This document discusses theories that can be applied to online course design, including Zone of Proximal Development, Bloom's Taxonomy, and scaffolding. It explains that Zone of Proximal Development refers to the difference between what students can do independently and with assistance. Bloom's Taxonomy organizes learning objectives from lower to higher order thinking skills. Scaffolding provides support to help students achieve learning objectives. The document provides examples of how to incorporate these theories when designing online course content, tools, and assessments to effectively support students' learning.
Theoretical Considerations in Online Unit Designakascuena
This document discusses theories that can be applied to online course design, including Zone of Proximal Development, Bloom's Taxonomy, and scaffolding. It explains that Zone of Proximal Development refers to the difference between what students can do independently and with assistance. Bloom's Taxonomy organizes learning objectives from lower to higher order thinking skills. Scaffolding involves providing supports to help students progress from assisted to independent learning. The document advocates applying these theories to course design by assessing student skills, setting learning objectives, and providing online tools and content at different levels of support.
Use of Semantic Web/Web 2.0, and helping human to share information more conveniently...in real time
Case : University College Dublin, Michael Smurfit School of Business
TechChallenger is an online forum designed for students and faculty to interact. It aims to serve students to enhance their technical knowledge through discussions, similar to the established forum NamePros which serves domain experts. The document outlines TechChallenger's potential in the Indian market by allowing students to collaborate on assignments, get feedback from multiple perspectives, and learn about new topics from blogs. It also discusses plans to generate traffic through college visits and campaigns, and potential ways to monetize the forum such as through online test series and technical events. The conclusion states that TechChallenger could help shy students and aims to be the largest online community in India for students.
This document discusses rethinking teaching approaches for the 21st century. It suggests that teaching should focus on facilitating student-centered, project-based, and adaptive learning. Teachers should utilize technology as a tool to support an inquiry-driven curriculum and connect students to real-world audiences through authentic assessments. Successfully integrating technology in the classroom requires changing one's mindset rather than just acquiring new skills. The next step is for educators to implement these revised teaching strategies.
Winning Virtual Classroom Tour submitted to the Microsoft Partners in Learning Innovative Teaching Awards in 2009.
Also available here: http://uk.partnersinlearningnetwork.com/Pages/default.aspx
Putting technology in students' hands without guidance can have catastrophic consequences, as it is like giving them a key without telling them which door it opens. Simply giving students technology and hoping it increases learning is detrimental, as there needs to be instruction on utilizing the tools. For technology to be engaging rather than distracting, teachers must creatively integrate it into the classroom and link students to authentic audiences worldwide to prepare them for the global economy.
Blackboards or Backchannels: The Techno-Induced Classroom of Tomorrow" by Archana Ramachandran asd Kerk Kee.
Their topic deals with the changing role of the campus in the overall education system and the new ways of approaching learning and info gathering and distribution and the impact of social networks on campus life.
Central Texas Chapter of the World Future Society
Theoretical Considerations in Online Unit Designakascuena
This document discusses theories that can be applied to online course design, including Zone of Proximal Development, Bloom's Taxonomy, and scaffolding. It explains that Zone of Proximal Development refers to the difference between what students can do independently and with assistance. Bloom's Taxonomy organizes learning objectives from lower to higher order thinking skills. Scaffolding involves providing supports to help students progress from assisted to independent learning. The document advocates applying these theories to course design by assessing student skills, setting learning objectives, and providing online tools and content at different levels of support.
Use of Semantic Web/Web 2.0, and helping human to share information more conveniently...in real time
Case : University College Dublin, Michael Smurfit School of Business
TechChallenger is an online forum designed for students and faculty to interact. It aims to serve students to enhance their technical knowledge through discussions, similar to the established forum NamePros which serves domain experts. The document outlines TechChallenger's potential in the Indian market by allowing students to collaborate on assignments, get feedback from multiple perspectives, and learn about new topics from blogs. It also discusses plans to generate traffic through college visits and campaigns, and potential ways to monetize the forum such as through online test series and technical events. The conclusion states that TechChallenger could help shy students and aims to be the largest online community in India for students.
This document discusses rethinking teaching approaches for the 21st century. It suggests that teaching should focus on facilitating student-centered, project-based, and adaptive learning. Teachers should utilize technology as a tool to support an inquiry-driven curriculum and connect students to real-world audiences through authentic assessments. Successfully integrating technology in the classroom requires changing one's mindset rather than just acquiring new skills. The next step is for educators to implement these revised teaching strategies.
Winning Virtual Classroom Tour submitted to the Microsoft Partners in Learning Innovative Teaching Awards in 2009.
Also available here: http://uk.partnersinlearningnetwork.com/Pages/default.aspx
Putting technology in students' hands without guidance can have catastrophic consequences, as it is like giving them a key without telling them which door it opens. Simply giving students technology and hoping it increases learning is detrimental, as there needs to be instruction on utilizing the tools. For technology to be engaging rather than distracting, teachers must creatively integrate it into the classroom and link students to authentic audiences worldwide to prepare them for the global economy.
Blackboards or Backchannels: The Techno-Induced Classroom of Tomorrow" by Archana Ramachandran asd Kerk Kee.
Their topic deals with the changing role of the campus in the overall education system and the new ways of approaching learning and info gathering and distribution and the impact of social networks on campus life.
Central Texas Chapter of the World Future Society
The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
The document discusses Pennsylvania's "Classrooms for the Future" initiative, a $200 million program over 3 years to equip classrooms with technology and provide extensive teacher professional development. The goals are to improve student learning in key subjects, change classroom practices to engage students as active learners, and increase academic achievement. Teachers would learn to develop technology-rich lessons requiring students to think critically and solve problems. Early indicators suggest the program increases student engagement and performance while decreasing disciplinary issues.
Successful technology integration in schools occurs when teachers are well-trained to routinely and transparently incorporate accessible technology resources that support curricular goals and help students effectively learn, such as computers, mobile devices, and software; this allows students to build a deeper understanding of content and provides opportunities to express knowledge through multimedia.
The document discusses emerging trends in education including the rise of social learning and personal learning networks. It also contrasts traditional teaching methods with newer student-centered approaches and project-based learning, finding that the latter leads to better long-term student outcomes and engagement with content. Finally, it advocates for changes in education to focus more on student interests, passions, and strengths through collaborative and technology-enabled learning experiences.
The document discusses a holistic approach to designing learning for the future technological environment. It explores what open design, delivery, evaluation, and research could look like, including sharing the design process openly online, mixing institutional and open systems for delivery, utilizing learner data for evaluation, and capitalizing on open access research. The paper will suggest principles for an open approach and draw on the author's work on learning design and open educational resources.
The document discusses the need for schools to adapt to the 21st century by embracing new technologies, collaborative learning models, and focusing on developing students' creative and innovative skills. It provides statistics about the growth of information and changing job market. It also outlines characteristics of communities, professional learning communities, and the benefits teachers experienced from participating in a professional learning program focused on 21st century skills.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
The document discusses a course taken by health sciences faculty to teach them about Web 2.0 tools and how to incorporate them into education. The course used blogs, RSS feeds, social bookmarking, wikis and other tools. Faculty participants provided feedback on the tools, with many finding benefits like increased sharing of information, enabling student learning, and new ways for collaboration. However, participants also noted that using new technologies requires time and support for faculty.
The document discusses 10 trends that will impact education for the future, including an aging population, the importance of social and intellectual capital, personalized education, the role of technology, and the need for schools to prepare students with 21st century skills. It also discusses how education is shifting from traditional models to new approaches that incorporate emerging technologies, collaboration, creativity, and student-centered learning. Schools will need to change and adapt their practices to meet the needs of students in this new digital world.
This document discusses the importance of global education and collaboration for 21st century learners. It outlines that 21st century learners need to be effective collaborators, creators, and lifelong learners in order to succeed. It also provides tips for setting up global collaboration projects, including connecting with other classrooms, developing goals and assessments, and communicating effectively across borders. Educators are encouraged to provide authentic learning experiences for students and leverage technology tools to facilitate global connections.
The document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that skills like critical thinking, creativity, and collaboration will be most important for the 21st century. BISD has embraced technologies like YouTube, wikis, blogs, and social networking to encourage student engagement and customizable learning. The district believes that learning is a social function and that they must harness the power of Web 2.0 to transform learning and remain relevant for students. Various examples are provided of how teachers and students in BISD are using technologies in creative ways to enhance learning.
Web 2.0: Balancing the Protection of Students and LearningKelli Montgomery
This document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that the skills needed in the 21st century, like creativity and collaboration, are better supported by Web 2.0 tools. BISD has embraced various social media like YouTube, blogs, wikis and Facebook to encourage student engagement and customizable learning. By taking risks with new technologies, BISD has seen a culture of assimilation where students and teachers actively use Web 2.0 tools to enhance learning. The document shares several examples of how BISD classes have incorporated social media to collaborate, share content, and democratize the learning process.
ETUG Fall Workshop 2013: Student as producerBCcampus
This document summarizes key points from a discussion on student-as-producer approaches. It describes how the University of Lincoln emphasizes student collaboration in knowledge production. Students are asked to work on unsolved problems and share their work publicly. Case studies show positive outcomes when students create open educational resources like Wikipedia articles or advise on local soil improvement. The discussion argues universities should provide technology to facilitate student work with local and global impact at scale in an open manner aligned with institutional values.
The document discusses the need for changes in education to meet the demands of a changing world. It outlines why change is needed, what needs to be changed, and how to implement changes. Specifically, it discusses the impact of new technologies on how students learn and recommends teaching methods that incorporate tools like blogs and podcasts to engage digital native students and develop 21st century skills.
This document discusses the evolution of technology use in education over time. It provides quotes from various time periods expressing skepticism about new technologies used in schools. Teachers in 1703 were skeptical of slates replacing bark for calculations. In 1815, teachers worried about overreliance on paper. In 1907, they worried about dependence on ink and pens instead of pencils. Similar concerns were expressed about store-bought ink in 1928, fountain pens in 1941, and ballpoint pens in 1950. In 1999, the internet was dismissed as not being useful for education. By 2006, concerns were raised about devices like iPods being disruptive in classrooms. The document argues that new technologies should be embraced as tools for learning, as
This document discusses 21st century learning and perspectives from various educational theorists. It explores how classrooms may evolve to incorporate more technology, collaboration, and personalized learning. Challenges are noted around ensuring all students benefit from new approaches and addressing issues like cyberbullying. The document advocates engaging students through digital books, apps, and online discussions to prepare them for today's world.
The document provides a history of skepticism toward new technologies in education. It presents quotes from 1703 to 2006 questioning the dependence of students on various writing and communication technologies as they were introduced, from slates to ballpoint pens to the Internet. The document advocates that technology should be integrated into classrooms as it is the "pen and paper of our time." It discusses how Web 2.0 tools can support higher-order thinking skills. Specific tools mentioned include blogs, wikis, Google Docs, Voicethread, and RSS feeds. The document provides examples of how these tools can be used for student learning and assessment.
The document discusses the transition from traditional education models to more connected, personalized learning models leveraging technology and networks. It notes that by 2011, 80% of Fortune 500 companies will use immersive virtual worlds. It outlines shifts from formal to informal learning, mandated to collaborative teaching, and a focus on learning networks and passion-based learning over quick learning bites.
This document outlines a 4-step learning strategy: 1) Identify the key concepts to be learned, 2) Elaborate on the concepts using resources like instructors, 3) Make connections to the concepts through activities and practice, and 4) Reflect on your knowledge by testing yourself or teaching others. It also provides an example of using this strategy to learn statistics and notes additional skills like time management, organization, and motivation that support the learning process.
Mimi Page discusses her experience as a full-time student and worker at the College of Western Idaho. She has completed most of her credits online and feels like an expert at independent learning. To achieve her goal of higher education, she developed skills in time management, planning ahead, and setting clear goals. These skills have helped her succeed at CWI by passing most assignments with A's, passing every test, and earning college credits by passing classes. She has moved from freshman to sophomore status and taken on a mentoring role with other students, proving she has learned and mastered the material.
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The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
The document discusses Pennsylvania's "Classrooms for the Future" initiative, a $200 million program over 3 years to equip classrooms with technology and provide extensive teacher professional development. The goals are to improve student learning in key subjects, change classroom practices to engage students as active learners, and increase academic achievement. Teachers would learn to develop technology-rich lessons requiring students to think critically and solve problems. Early indicators suggest the program increases student engagement and performance while decreasing disciplinary issues.
Successful technology integration in schools occurs when teachers are well-trained to routinely and transparently incorporate accessible technology resources that support curricular goals and help students effectively learn, such as computers, mobile devices, and software; this allows students to build a deeper understanding of content and provides opportunities to express knowledge through multimedia.
The document discusses emerging trends in education including the rise of social learning and personal learning networks. It also contrasts traditional teaching methods with newer student-centered approaches and project-based learning, finding that the latter leads to better long-term student outcomes and engagement with content. Finally, it advocates for changes in education to focus more on student interests, passions, and strengths through collaborative and technology-enabled learning experiences.
The document discusses a holistic approach to designing learning for the future technological environment. It explores what open design, delivery, evaluation, and research could look like, including sharing the design process openly online, mixing institutional and open systems for delivery, utilizing learner data for evaluation, and capitalizing on open access research. The paper will suggest principles for an open approach and draw on the author's work on learning design and open educational resources.
The document discusses the need for schools to adapt to the 21st century by embracing new technologies, collaborative learning models, and focusing on developing students' creative and innovative skills. It provides statistics about the growth of information and changing job market. It also outlines characteristics of communities, professional learning communities, and the benefits teachers experienced from participating in a professional learning program focused on 21st century skills.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
The document discusses emerging trends in 21st century education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized learning to personalized education. It argues that schools must change their focus from teaching to learning and collaboration in order to prepare students for a world where knowledge and jobs are constantly evolving.
The document discusses a course taken by health sciences faculty to teach them about Web 2.0 tools and how to incorporate them into education. The course used blogs, RSS feeds, social bookmarking, wikis and other tools. Faculty participants provided feedback on the tools, with many finding benefits like increased sharing of information, enabling student learning, and new ways for collaboration. However, participants also noted that using new technologies requires time and support for faculty.
The document discusses 10 trends that will impact education for the future, including an aging population, the importance of social and intellectual capital, personalized education, the role of technology, and the need for schools to prepare students with 21st century skills. It also discusses how education is shifting from traditional models to new approaches that incorporate emerging technologies, collaboration, creativity, and student-centered learning. Schools will need to change and adapt their practices to meet the needs of students in this new digital world.
This document discusses the importance of global education and collaboration for 21st century learners. It outlines that 21st century learners need to be effective collaborators, creators, and lifelong learners in order to succeed. It also provides tips for setting up global collaboration projects, including connecting with other classrooms, developing goals and assessments, and communicating effectively across borders. Educators are encouraged to provide authentic learning experiences for students and leverage technology tools to facilitate global connections.
The document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that skills like critical thinking, creativity, and collaboration will be most important for the 21st century. BISD has embraced technologies like YouTube, wikis, blogs, and social networking to encourage student engagement and customizable learning. The district believes that learning is a social function and that they must harness the power of Web 2.0 to transform learning and remain relevant for students. Various examples are provided of how teachers and students in BISD are using technologies in creative ways to enhance learning.
Web 2.0: Balancing the Protection of Students and LearningKelli Montgomery
This document discusses how Web 2.0 technologies can be used to transform learning in Birdville Independent School District (BISD). It notes that the skills needed in the 21st century, like creativity and collaboration, are better supported by Web 2.0 tools. BISD has embraced various social media like YouTube, blogs, wikis and Facebook to encourage student engagement and customizable learning. By taking risks with new technologies, BISD has seen a culture of assimilation where students and teachers actively use Web 2.0 tools to enhance learning. The document shares several examples of how BISD classes have incorporated social media to collaborate, share content, and democratize the learning process.
ETUG Fall Workshop 2013: Student as producerBCcampus
This document summarizes key points from a discussion on student-as-producer approaches. It describes how the University of Lincoln emphasizes student collaboration in knowledge production. Students are asked to work on unsolved problems and share their work publicly. Case studies show positive outcomes when students create open educational resources like Wikipedia articles or advise on local soil improvement. The discussion argues universities should provide technology to facilitate student work with local and global impact at scale in an open manner aligned with institutional values.
The document discusses the need for changes in education to meet the demands of a changing world. It outlines why change is needed, what needs to be changed, and how to implement changes. Specifically, it discusses the impact of new technologies on how students learn and recommends teaching methods that incorporate tools like blogs and podcasts to engage digital native students and develop 21st century skills.
This document discusses the evolution of technology use in education over time. It provides quotes from various time periods expressing skepticism about new technologies used in schools. Teachers in 1703 were skeptical of slates replacing bark for calculations. In 1815, teachers worried about overreliance on paper. In 1907, they worried about dependence on ink and pens instead of pencils. Similar concerns were expressed about store-bought ink in 1928, fountain pens in 1941, and ballpoint pens in 1950. In 1999, the internet was dismissed as not being useful for education. By 2006, concerns were raised about devices like iPods being disruptive in classrooms. The document argues that new technologies should be embraced as tools for learning, as
This document discusses 21st century learning and perspectives from various educational theorists. It explores how classrooms may evolve to incorporate more technology, collaboration, and personalized learning. Challenges are noted around ensuring all students benefit from new approaches and addressing issues like cyberbullying. The document advocates engaging students through digital books, apps, and online discussions to prepare them for today's world.
The document provides a history of skepticism toward new technologies in education. It presents quotes from 1703 to 2006 questioning the dependence of students on various writing and communication technologies as they were introduced, from slates to ballpoint pens to the Internet. The document advocates that technology should be integrated into classrooms as it is the "pen and paper of our time." It discusses how Web 2.0 tools can support higher-order thinking skills. Specific tools mentioned include blogs, wikis, Google Docs, Voicethread, and RSS feeds. The document provides examples of how these tools can be used for student learning and assessment.
The document discusses the transition from traditional education models to more connected, personalized learning models leveraging technology and networks. It notes that by 2011, 80% of Fortune 500 companies will use immersive virtual worlds. It outlines shifts from formal to informal learning, mandated to collaborative teaching, and a focus on learning networks and passion-based learning over quick learning bites.
Similar to Theoretical consideration in online course design with narration (20)
This document outlines a 4-step learning strategy: 1) Identify the key concepts to be learned, 2) Elaborate on the concepts using resources like instructors, 3) Make connections to the concepts through activities and practice, and 4) Reflect on your knowledge by testing yourself or teaching others. It also provides an example of using this strategy to learn statistics and notes additional skills like time management, organization, and motivation that support the learning process.
Mimi Page discusses her experience as a full-time student and worker at the College of Western Idaho. She has completed most of her credits online and feels like an expert at independent learning. To achieve her goal of higher education, she developed skills in time management, planning ahead, and setting clear goals. These skills have helped her succeed at CWI by passing most assignments with A's, passing every test, and earning college credits by passing classes. She has moved from freshman to sophomore status and taken on a mentoring role with other students, proving she has learned and mastered the material.
This document discusses how learning to evaluate online sources can provide valuable information. The author recounts how they initially viewed a library research course as "busy work" but learned important skills for identifying reliable websites. They were later able to apply these skills to research a medical procedure for their father, discovering independent studies showing risks the manufacturer-backed sites omitted. Learning critical thinking helped the author offer informed advice that could impact their father's health decisions.
The document summarizes the author's experience in liberal arts education across three colleges. It discusses how their education has helped them grow academically and personally, becoming less shy and more open-minded. Their classes have also prepared them well for the future by teaching skills like public speaking, critical thinking, and understanding different perspectives.
1) The author enjoyed challenging classes like Spanish, English, and Anthropology more than expected and found new passions in history and indigenous cultures.
2) For their Anthropology final paper, the author wrote a 12-page research paper on the mistreatment of the Nakoda Stoney tribe by the Canadian government and efforts for restorative justice, earning their highest grade ever.
3) While balancing a full course load and working long hours, the author has grown personally by making new friends, living independently, and realizing their strength and resilience through challenges.
Dylan Westrand pursued an Associate's degree in Liberal Arts to explore different fields without a specific career path in mind. Through this experience, Dylan has grown academically by developing research and writing skills, producing papers of 12+ pages on philosophy and Native American history. Dylan has also grown personally by learning to appreciate insights and deeper meaning, as well as cultural experiences outside of career preparation. While Dylan's path after this degree remains uncertain, the liberal arts education has equipped Dylan with a variety of skills and perspectives to succeed in whatever future is chosen.
Violetha Habonimana reflects on her journey in education. She discusses moving to a new country for school and the challenges of writing essays in a new language. She explains how college has helped her improve her writing and understanding. Violetha discusses taking art history and enjoying learning about portraits. She also reflects on how education has taught her skills like time management, critical thinking, and respect for others. Violetha is now confident and prepared for her future thanks to her education.
Austin is currently finishing his 5th semester at College of Western Idaho as a Liberal Arts major. He will then transfer to Boise State University to pursue a computer science degree. Although CWI did not offer a computer science associate's degree, his advisor suggested Liberal Arts to fulfill general education requirements that will transfer. Austin has enjoyed the creative freedom of his Liberal Arts education and was able to take photography classes. He has grown academically from being an unstudious high school student to recognizing the importance of truly learning material for future career success. Austin has also matured personally, learning to prioritize happiness after withdrawing from a semester due to personal issues.
The document summarizes the student's experiences in their liberal arts education. They enjoyed a service learning project where they taught a lesson in their son's classroom, which helped them realize how much work teaching requires. After failing all classes in their first term for lack of organization in online courses, the student learned to thoroughly research professors and stay on top of online class schedules and syllabi. The student has grown personally by advancing their career in healthcare, having two children, and discovering a passion for painting. Their broad education will help them as a nurse by teaching them that rhetoric is more widely used than they realized and that learning is a process of figuring things out over time.
This document discusses the climate changes in ancient Africa and how they influenced the spread of human languages. During a dry period from 18,000-8,000 BCE, humans were hunter-gatherers with arid conditions. A wet period from 7,500-3,000 BCE turned the Sahara into grasslands, allowing migrations that dispersed languages. As the climate became drier after 3,500 BCE, languages continued to evolve and spread. Four main language families - Afroasiatic, Nilo-Saharan, Khoisan, and Niger-Korddofanian/Niger-Congo - developed, influenced by the migrations and subsistence methods of associated cultures.
The document summarizes the College of Western Idaho's policies on academic conduct and discipline. It states that most cases of academic misconduct are handled by instructors, who can impose penalties like losing points or failing the course. More serious cases may be referred to other bodies, resulting in probation, suspension, or expulsion. The document defines various forms of academic misconduct like plagiarism, cheating, and disruptive behavior. It provides examples of these policies and explains the process for enforcing academic discipline at the college.
The document discusses Pre-Columbian time periods in the Americas as follows:
1) The Pre-Columbian time periods span from before 8000 BCE until European influence and include the Lithic Stage, Archaic Stage, Formative Stage, Classic Stage, and Post-Classic Stage.
2) Each stage is defined by technological advances and cultural developments such as the adoption of agriculture, rise of urbanism, and establishment of complex civilizations.
3) The stages saw migrations throughout the Americas, adaptations for hunting, increased population and settlement, emergence of trade, and craft specialization.
Petroglyphs in Idaho date back up to 12,000 years and were created by pecking images into basalt rock surfaces. Many sites are located along the Snake River and its tributaries, including Wees Bar with one of the largest collections in Idaho, Celebration Park which is the state's only archaeological park, and Map Rock featuring petroglyphs in the shape of a map. Additional sites where petroglyphs can be viewed are Buffalo Eddy along the Snake River and sites on the shore of Lake Pend Oreille.
Early Japanese painting was heavily influenced by Chinese styles from the Tang Dynasty. The earliest high-style paintings found in tombs showed Chinese and Buddhist influences. The first major style was kara-e, meaning Chinese-style painting, which imitated Tang Dynasty works. Originally referring only to imported Tang works, kara-e later described paintings made in Japan by artists trained in China. As Japanese culture became more independent, the Yamato-e style developed featuring colorful gold backgrounds and scenes from nature or literature. Yamato-e works were commonly found as hanging scrolls and screens, whereas kara-e works typically used horizontal hand scrolls like Chinese paintings.
The document discusses the four main components of Islamic ornamentation: calligraphy, vegetal patterns, geometric patterns, and figural representations. It provides details on each: calligraphy is the most important element and can be used decoratively; vegetal patterns were adapted from other traditions; geometric patterns feature intricate combinations of simple shapes; and figural representations were used ornamentally despite restrictions on images. Across the four sections, it explores the origins, development, and uses of motifs in Islamic art.
Online Accessibility for Students with Disabilitiesakascuena
This document discusses why accessibility should be considered when designing online classes and provides guidance on how to make classes accessible for students with disabilities. It notes that accessibility is required by law under Section 508 and is part of CWI's mission of open access. The document defines accessibility and outlines best practices for visual, audio, motor, and cognitive accessibility. It recommends considering disabilities and providing alternatives to graphics, maximizing color contrast, including transcripts for audio/video, and contacting disability services for support. Tools for evaluating and improving accessibility are also suggested.
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.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to 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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
3. Where we need theory The course objectives/what we want students to be able to do independently by the end of our class or lesson ? What students can currently do without assistance
4. Zone of Proximal Development The course objectives/what we want students to be able to do independently by the end of our class or lesson Zone of Proximal Development where learning happens What students can currently do without assistance
5. Adding Bloom’s Taxonomy The course objectives/what we want students to be able to do independently by the end of our class or lesson What students can currently do without assistance Bloom’s Taxonomy
6. Bloom’s Taxonomy Higher order thinking skills Lower order thinking skills Bloom’s Taxonomy Revised from http://www.bio.unc.edu/courses/2011Spring/Biol202/
14. An example of the climb: The Gutenberg Printing Press Creating Student takes hypothesis and complex understanding of new media and its impact on culture and creates product communicating these ideas. Evaluating Student takes understanding that new media has heavily impacted civilization and begin making hypotheses about how currently emerging technologies may impact our future. Analyzing Student starts to question and investigate how the printing press’ impact is related to other development in media. Applying Student knows literacy increases in the 16th and 17th centuries is able to connect this increase to the invention and distribution of the printing press. Understanding Student understands that this invention is important because it changes how easily information could be spread and controlled. Remembering Student memorizes that Gutenberg invented the printing press c. 1440 in the Holy Roman Empire.
15. Scaffolding Creating Student takes understanding that new media has heavily impacted civilization and begin making hypotheses about how currently emerging technologies may impact our future. Remembering Student memorizes that Guttenberg invented the printing press c. 1440 in the Holy Roman Empire.
16. Scaffolding The course objectives/what we want students to be able to do independently by the end of our class or lesson What students can currently do without assistance Where scaffolding is needed
25. Further Resources Zone of Proximal Development: http://sites.wiki.ubc.ca/etec510/Vygotsky%27s_Zone_of_Proximal_Development http://www.learnnc.org/lp/pages/5075 Bloom’s Taxonomy: http://www.myatp.org/Synergy_1/Syn_9.pdf http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/blooms.html Bloom’s Digital Taxonomy: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools Scaffolding: http://condor.admin.ccny.cuny.edu/~group4/ http://serc.carleton.edu/NAGTWorkshops/webdesign/Scaffolding/
Editor's Notes
When we teach face-to-face, we use the theories of our disciplines and education drive what we do in the classroom to help our students learn. For many of us, the use of these theories has become almost second nature to the point we don’t think about them on a daily basis. When we start teaching a new class face-to-face, we can use the theories that have worked for us in the past with new content. When we start teaching online, we are often taking content we know very well into a new environment. Teaching online is akin to being asked to recreate what we already do well with a completely different set of tools in a new environment. Our methods for using the tools for teaching and for manipulating the learning environment need to be reconsidered. How do we deal with these new tools and this new environment in a way that will allow us to achieve the quality that we are used to achieving in the traditional classroom?In a way, we need to go back to the drawing board and consider what it is at a fundamental level that allows learning to happen.
Students come with prior knowledge and skills. We want students to use what they are currently know and are able to do and attain to a more advanced level of knowledge and ability, but how do we get them there?
One place to start is Lev Vygotsky’s idea of the zone of proximal development. Vygotsky called this space between what they already can do and what they cannot yet accomplish the Zone of Proximal Development or ZPD. In the ZPD, learning takes place by students interacting with a more knowledgeable other. If we instructors, as the more knowledgeable other, interact with them well in the ZPD, they should move through progress and eventually be able to independently do what they were formerly unable to do without assistance.
We have had a lot of practice being the knowledgeable other in the traditional classroom. We know what it takes to get a student to the goal—we know what the process looks like and we know what tools to use in this process. But what does this process and this interaction look like online? How do we maneuver the ZPD? Bloom’s Taxonomy can be used to envision ways students and a more experienced other (the instructor) work through the ZPD toward student independence
Bloom’s Taxonomy is a way categorizing the cognitive domain of thinking and learning. The difficulty and complexity of the thinking skills increases as one moves up the pyramid. Applying, Analyzing, Evaluating, and Creating are considered higher order thinking skills, which we hope to get our students to do in our classes. If students can operate at the top of the pyramid, they have mastered a concept and are able to act independently. The higher order categories are impossible to move into, however, without mastering lower order thinking skills, but the type of mastery we are hoping our students will achieve is impossible to attain if they do not progress out of the lower order thinking skills.
It is easier to see how Bloom’s taxonomy applies to our classes if we look at the types of tasks we assign and expect our students to do at each stage of the pyramid. In the remembering stage, students should haveObservation and recall of informationKnowledge of dates, events, placesKnowledge of major ideasMastery of subject matterIn our assignments, we use words like define, describe, duplicate, identify, label, list, locate, match, memorize, name, recall, recognize, record, relate, repeat, reproduce, underline
In the understanding stage, students should be Understanding informationGrasping meaningsTranslating knowledge into new contextInterpreting facts, comparing and contrastingOrdering, grouping, inferring causesPredicting consequencesIn our assignments, we use words like classify, convert, describe, explain, express, give example(s), identify, indicate, interpret, locate, recognize, report, restate, review, rewrite, summarize, tell, translate
In the applying stage, students should be Using informationUsing methods, concepts, theories in new situationsSolving problems using required skills or knowledgeIn our assignments, we use words like apply, construct, dramatize, employ, illustrate, interpret, operate, practice, sketch, schedule, shop, solve, use, write
In the analyzing stage, students should be Seeing patternsOrganizing partsRecognizing hidden meaningsIdentifying componentIn our assignments, we use words like analyze, appraise, calculate, categorize, compare/contrast, criticize, debate, diagram, differentiate, examine, experiment, infer, inventory, question, relate, solve, test
In the evaluating stage, students should be Using old ideas to create new onesGeneralizing from given factsRelating knowledge from several areasPredicting, drawing conclusionsIn our assignments, we use words like arrange, assemble, collect, combine, compose, construct, create, design, develop, formulate, organize, plan, prepare, propose, rearrange, set up, synthesize, write
In the creating stage, students should be Comparing and discriminating between ideasAssessing value of theories, presentationsMaking choices based on reasoned argumentVerifying value of evidenceRecognizing subjectivityIn our assignments, we use words like appraise, argue, assess, attach, choose, compare, criticize, debate, defend, estimate, evaluate, judge, measure, predict, rate, revise, score, select, support, value
Now that we know what happens at each stage of the pyramid, we have to think about how we get our students to move along the stages. Our goal is to get our students comfortable doing higher order thinking about our content. It is more likely that they will retain the knowledge and be able to use it independently if they are able to meaningfully think about it in one of the higher order categories.
In the remembering phase, a students memorizes that Gutenberg invented the printing press c. 1440 in the Holy Roman Empire.Next, in the understanding phase, the student would understand that this invention is important because it changes how easily information could be spread and controlled. The student would then apply the knowledge, using it to solve a problem. The student knows literacy increases in the 16th and 17th centuries is able to connect this increase to the invention and distribution of the printing press.In the analyzing phase, the student starts to question and investigate how the printing press’ impact is related to other development in media.The student could then take the understanding that new media has heavily impacted civilization and begin making hypotheses about how currently emerging technologies may impact our future.In the creation phase, the student would take his hypotheses and complex understanding of new media and its impact on culture and create a product communicating these ideas. The student would create a New York Times bestseller, or at least a speech or essay, where he presents a theory and demonstrates its validity regarding how new media progression can be predicted by looking at the history of older technology such as the printing press.
Though movement through Bloom’s Taxonomy isn’t necessarily linear, nor does it require each step to be separate, it is unlikely that a student will automatically be able to do some of the higher order thinking without progressing through some of the lower order phases. In our example of Guttenberg’s printing press, it is highly unlikely a student could make the jump from remembering information about the printing press to making a presentation on how newly emerging technology will affect the future of our culture. We have to help student construct the scaffolding that would allow them to reach the point of creation.
Scaffolding is a framework that allows students to do what they cannot do on their own. It is what the more experienced other from Vygotsky’s Zone of Proximal Development provides for the student. You could throw everything in Bloom’s Taxonomy at a student at once, but it probably wouldn’t create the desired result. We as instructors are responsible for moving students through increasingly complex ways of thinking by giving them scaffolding in easily digestible chunks. The idea of chunking will be discussed later this week, but it is important to consider when thinking of Bloom’s taxonomy.
Scaffolding in an online course is even more complex than in a face-to-face classroom. Normally, we focus only on how we can scaffold content and activities to meet our students needs. This is still very important in our online classes, but online, we also have to pay additional consideration to the online tools we use to facilitate content delivery and activities. Certain online tools, because of their design, lead us to only present content at a lower order level of thinking. Likewise, some tools we require students to use in activities only lead them to thinking at a lower level.
It may be easier to see how we also have to scaffold with technology by seeing the wording and tools associated with a level.In the remembering phase, students may be asked to define, describe, and duplicate. Online they my be asked to highlight, search, or bookmark. They would use basic technology that allowed them to find and store information to aid in its retention.
In the understanding phase, students may be asked to classify, convert, and describe. Online they my be asked to do advance searches, blog, or annotate. They would use begin using technology that was at least visible to others and maybe allowed for interaction.
In the applying phase, students may be asked to apply, interpret, or solve. Online they my be asked to run, load, operate, or share. They would use increasingly complex technology that allowed them to share material and ideas with others.
In the analyzing phase, students may be asked to analyze, differentiate, or question. Online they my be asked to do mashing, linking, or media clipping. They would use increasingly complex technology that allowed them manipulate and gather information and knowledge.
In the evaluating phase, students may be asked to assemble, formulate, plan, or synthesize. Online they my be asked to do blog commenting, reviewing, or moderating. They would use increasingly complex technology that required interaction with ideas and other people.
In the evaluating phase, students may be asked to argue, criticize, predict, or defend. Online they my be asked to do programming, mixing, publishing, directing. They would use very complex technology for presenting information to be used by others.
By scaffolding content, activities, and tools, we can create well calculated courses that allow our students to achieve our course objectives in rich and meaningful ways. We won’t be led by the new online tools and gadgets. Instead, we will be the leaders.
This has been a brief overview of some educational theory you could use to help you design both the content and the tools for your online class. If you would like to get more information on any of the subjects covered in this presentation, here are some places to start.