war and world issues with other classes from over 18 countries. They also have an English-speaking mentor from Australia and connect with guests from the British Council via Skype and other means.
A personal learning network (PLN) allows learners to take control of and manage their own learning. A PLN connects educators to content specialists, resources, lesson ideas, and new technologies. Educators can use various online tools and platforms to build their PLN, including social networks, blogs, podcasts, and groups on sites like Ning. Growing a PLN involves following education feeds and blogs, attending conferences, using aggregators, and connecting with other educators on sites made for teacher collaboration and resource sharing. The key is using online spaces where ideas and materials are shared to develop a network that supports an educator's personalized learning goals.
A personal learning network (PLN) allows learners to take control of and manage their own learning. A PLN connects educators to content specialists, resources, lesson ideas, new technologies, and collaborative solutions. Educators can use various tools and platforms to build their PLN, including social networks, blogs, podcasts, videos, and groups focused on specific subject areas. Growing a PLN involves following education feeds, blogs, and groups; attending conferences; and using aggregators, social media, and other online spaces where educators connect and share resources.
This document discusses using media in Learn360, including:
1) It provides tips for safely using online media and discusses productivity tools like Google Docs, Wordpress, and RSS feeds.
2) It outlines free media sources like Learn360, YouTube, and Flickr as well as editing tools like Windows Movie Maker and Audacity.
3) It discusses how to search for media using keywords and categories like who, what, where, when, and why as well as free publishing tools like blogs, wikis and photo sharing.
This document summarizes a presentation about Hack Day events held at the University of Central Florida's Center for Distributed Learning. Hack Day is a one-day event where CDL staff form teams to work on projects relating to CDL's goals, with topics including classroom technology, learning tools, and systems integration. The events are held several times a year and have led to the implementation of over 50% of presented projects. Hack Day aims to foster innovation among staff and allow them to work on passion projects, with the goal of expanding it to involve other university departments.
A webquest is an inquiry-oriented lesson where students work primarily with online resources provided by the teacher to complete an open-ended task. Teachers give students a task and direct them to specific web resources to find information to complete the task, allowing students to learn independently at their own pace while freeing up teachers to provide individual assistance. Effective webquests have a clear structure and consider instructional strategies, technology options, and content appropriate for the target learners and academic standards.
The Value of a Professional Learning Network (PLN)Carol Skyring
This document discusses the value of developing a personal learning network (PLN) using various online tools and platforms. It defines a PLN as a network of people connected for the purpose of sharing knowledge, advice, resources, and inspiration to support continuous learning. The key benefits outlined are staying up-to-date in your field, accessing timely information and expertise from your global network, and engaging in collaborative learning. Popular tools recommended for developing a PLN include Twitter, blogs, LinkedIn, and content aggregation platforms like Diigo, Pinterest and Scoop-it. The document provides tips on how to get started and effectively manage your PLN, such as following peers and experts, participating in discussions, and sharing resources while
The document discusses webquests, which are inquiry-oriented lessons where students work with information from the web to complete a task. It addresses questions about individualized and customized learning as well as academic standards. Webquests allow students to learn at their own pace using online resources while teachers provide individual assistance. Effective webquest design considers instructional strategies, technology options, and content aligned to academic standards.
This document provides an overview of various social media tools that can benefit researchers, including communication tools like blogs, microblogging, and networking sites. It also discusses collaboration tools like wikis and document sharing as well as multimedia tools for sharing photos, videos, and presentations. The key benefits highlighted are collaboration with colleagues, promoting your work, disseminating information and research products, networking and community building, and saving time by having an online presence. Examples are given of researchers who actively use blogs, Twitter, LinkedIn and SlideShare to advance their work.
This document provides an overview of Joanna Sanders Bobiash's classroom. It discusses her role as a French Immersion teacher and the focus on connected learning in her classroom. Students engage in inquiry-based learning through investigations and projects. The classroom has evolved with increased access to technology over time, from two computers in 2005 to one laptop per student currently. Best Buy funding in 2009 allowed the purchase of additional technology tools like Sonic Pics for podcasting and iPro Recorders. Students use these tools for a variety of learning projects that connect them globally and bring the curriculum to life.
Effectively Integrating Wikis Into The K 5 ClassroomSondra Baker
This document discusses effectively integrating wikis into K-5 classrooms. It provides examples of how wikis can be used, such as allowing students to create and share content, connect experiences to classroom activities, and more. It also lists potential topics for wikis, such as vocabulary words, field trips, and student work. Finally, it discusses different hosting platforms for wikis like PBworks, Wetpaint, and Wikispaces.
This document summarizes Derrick Willard's experience integrating iPads and social media into science instruction at Providence Day School in Charlotte, North Carolina. It describes how he has used digital tools like collaborative blogs, digital notebooks, note-taking apps, and formative assessment tools to move from a paper-based to a more paperless approach across various science courses from tropical ecology to AP Environmental Science to Science 8. The goal has been to promote creation, collaboration, and moving beyond just substituting digital tools for paper-based ones to truly transforming instruction using the SAMR model of technology integration.
The document discusses waste management statistics from the United States and Mecklenburg County, North Carolina from 1997-2008. It notes that municipal solid waste (MSW) makes up a small percentage of total waste generated annually in the US. Most MSW is disposed of in landfills, though recycling rates have increased since the 1980s. Barriers to higher recycling rates include a lack of incentives to use recycled materials and convenience of disposal options.
This is my "ignite" format (20 slide/15 sec slide) slide deck from my presentation at NCAIS Innovate Conference on March 11, 2010 at Cary Academy. No Audio, but presentation should be on YouTube Channel soon.
This document describes how a teacher used ClustrMaps to visualize the geographic locations of visitors to his class blog over 10 months. The blog gained over 1600 visitors from countries all around the world, including places in North America, Europe, Asia, Africa, South America, and the Pacific. The map showed the expanding international audience for the class blog over time.
HIV is a virus that weakens the immune system, and AIDS is the late stage of HIV infection defined by opportunistic infections. The document provides details on how HIV infects and damages cells, its history and global impact, treatments, and prevention strategies. It reports that over 30 million people have died of AIDS-related illnesses globally since the early 1980s, with sub-Saharan Africa particularly hard hit, though combination drug therapies have helped lower mortality in some areas.
This document discusses different examples of keystone and foundation species. It provides Robert Paine's research on the sea star Pisaster ochraceus, which controls populations of mussels and maintains high biodiversity in intertidal zones. It also discusses James Brown's research on kangaroo rats in desert ecosystems and how their removal changed the plant community composition and increased grasslands. Foundation species like kelp are also discussed as dominant primary producers that many other species rely on for food and shelter.
This document provides an overview of various social media tools that can benefit researchers, including communication tools like blogs, microblogging, and networking; collaboration tools like wikis and document sharing; and multimedia tools like photo and video sharing. It discusses how these tools can help with collaboration, disseminating work, networking and community building, contact and promotion. Examples are given of researchers using blogs, Twitter, SlideShare and LinkedIn to share work and build their professional networks. The document concludes by demonstrating some of these tools.
This document discusses embracing social media in the classroom. It begins by setting the context of how social media will shape 21st century learning. It then defines social media and discusses how today's learners have widespread use of digital technologies. The document outlines some guiding principles for using social media and considerations for integrating it into curriculum. It provides examples of how social media can be used effectively for collaboration, content sharing, and experiential learning. Challenges of using social media and the path to implementation are also addressed. Resources on social learning tools, privacy, and cognitive taxonomies are shared.
This document discusses organizing online learning environments using various tools. It provides details on setting up a wiki as a central portal with student blogs, curriculum wikis, and social media tools like Twiducate and Edmodo. It also covers using Google Apps, Dropbox, and blogs on Kidblog.org. Guidelines for digital citizenship and resources for getting started and advanced wiki editing are also referenced.
Webinar social media and e learning Sept 2012Mandi Axmann
Centre for Online Learning Excellence provides a plenary session on the impact of social media on eLearning and the challenges it presents for online facilitation. The document discusses how social media like wikis, blogs and Twitter can be implemented and facilitated as effective learning activities both synchronously and asynchronously. It also explores why people use social media and how learning technology connects learning. Global skills needed for students are outlined. Examples of using social media tools like wikis, blogs and Twitter for education are also provided.
This document provides an agenda for an EDU614 session that covers various educational technologies. It discusses wikis like Wikipedia that are good for collaboration. It also covers Edmodo, a social media platform for schools. Other topics include Skype and ooVoo for video chatting, copyright guidelines for educational use of content, using pictures and storytelling, assessing technology integration, and teacher resources like Education Week, the International Society for Technology in Education, and Edutopia.
This document introduces wikis and their educational uses. It discusses the differences between read-only and read/write web environments. Wikis allow collaborative writing and editing. The document then guides participants through activities to evaluate educational wikis, edit a wiki page, create their own wiki, and share their wiki with others. Benefits of wikis include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
This document provides an overview of the GoingOn educational social networking site. It describes the site's main features which allow users to ask experts questions, blog, bookmark content, participate in discussions, view featured content, and collaborate using wikis. It also summarizes the current state of the site, including the number of communities, accounts, and types of communities. Finally, it outlines a research study being conducted on the site through interviews, surveys, and site analytics to understand user goals, behaviors, and satisfaction.
This is from an online presentation about using digital tools to create a digital reading/writing workshop in middle school and high school classrooms.
This document summarizes a presentation about Hack Day events held at the University of Central Florida's Center for Distributed Learning. Hack Day is a one-day event where CDL staff form teams to work on projects relating to CDL's goals, with topics including classroom technology, learning tools, and systems integration. The events are held several times a year and have led to the implementation of over 50% of presented projects. Hack Day aims to foster innovation among staff and allow them to work on passion projects, with the goal of expanding it to involve other university departments.
A webquest is an inquiry-oriented lesson where students work primarily with online resources provided by the teacher to complete an open-ended task. Teachers give students a task and direct them to specific web resources to find information to complete the task, allowing students to learn independently at their own pace while freeing up teachers to provide individual assistance. Effective webquests have a clear structure and consider instructional strategies, technology options, and content appropriate for the target learners and academic standards.
The Value of a Professional Learning Network (PLN)Carol Skyring
This document discusses the value of developing a personal learning network (PLN) using various online tools and platforms. It defines a PLN as a network of people connected for the purpose of sharing knowledge, advice, resources, and inspiration to support continuous learning. The key benefits outlined are staying up-to-date in your field, accessing timely information and expertise from your global network, and engaging in collaborative learning. Popular tools recommended for developing a PLN include Twitter, blogs, LinkedIn, and content aggregation platforms like Diigo, Pinterest and Scoop-it. The document provides tips on how to get started and effectively manage your PLN, such as following peers and experts, participating in discussions, and sharing resources while
The document discusses webquests, which are inquiry-oriented lessons where students work with information from the web to complete a task. It addresses questions about individualized and customized learning as well as academic standards. Webquests allow students to learn at their own pace using online resources while teachers provide individual assistance. Effective webquest design considers instructional strategies, technology options, and content aligned to academic standards.
This document provides an overview of various social media tools that can benefit researchers, including communication tools like blogs, microblogging, and networking sites. It also discusses collaboration tools like wikis and document sharing as well as multimedia tools for sharing photos, videos, and presentations. The key benefits highlighted are collaboration with colleagues, promoting your work, disseminating information and research products, networking and community building, and saving time by having an online presence. Examples are given of researchers who actively use blogs, Twitter, LinkedIn and SlideShare to advance their work.
This document provides an overview of Joanna Sanders Bobiash's classroom. It discusses her role as a French Immersion teacher and the focus on connected learning in her classroom. Students engage in inquiry-based learning through investigations and projects. The classroom has evolved with increased access to technology over time, from two computers in 2005 to one laptop per student currently. Best Buy funding in 2009 allowed the purchase of additional technology tools like Sonic Pics for podcasting and iPro Recorders. Students use these tools for a variety of learning projects that connect them globally and bring the curriculum to life.
Effectively Integrating Wikis Into The K 5 ClassroomSondra Baker
This document discusses effectively integrating wikis into K-5 classrooms. It provides examples of how wikis can be used, such as allowing students to create and share content, connect experiences to classroom activities, and more. It also lists potential topics for wikis, such as vocabulary words, field trips, and student work. Finally, it discusses different hosting platforms for wikis like PBworks, Wetpaint, and Wikispaces.
This document summarizes Derrick Willard's experience integrating iPads and social media into science instruction at Providence Day School in Charlotte, North Carolina. It describes how he has used digital tools like collaborative blogs, digital notebooks, note-taking apps, and formative assessment tools to move from a paper-based to a more paperless approach across various science courses from tropical ecology to AP Environmental Science to Science 8. The goal has been to promote creation, collaboration, and moving beyond just substituting digital tools for paper-based ones to truly transforming instruction using the SAMR model of technology integration.
The document discusses waste management statistics from the United States and Mecklenburg County, North Carolina from 1997-2008. It notes that municipal solid waste (MSW) makes up a small percentage of total waste generated annually in the US. Most MSW is disposed of in landfills, though recycling rates have increased since the 1980s. Barriers to higher recycling rates include a lack of incentives to use recycled materials and convenience of disposal options.
This is my "ignite" format (20 slide/15 sec slide) slide deck from my presentation at NCAIS Innovate Conference on March 11, 2010 at Cary Academy. No Audio, but presentation should be on YouTube Channel soon.
This document describes how a teacher used ClustrMaps to visualize the geographic locations of visitors to his class blog over 10 months. The blog gained over 1600 visitors from countries all around the world, including places in North America, Europe, Asia, Africa, South America, and the Pacific. The map showed the expanding international audience for the class blog over time.
HIV is a virus that weakens the immune system, and AIDS is the late stage of HIV infection defined by opportunistic infections. The document provides details on how HIV infects and damages cells, its history and global impact, treatments, and prevention strategies. It reports that over 30 million people have died of AIDS-related illnesses globally since the early 1980s, with sub-Saharan Africa particularly hard hit, though combination drug therapies have helped lower mortality in some areas.
This document discusses different examples of keystone and foundation species. It provides Robert Paine's research on the sea star Pisaster ochraceus, which controls populations of mussels and maintains high biodiversity in intertidal zones. It also discusses James Brown's research on kangaroo rats in desert ecosystems and how their removal changed the plant community composition and increased grasslands. Foundation species like kelp are also discussed as dominant primary producers that many other species rely on for food and shelter.
This document provides an overview of various social media tools that can benefit researchers, including communication tools like blogs, microblogging, and networking; collaboration tools like wikis and document sharing; and multimedia tools like photo and video sharing. It discusses how these tools can help with collaboration, disseminating work, networking and community building, contact and promotion. Examples are given of researchers using blogs, Twitter, SlideShare and LinkedIn to share work and build their professional networks. The document concludes by demonstrating some of these tools.
This document discusses embracing social media in the classroom. It begins by setting the context of how social media will shape 21st century learning. It then defines social media and discusses how today's learners have widespread use of digital technologies. The document outlines some guiding principles for using social media and considerations for integrating it into curriculum. It provides examples of how social media can be used effectively for collaboration, content sharing, and experiential learning. Challenges of using social media and the path to implementation are also addressed. Resources on social learning tools, privacy, and cognitive taxonomies are shared.
This document discusses organizing online learning environments using various tools. It provides details on setting up a wiki as a central portal with student blogs, curriculum wikis, and social media tools like Twiducate and Edmodo. It also covers using Google Apps, Dropbox, and blogs on Kidblog.org. Guidelines for digital citizenship and resources for getting started and advanced wiki editing are also referenced.
Webinar social media and e learning Sept 2012Mandi Axmann
Centre for Online Learning Excellence provides a plenary session on the impact of social media on eLearning and the challenges it presents for online facilitation. The document discusses how social media like wikis, blogs and Twitter can be implemented and facilitated as effective learning activities both synchronously and asynchronously. It also explores why people use social media and how learning technology connects learning. Global skills needed for students are outlined. Examples of using social media tools like wikis, blogs and Twitter for education are also provided.
This document provides an agenda for an EDU614 session that covers various educational technologies. It discusses wikis like Wikipedia that are good for collaboration. It also covers Edmodo, a social media platform for schools. Other topics include Skype and ooVoo for video chatting, copyright guidelines for educational use of content, using pictures and storytelling, assessing technology integration, and teacher resources like Education Week, the International Society for Technology in Education, and Edutopia.
This document introduces wikis and their educational uses. It discusses the differences between read-only and read/write web environments. Wikis allow collaborative writing and editing. The document then guides participants through activities to evaluate educational wikis, edit a wiki page, create their own wiki, and share their wiki with others. Benefits of wikis include engagement, collaboration and 21st century skills, while concerns include information literacy and inappropriate content.
This document provides an overview of the GoingOn educational social networking site. It describes the site's main features which allow users to ask experts questions, blog, bookmark content, participate in discussions, view featured content, and collaborate using wikis. It also summarizes the current state of the site, including the number of communities, accounts, and types of communities. Finally, it outlines a research study being conducted on the site through interviews, surveys, and site analytics to understand user goals, behaviors, and satisfaction.
This is from an online presentation about using digital tools to create a digital reading/writing workshop in middle school and high school classrooms.
The document provides an overview of 10 different tech tools that can help tackle challenges in the classroom, including tools for research, creativity, communication, collaboration, critical thinking, and problem solving. It then proceeds to describe each tool in more detail through text and images, highlighting their main features and how they can be used for educational purposes. The document concludes by emphasizing the importance of choosing the right tools and keeping up with new emerging technologies.
The document discusses using social media in the classroom. It provides examples of how teachers can create blogs and use tools like Pinterest, Skype, and bookcasting to engage students in projects and connect with other classrooms. The document urges teachers to maintain student privacy and safety online, and outlines how social media can be used to promote reading, share cultural experiences, and make classroom work accessible to parents.
This document provides an overview of the key activities and tools that can be used for learning in a digital environment. It discusses connecting with others, collecting artifacts, collaborating in groups, reflecting in blogs, communicating in forums, sharing results, presenting to others, and getting feedback. For each of these areas, it provides some examples of specific actions learners can take, such as finding friends, creating groups, sending messages, writing blog entries, using forums for discussion, sharing work, and getting feedback from peers and tutors. The document emphasizes that competencies must be acquired through experience rather than just teaching and encourages learners to take ownership of their digital space and tools.
This document discusses how social media can transform pedagogies in higher education. It notes a discrepancy between traditional educational settings and everyday life due to technological changes. Social media allows for the creation and exchange of user-generated content. The document outlines connectivism and participatory culture as theoretical frameworks. It discusses how social media offers self-expression, sharing, access to experts, and connected learning. Examples are given of integrating social media like blogs, wikis, social bookmarking, and Twitter into course platforms, discussions, and projects. The challenges and future directions of using emerging technologies for online pedagogies are also addressed.
1. The document introduces wikis and their educational uses. Wikis allow for collaborative writing and sharing of resources online.
2. Examples of educational uses of wikis include collaboratively writing class texts, group projects, sharing teaching resources, and professional learning communities.
3. Attendees participated in activities like evaluating educational wikis, editing a wiki page, and creating their own wiki to use in their teaching.
This document provides guidance on developing a research profile online. It discusses establishing an institutional web presence through a university repository and faculty pages. It also recommends maintaining a personal research blog to showcase work, build networks, and reach wider audiences. The document offers tips for effective blogging, such as keeping content focused, engaging, and up-to-date. It also suggests using social media platforms like Twitter, LinkedIn, and social bookmarking sites to further develop an online research profile and connections. Finally, it prompts creating an action plan to improve one's current online presence.
This document discusses developing a research profile online. It recommends having an institutional profile, personal blog, and social media presence to showcase work, build networks, and reach wider audiences. Specific social media like blogs, Twitter, LinkedIn, and Slideshare are discussed. Tips for effective blogging include regular posting, a clear focus and audience, and using links and images. Developing an online presence is becoming an expected part of academic activity.
The document summarizes a virtual conference session on global classroom projects hosted by educators from Virginia, USA. The session aimed to share experiences with global projects, provide resources and ideas for starting global projects, and connect teachers interested in global classrooms. Presenters discussed projects they ran connecting classes in Virginia and Hong Kong using Edmodo and VoiceThread, as well as an authentic global writing project. Challenges discussed were maintaining momentum, coordinating schedules, and getting other schools to commit. Resources shared included blogs, wikis and organizations supporting global education collaborations.
This document introduces digital tools that can support research activities. It discusses social networking tools, social bookmarking, research collaboration tools, blogging, and developing an online presence. Specific tools mentioned include Diigo, Mendeley, Google Docs, blogs, and Twitter. The document explains how these tools can help researchers keep up-to-date, find collaborators, share work, and develop their professional network and reputation. Potential concerns with social media are addressed, and reasons to use these tools for research are provided.
My presentation with Bo Adams, Chief Learning & Innovation Officer, Mount Vernon Presbyterian School at the 2018 Southern Association of Independent Schools Annual Conference.
Description
So often tales from students, parents, and colleagues establish legend and lore about our classroom teachers, providing an incomplete picture of the landscape of teaching and learning in our schools. How might we accurately view that landscape ourselves and, with others, construct and understand a truer map of our pedagogical system? Learning walks are a means to "hike the pedagogical topography” in schools while leveraging simple tech tools to better map that landscape.
This document discusses ecological succession, including primary and secondary succession. It provides examples of primary succession on new landscapes like volcanic islands or glacial retreat. Secondary succession is examined using a case study of an old field recovering from agriculture. The document also discusses how disturbances can impact succession, creating ecotones and edge effects. The intermediate disturbance hypothesis is presented, suggesting peak diversity at moderate disturbance levels. Island biogeography theories are summarized, relating them to habitat fragmentation. The solution of wildlife corridors is proposed to address fragmentation effects.
Derrick Willard and Matt Scully from Providence Day School in Charlotte, North Carolina discuss how the iPad is changing science instruction at their school. They implemented iPads in various science courses from tropical ecology to AP Environmental Science. This allowed them to go paperless, use digital tools for collaboration and projects, access content on demand, and use formative assessment apps. They found the iPad helped promote productivity, note taking, projects presented on Apple TV, digital lab notebooks, and collaborative blogs. The iPad is helping bring 21st century skills like digital learning to the science classroom.
This document discusses coal mining practices and their environmental impacts. It begins by explaining that coal and other minerals are mined to produce energy and materials like steel. Several mining techniques are described, including surface mining methods like mountaintop removal and subsurface techniques like longwall mining. The document notes that while mining is important, it can cause issues like water and air pollution, subsidence, and damage to landscapes. Laws like the Surface Mining Control and Reclamation Act were passed to regulate impacts and require cleanup, but mining continues to significantly alter environments.
This document discusses different types of species interactions including competition, predation, parasitism, commensalism, and mutualism. It provides examples of each type of interaction and how species may coevolve or partition resources in response to competition or predation. Species must adapt to interactions, migrate to avoid negative interactions, or may go extinct if unable to adapt or migrate in response to competition or predation.
1. Hazardous waste landfills are designed with multiple layers to prevent contamination, including compacted waste, clay and plastic linings, leachate collection systems, and groundwater monitoring wells.
2. Common hazardous wastes include cleaning products, paints, pesticides, batteries, motor oil and antifreeze which should not be thrown in the trash or poured down drains but disposed of properly.
3. Transitioning to a low-waste society requires reducing and reusing materials to minimize pollution, following principles like industrial ecology that mimic natural cycles.
This document discusses municipal solid waste (MSW) in the United States and Mecklenburg County, North Carolina from 1997-2009. It notes that most MSW in the US comes from mining, oil and gas, and agriculture, while municipal waste makes up a small percentage. It also outlines current practices for dealing with MSW, including landfilling, recycling, and incineration. Barriers to increasing recycling rates are discussed, such as low environmental costs and subsidies that favor virgin materials over recycled materials. Potential solutions proposed include taxing resource extraction and requiring government agencies to purchase more recyclables.
A presentation by Garet Johnson of the Charlotte-Mecklenburg Planning Department to our AP Environmental Science Class at Providence Day School on 1/6/2011.
Slide deck for a presentation on an integrated math/science unit given at the North Carolina Science Teachers Professional Development Institute on November 12, 2010.
The document discusses the concepts of keystone and foundation species through several examples. It describes research showing that the sea star Pisaster ochraceus is a keystone species that controls populations of mussels, maintaining diversity in intertidal communities. Studies on kangaroo rats and prairie dogs also demonstrate how removing these species can transform ecosystems by reducing diversity. Kelp is provided as an example of a foundation species as a dominant primary producer.
This document discusses different types of species interactions including competition, predation, parasitism, commensalism, and mutualism. It provides examples of each type of interaction such as the competitive exclusion of grey squirrels outcompeting red squirrels in Britain. Species may coevolve due to competitive interactions, developing strategies like resource partitioning to coexist. Predator-prey relationships can drive coevolution through evolutionary arms races. Commensal and mutualistic interactions provide benefits to one or both species involved.
The document discusses various mining techniques and their environmental impacts. It describes how minerals are identified and land is acquired for mining under the 1872 Mining Law. Surface mining techniques like open-pit, strip, contour, and mountaintop removal mining are outlined. Subsurface mining techniques like room-and-pillar and longwall mining are also summarized. The document discusses the impacts of mining such as scarring of land, erosion, subsidence, water and air pollution from acid mine drainage and slurry pond spills. It provides an example of reclamation at an abandoned coal mine in Pennsylvania.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
8. Lessons Learned?
• Wiki: quiet girls can talk online (chat)
• Skype: real world calling
• Class blog: scribes create a learning
community and produce quality content for a
more authentic audience
• Project blog: keep parents and collaborators
in the loop
11. Next Step…Build a PLN!
New Models of Professional Development
Session: 4
This workshop will explore the use of social media
tools like Ning, Twitter, and social bookmarking for
professional development and creating professional
learning networks.
Audience: All
Room: 307
Presenter: Matt Scully
Providence Day School