Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement using The Help novel where students were placed into groups to complete assignments at different work stations researching events and creating products using technology; knowledge construction, social mediating, and other digital tools were incorporated throughout the project; the goal was for students to gain understanding of the time period while developing 21st century skills through collaboration and use of technology.
The civil rights movement ppt for itc 1 kj 7hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated the novel "The Help" into history, English, and technology assignments. Students were placed into groups to complete research and produce projects at 10 work stations on topics related to key Civil Rights events using tools like blogs, timelines, and online resources. The goal was for students to demonstrate their understanding of the time period while developing 21st century skills through collaboration and use of educational technology.
The civil rights movement ppt for itc 1 kj 4hollowaymm
- Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated English, history, and technology.
- Students were placed into groups to complete assignments at 10 work stations related to important Civil Rights events.
- Each station required students to research a topic, read background information, and create a product using various digital tools.
- The 10 station products would be combined into a final technology-based presentation demonstrating knowledge construction, collaboration, and creative thinking.
This document summarizes a presentation on e-learning in higher education. It discusses the history and evolution of e-learning technologies from multimedia in the 1980s to current technologies like mobile devices, gaming, social media and MOOCs. It also examines learning management systems, pedagogical approaches like connectivism, and implications for institutions including the potential disaggregation of education into separate pathways, resources, support and accreditation.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.
Syllabaus, Suny It Course, New Media, Draft 3, 23 August20091Nick Jankowski
This document provides an overview of the course "New Media Theory & Digital Culture". The course examines concepts related to new media studies, including community and identity in virtual worlds, and transformations in news production and consumption. Students will read and comment on draft chapters from the instructor's textbook. They will also explore digital tools for communication, learning and scholarship, such as social media, blogs, and collaborative software. Students will maintain a blog and complete a literature-based term paper on a new media topic. Weekly readings, discussions and assignments will take place both asynchronously and synchronously online.
The document discusses preparing students to be future ready by addressing their needs through universal design and differentiated instruction. It emphasizes using formative assessment to adjust teaching based on student learning. The three critical questions focus on what students should learn, how to know they learned it, and addressing needs of all learners. Meeting the needs of gifted learners allows them to maximize their potential. RTI is presented as a model to identify and address problems through data-driven problem solving.
The civil rights movement ppt for itc 1 kj 7hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated the novel "The Help" into history, English, and technology assignments. Students were placed into groups to complete research and produce projects at 10 work stations on topics related to key Civil Rights events using tools like blogs, timelines, and online resources. The goal was for students to demonstrate their understanding of the time period while developing 21st century skills through collaboration and use of educational technology.
The civil rights movement ppt for itc 1 kj 4hollowaymm
- Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated English, history, and technology.
- Students were placed into groups to complete assignments at 10 work stations related to important Civil Rights events.
- Each station required students to research a topic, read background information, and create a product using various digital tools.
- The 10 station products would be combined into a final technology-based presentation demonstrating knowledge construction, collaboration, and creative thinking.
This document summarizes a presentation on e-learning in higher education. It discusses the history and evolution of e-learning technologies from multimedia in the 1980s to current technologies like mobile devices, gaming, social media and MOOCs. It also examines learning management systems, pedagogical approaches like connectivism, and implications for institutions including the potential disaggregation of education into separate pathways, resources, support and accreditation.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.
Syllabaus, Suny It Course, New Media, Draft 3, 23 August20091Nick Jankowski
This document provides an overview of the course "New Media Theory & Digital Culture". The course examines concepts related to new media studies, including community and identity in virtual worlds, and transformations in news production and consumption. Students will read and comment on draft chapters from the instructor's textbook. They will also explore digital tools for communication, learning and scholarship, such as social media, blogs, and collaborative software. Students will maintain a blog and complete a literature-based term paper on a new media topic. Weekly readings, discussions and assignments will take place both asynchronously and synchronously online.
The document discusses preparing students to be future ready by addressing their needs through universal design and differentiated instruction. It emphasizes using formative assessment to adjust teaching based on student learning. The three critical questions focus on what students should learn, how to know they learned it, and addressing needs of all learners. Meeting the needs of gifted learners allows them to maximize their potential. RTI is presented as a model to identify and address problems through data-driven problem solving.
The document discusses a workshop on open educational resources (OERs), pedagogical patterns, and learning design. It introduces these topics and the OLnet initiative. It then describes the activities in the workshop, which included discussions, think-pair-share exercises, and hands-on challenges to redesign course content using visualization tools. The goal was to explore how to encourage uptake and reuse of OERs through representing pedagogical designs visually.
This document provides an overview of H5P content types. It begins by explaining that H5P is a free and open-source framework for creating interactive HTML5 content. There are almost 40 content types available, including interactive videos and images, interactive presentations, and quizzes. It then demonstrates some simple content types like drag and drop, fill in the blanks, and marking words. The document concludes by discussing how to create and add H5P content to Moodle, and provides examples of using interactive video and summary tasks.
Kiala Givehand, an education specialist at Diablo Valley College, presented strategies for fostering online collaboration. The presentation discussed using tools like Google Hangouts, Skype and Google Docs to facilitate teamwork, peer feedback, and collective thinking. Tips included giving students choices in due dates, peer instruction and evaluations to increase investment. Free resources and examples of essay assignments, chapter reviews and research projects utilizing online collaboration were also provided.
This document discusses the use of participatory media tools to increase learner engagement. It provides background on participatory media and how tools like blogs, wikis, forums and social bookmarking can be used to achieve different learning objectives when incorporated into course environments. Examples are given of how to align specific tools with learning objectives and suggestions are provided on facilitating tool use without overplanning.
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
The document discusses the concepts of Math 2.0 and how it relates to using dynamic math software and web 2.0 tools. It provides examples of dynamic math software like spreadsheets, geometric software, and microworlds. It also contrasts math education in the past (Math 1.0) with current approaches (Math 2.0), noting how Math 2.0 emphasizes social networking, interactive learning, and cloud-based resources.
The document discusses strategies for using formative assessment and interim assessment tools to improve instruction and meet the needs of all students, including implementing practices such as universal design for learning, response to intervention, and differentiated instruction for gifted learners. It provides examples of tools and strategies that teachers can use to gather data on student learning, check progress, and diagnose needs in order to adjust instruction. The goal is to better prepare students for future success by addressing the needs of all learners.
Active learning and producing content to distance learningMatleena Laakso
This document contains the agenda and materials for two online workshops for Brazilian teachers on active learning and producing content for distance learning. The first workshop on October 5th focuses on active learning techniques like word clouds, quizzes and polls. The second workshop on October 7th covers open educational resources, producing content with tools like H5P and ThingLink, and giving teachers time to create their own materials. The document provides detailed instructions and examples for various interactive online tools that can be used to engage students in distance learning.
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
This document provides tips for online student success in 3 sentences or less:
Ensure you meet technology requirements and have backup access; set up a study schedule and spaces to minimize distractions; connect with classmates through online discussions and study groups to build relationships and stay motivated.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
The document discusses using ePortfolios to support student learning and outlines an agenda for a workshop on implementing ePortfolios using Google Apps. It describes different levels of ePortfolios from basic collection to more advanced sites for reflection and sharing, and covers topics like digital storytelling and using ePortfolios for professional development. Contact information is provided for joining related online discussions around the hashtag #eportfolios.
Web 2.0 Tools to Enhance Education - Presented by Brian J King on 4 December ...Brian King
This document is a presentation by Brian J. King about using Web 2.0 tools to enhance education. It defines Web 1.0 and Web 2.0, describes various Web 2.0 technologies like social bookmarking, calendaring, image sharing, wikis, video sharing, blogs, file sharing, and more. It discusses how these tools can create personalized learning environments for students and force educators to alter how they approach technology, content delivery, and student empowerment. The presentation provides examples of using specific Web 2.0 tools in education and encourages audience discussion and brainstorming.
Slides for a talk on "Blogging practices to support project work" given by Brian Kelly, UKOLN at the JISC MRD Launch Meeting held in Nottingham on 1-2 December 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogging-practices-jiscmrd-2011/
1) The document outlines a webquest for students on digital citizenship. It defines digital citizenship and identifies 9 key elements.
2) Students are tasked with creating a video educating others on digital citizenship. This involves researching the 9 elements and portraying them in a creative video.
3) The process provides steps for completing the project in groups, including researching content, designing the video, and presenting it to the class. Students will be evaluated on their fulfillment of roles, quality of research, design, content, and relevance to the intended audience.
Meet the portfolio of AGS Aerohoses, updated in 2012. Through it, you will give all businesses, products and services offered by the AGS and companies represented.
Design of Iron Dominated Superconducting Multipole MagnetsRobKacz
1. The document proposes a novel design for iron-dominated superconducting multipole magnets using circular coils.
2. It describes single and double coil quadrupole designs, and discusses how longer multipole designs can provide higher integrated field gradients.
3. Magnetic and mechanical design considerations are discussed, including coil winding and yoke assembly. Variants for quadrupole, dipole and multipole magnets are presented.
This document outlines discussion points and activities for a workshop on adapting education to global trends. It discusses how globalization and a flat world impact education and students. Groups will discuss attributes of 21st century learners and how competition and education reform can prepare students. Videos and references are provided on topics like globalization, being a 21st century learner, and ideas for reforming education.
This document outlines the agenda and discussion topics for a staff development session on global trends in education. Staff will be divided into groups to discuss topics like globalization, 21st century learning skills, education competition and reform. Videos will provide additional perspectives on these issues. The goal is to understand how to adapt education to better prepare students for globalization and 21st century careers and learning.
The civil rights movement ppt for itc 1 kj 6hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement using The Help novel where students were placed into groups to complete research projects at different work stations incorporating technology, collaboration, and 21st century skills to demonstrate their understanding of key events and concepts. A variety of digital tools were used throughout the process to support knowledge construction, social mediating, dynamic modeling, and semantic understanding among the students. Resources were provided to teachers for implementing different technology-based activities at each work station.
The document discusses a workshop on open educational resources (OERs), pedagogical patterns, and learning design. It introduces these topics and the OLnet initiative. It then describes the activities in the workshop, which included discussions, think-pair-share exercises, and hands-on challenges to redesign course content using visualization tools. The goal was to explore how to encourage uptake and reuse of OERs through representing pedagogical designs visually.
This document provides an overview of H5P content types. It begins by explaining that H5P is a free and open-source framework for creating interactive HTML5 content. There are almost 40 content types available, including interactive videos and images, interactive presentations, and quizzes. It then demonstrates some simple content types like drag and drop, fill in the blanks, and marking words. The document concludes by discussing how to create and add H5P content to Moodle, and provides examples of using interactive video and summary tasks.
Kiala Givehand, an education specialist at Diablo Valley College, presented strategies for fostering online collaboration. The presentation discussed using tools like Google Hangouts, Skype and Google Docs to facilitate teamwork, peer feedback, and collective thinking. Tips included giving students choices in due dates, peer instruction and evaluations to increase investment. Free resources and examples of essay assignments, chapter reviews and research projects utilizing online collaboration were also provided.
This document discusses the use of participatory media tools to increase learner engagement. It provides background on participatory media and how tools like blogs, wikis, forums and social bookmarking can be used to achieve different learning objectives when incorporated into course environments. Examples are given of how to align specific tools with learning objectives and suggestions are provided on facilitating tool use without overplanning.
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
The document discusses the concepts of Math 2.0 and how it relates to using dynamic math software and web 2.0 tools. It provides examples of dynamic math software like spreadsheets, geometric software, and microworlds. It also contrasts math education in the past (Math 1.0) with current approaches (Math 2.0), noting how Math 2.0 emphasizes social networking, interactive learning, and cloud-based resources.
The document discusses strategies for using formative assessment and interim assessment tools to improve instruction and meet the needs of all students, including implementing practices such as universal design for learning, response to intervention, and differentiated instruction for gifted learners. It provides examples of tools and strategies that teachers can use to gather data on student learning, check progress, and diagnose needs in order to adjust instruction. The goal is to better prepare students for future success by addressing the needs of all learners.
Active learning and producing content to distance learningMatleena Laakso
This document contains the agenda and materials for two online workshops for Brazilian teachers on active learning and producing content for distance learning. The first workshop on October 5th focuses on active learning techniques like word clouds, quizzes and polls. The second workshop on October 7th covers open educational resources, producing content with tools like H5P and ThingLink, and giving teachers time to create their own materials. The document provides detailed instructions and examples for various interactive online tools that can be used to engage students in distance learning.
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
This document provides tips for online student success in 3 sentences or less:
Ensure you meet technology requirements and have backup access; set up a study schedule and spaces to minimize distractions; connect with classmates through online discussions and study groups to build relationships and stay motivated.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
The document discusses using ePortfolios to support student learning and outlines an agenda for a workshop on implementing ePortfolios using Google Apps. It describes different levels of ePortfolios from basic collection to more advanced sites for reflection and sharing, and covers topics like digital storytelling and using ePortfolios for professional development. Contact information is provided for joining related online discussions around the hashtag #eportfolios.
Web 2.0 Tools to Enhance Education - Presented by Brian J King on 4 December ...Brian King
This document is a presentation by Brian J. King about using Web 2.0 tools to enhance education. It defines Web 1.0 and Web 2.0, describes various Web 2.0 technologies like social bookmarking, calendaring, image sharing, wikis, video sharing, blogs, file sharing, and more. It discusses how these tools can create personalized learning environments for students and force educators to alter how they approach technology, content delivery, and student empowerment. The presentation provides examples of using specific Web 2.0 tools in education and encourages audience discussion and brainstorming.
Slides for a talk on "Blogging practices to support project work" given by Brian Kelly, UKOLN at the JISC MRD Launch Meeting held in Nottingham on 1-2 December 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogging-practices-jiscmrd-2011/
1) The document outlines a webquest for students on digital citizenship. It defines digital citizenship and identifies 9 key elements.
2) Students are tasked with creating a video educating others on digital citizenship. This involves researching the 9 elements and portraying them in a creative video.
3) The process provides steps for completing the project in groups, including researching content, designing the video, and presenting it to the class. Students will be evaluated on their fulfillment of roles, quality of research, design, content, and relevance to the intended audience.
Meet the portfolio of AGS Aerohoses, updated in 2012. Through it, you will give all businesses, products and services offered by the AGS and companies represented.
Design of Iron Dominated Superconducting Multipole MagnetsRobKacz
1. The document proposes a novel design for iron-dominated superconducting multipole magnets using circular coils.
2. It describes single and double coil quadrupole designs, and discusses how longer multipole designs can provide higher integrated field gradients.
3. Magnetic and mechanical design considerations are discussed, including coil winding and yoke assembly. Variants for quadrupole, dipole and multipole magnets are presented.
This document outlines discussion points and activities for a workshop on adapting education to global trends. It discusses how globalization and a flat world impact education and students. Groups will discuss attributes of 21st century learners and how competition and education reform can prepare students. Videos and references are provided on topics like globalization, being a 21st century learner, and ideas for reforming education.
This document outlines the agenda and discussion topics for a staff development session on global trends in education. Staff will be divided into groups to discuss topics like globalization, 21st century learning skills, education competition and reform. Videos will provide additional perspectives on these issues. The goal is to understand how to adapt education to better prepare students for globalization and 21st century careers and learning.
The civil rights movement ppt for itc 1 kj 6hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement using The Help novel where students were placed into groups to complete research projects at different work stations incorporating technology, collaboration, and 21st century skills to demonstrate their understanding of key events and concepts. A variety of digital tools were used throughout the process to support knowledge construction, social mediating, dynamic modeling, and semantic understanding among the students. Resources were provided to teachers for implementing different technology-based activities at each work station.
The civil rights movement ppt for itc 1 mh 2hollowaymm
Teachers from different subject areas planned a cross-curricular unit where students were placed into groups to complete research assignments on events from the Civil Rights Movement at different work stations, using technology tools to construct knowledge, collaborate, and create original work products to demonstrate understanding of the time period and incorporate 21st century skills. Students worked through 10 assignments related to important Civil Rights events, conducting research and creating deliverables such as timelines, infographics, blogs, and newscasts to showcase what they learned about each topic. A variety of digital tools were utilized throughout the project to support collaboration between students and teachers from different classes.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
This document provides information and instructions for a webquest assignment for 6th grade social studies students. The assignment involves having students research countries around the world in groups. Each group will be assigned a country to research and present on. Students will write a 2-3 page research paper and create a video presentation on their assigned country. The presentation will teach the class about the country's flag, government, culture, food and other topics. Students will have class time and time outside of class to complete the assignment over 3 weeks before presenting their findings.
This document provides instructions for a webquest assignment for 6th grade social studies students. Students will work collaboratively in groups to research an assigned country, writing a 2-3 page research paper and creating an informational video. They will present their findings to the class by showing their video and sharing a traditional food from their country. The assignment aims to teach students about different characteristics of countries around the world and how to properly cite sources. Resources provided include websites for research and guidelines on fair use of copyrighted materials like images and music. Rubrics are included to evaluate students' mastery of content, organization, source citation, and workload distribution.
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
The document discusses building capacity for change among quality leaders. It emphasizes using time effectively to collect and analyze data and communicate findings. Leaders should identify priorities and be intentional in their work. Teachers conducting research and using technology for global awareness are mentioned. The final section contrasts problem solvers with problem finders, noting the importance of balance.
This document outlines the details and requirements for a final project called "Taking a Stand" for a course on literacy, instruction, and leadership. The project asks students to apply what they have learned in the course to effect change in their own schools. It involves identifying a need, taking action to address it, gathering evidence of the effects, and reflecting on the experience. Students will then create a portfolio with 5 sections showcasing their project and learning. The sections address how literacy is complex, about effecting change, participatory, identity-making, and involves continuous learning. The portfolio will be submitted and evaluated based on completeness, the details and impact of the taking a stand activity, the quality of artifacts included, and the depth
The document provides an overview of Web 2.0, including:
- Web 2.0 emphasizes user-generated content and collaboration through tools like social networking, wikis, blogs and more.
- It marked a shift from static web pages to more dynamic and interactive experiences where users could share, tag and modify content.
- Some benefits included lower costs, increased loyalty through participation, and better marketing through viral strategies.
- Implications for education included moving from consuming to producing content, authority to transparency, and passive to passionate learning through collaboration and participation.
With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.
This document provides a 3-part lesson on digital citizenship. Students will first research an assigned topic related to digital citizenship such as cyberbullying or internet safety. They will then discuss their topic in an online forum, responding to other students. Finally, students will work in groups to create an online poster about their topic to teach their peers. The goal is for students to understand what it means to be a responsible digital citizen.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document summarizes a webinar on blending Common Core standards, visible thinking strategies, and web 2.0 technologies to engage students. The webinar covered the SAMR model for technology integration and provided examples of how tools can be used at different levels of the model. Attendees then collaborated in groups to apply the SAMR model to sample lesson plans. Overall, the webinar aimed to demonstrate how technology can be effectively integrated to transform learning environments and empower students through more active and social learning experiences aligned with state standards.
This document summarizes a webinar on blending Common Core standards, visible thinking strategies, and web 2.0 technologies to engage students. The webinar covered the SAMR model for technology integration and provided examples of how tools can be used at different levels of the model. Attendees then collaborated in groups to apply the SAMR model to sample lesson plans. Overall, the webinar aimed to demonstrate how technology can be effectively integrated to transform learning environments and empower students through more active and social learning experiences aligned with state standards.
This document outlines professional teaching standards and an agenda for a workshop on integrating ICT in the classroom. The standards address applying technology skills and using ICT and other technologies to make content meaningful for students. The agenda covers collaborating on ideas and assessment, connecting with others, contributing to online communities, communicating effectively, and assessing student learning. Workshop activities include investigating online communities, contributing to sites like blogs and wikis, reviewing wikis, participating in a project, and planning and building an educational wiki project.
With so many teaching and learning technology tools available in social media and digital platforms, how do you choose the correct one(s) without overindulging?
The document provides information about Project Based Learning (PBL) from the Buck Institute for Education (BIE). BIE is a nonprofit dedicated to improving 21st century teaching and learning through PBL. It creates knowledge and resources to support effective PBL implementation, including workshops, curriculum units, and an online handbook and toolkit. The document outlines an upcoming PBL training session that will cover what PBL is and why it's used, how to generate project ideas, plan and manage projects, develop driving questions and assessments, and classroom implementation tips.
This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.
Similar to The civil rights movement ppt for itc 1 kj 5 (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. • Teachers from different curricular areas plan a unit implementing English,
History, and Technology into a research project.
• The students are placed in groups of three to four students to complete work
assignments for ten different work stations.
• Each assignment topic is related to an important event that took place during
the Civil Rights movement.
• For each station, students read background information, research, and
produce a product.
• All ten products will be put together into one presentation incorporating
technology, collaboration, and creative thinking.
• Knowledge Construction Tools, Social Mediating, Dynamic Modeling Tools,
and Semantic Tools are used throughout the process.
4. • Students will construct knowledge about the Civil Rights Movement while
locating, organizing, analyzing, evaluating, and synthesizing information
from a variety of sources during research.
• Students will demonstrate creative thinking while developing innovative
products using technology.
• Students will interact, collaborate, and publish with peers employing a
variety of digital environments and media.
• Students will create original works as means of personal expression.
• Students will demonstrate a positive attitude toward using technology that
supports collaboration, learning, and productivity.
Source: The ISTE NETS and Performance Indicators for
Students
5. Class Websites for Social
Mediating
SOCIAL MEDIATING IN EDUCATION used with the class website
6. • Assignment One: Harlem Renaissance
• (Design a timeline using Microsoft word.)
• Use http://www.microsoft.com/education/en-us/teachers/how-
to/Pages/creating-timeline.aspx
• Assignment Two: Segregation
• (Create an infomercial using Flip Video.)
• Assignment Three: School Desegregation
• (Design graph using Excel.)
• See http://nces.ed.gov/nceskids/createagraph/default.aspx
• Assignment Four: The Montgomery Bus Boycott
• (Compose a news article and illustrate with clip art or graphic.)
• Assignment Five: Sit-Ins
• (Create “blogs” for famous people involved in sit-ins. What do
you think they would they write in their blog?)
7. • Assignment Six: Freedom Riders
• (Recreate a newscast to explain detail of events.)
• Use Flip Video to film and save.
• Assignment Seven: Desegregating Southern
Universities
• (Create your own Museum Box to describing this event in history.)
• Use http://museumbox.e2bn.org/.
• Assignment Eight: The March on Washington
• (Each student collect highlights of event from The Library of
Congress American Memory website. Explain why you selected that
article.)
• Assignment Nine: Voter Registration
• (Create a collaborative Google map of historic events.)
• See Google Maps mash-ups.
• Assignment Ten: The End of the Movement
• (Create Madlibs to summarize the end of the movement as well as
main ideas from all ten stations.)
8. Groups will participating in group work stations.
There are ten stations in all each focused on an
important event that took place during the Civil Rights
Movement.
Teacher teams will set up work stations in their classes
and allow time for groups to work on research and
product production.
9. Group Work
Stations 1-3
in English
Class
Group Work
Stations 7-10 Group Work
in technology Stations
or 4-6 in Social
exploratory Studies
wheel
10. Open The Help
forum. Go to
Start at Civil Rights Research
Review topic and
assigned Movement link.
Find the rubric for collaborate
group work PowerPoint for the group with group to
station your station. complete
work station.
number. Read assigned task.
background
information .
11. Knowledge Dynamic Semantic
Social
Construction Modeling Tools
Mediating
Tools Tools
Hyperlinks in Discussion using
PowerPoint used to blog on teacher’s
build background website. Design flow
information. Create a timeline
using Microsoft map for of
Word 2010 major events
Collaboration
Video linked into using Wiki
PowerPoint for
building page.
background
information.
Students will share Use Microsoft Design
personal forms of drawing tools to
expression such create a timeline . circle maps
Additional research Insert into
to topic by
as poetry,, art, and
presentation
for research.
music on blog
students using post.
assigned links.
Click link below to open PowerPoint for Assignment One.
12. CATEGORY 4 3 2 1
Presentation Well-rehearsed with smooth Rehearsed with fairly smooth Delivery not smooth, but able Delivery not smooth and
delivery that holds audience delivery that holds audience to maintain interest of the audience attention often lost.
attention. attention most of the time. audience most of the time.
Sources Source information collected Source information collected Source information collected Very little or no source
for all graphics, facts and for all graphics, facts and for graphics, facts and quotes, information was collected.
quotes. All documented in quotes. Most documented in but not documented in desired
desired format. desired format. format.
Content Covers topic in-depth with Includes essential knowledge Includes essential information Content is minimal OR there
details and examples. Subject about the topic. Subject about the topic but there are are several factual errors.
knowledge is excellent. knowledge appears to be 1-2 factual errors.
good.
Organization Content is well organized Uses headings or bulleted lists Content is logically organized There was no clear or logical
using headings or bulleted to organize, but the overall for the most part. organizational structure, just
lists to group related material. organization of topics appears lots of facts.
flawed.
Requirements All requirements are met and All requirements are met. One requirement was not More than one requirement
exceeded. completely met. was not completely met.
Workload The workload is divided and The workload is divided and The workload was divided, but The workload was not divided
shared equally by all team shared fairly by all team one person in the group is OR several people in the
members. members, though workloads viewed as not doing his/her group are viewed as not doing
may vary from person to fair share of the work. their fair share of the work.
person.
13. • Students will comprehend the Civil Rights Movement and The
Help novel while analyzing, evaluating, and synthesizing the
plot and historical events in the book.
• Students will interact, collaborate, and publish with peers
through answering blog questions on the English teacher’s
webpage.
• Students will create blog posts, a character analysis thinking
map, and a plot diagram timeline as means of personal
expression and novel comprehension.
• Students will demonstrate increased reading comprehension
and plot analysis through using technology that supports
collaboration, learning, and productivity.
14. Students will consider and answer weekly blog questions located on the
English teacher’s website.
Blogging about the novel encourages students to collaborate with
classmates while increasing comprehension of the book.
15. • Students will create a character analysis thinking map on
a character from the novel to demonstrate
comprehension.
16. • Students will create a timeline of important events from
the novel using the ReadWriteThink online interactive
resource.