This document discusses how Web 2.0 technologies can be used to empower students and create a collaborative classroom environment focused on 21st century skills. It provides examples of how blogs, wikis, podcasts, and social networks have been used for student projects on topics like the 2008 US presidential election and social mobility. The document advocates for self-directed learning and problem solving skills through interactive tools that allow students to create, share, and comment on multimedia content both individually and collaboratively online.
The document discusses different collaborative models including coworking, jellyweek, and Ouishare. Coworking involves independent professionals working together in shared office spaces to reduce isolation. Jellyweek is a global event where coworking networks organize local meetups. Ouishare is an online and offline community focused on sharing ideas about the collaborative economy through their magazine, events, and local meetup groups.
Tech Tools to Support Literacy Teaching and Learning
Tar River Reading Council
January 20, 2011
Dr. Brian C. Housand
East Carolina University
http://brianhousand.com
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
The document discusses how social software can be used to turn workplaces into smart spaces that facilitate knowledge sharing and collaboration. It notes that organizations waste brainpower and time due to lack of communication and knowledge sharing. Social tools like wikis, blogs and bookmarks can help by allowing people to more easily find information, ask questions, share expertise and learn from each other. Examples are provided of how different organizations have implemented social software to enhance information sharing, team collaboration, innovation and internal communication. Challenges to adoption like resistance to change and information literacy are also addressed.
The document discusses defining the 21st century classroom, focusing on communication, collaboration, connectivity, and creativity. It provides examples of digital tools that can foster these skills in the classroom, including Moodle, Google Apps, YouTube, and Skype. Collaboration is emphasized as important, with examples like Google Docs, Edistorm, and MixedInk for students to work together. Making global connections and using digital media resources as creative tools are also presented as important aspects of a 21st century classroom. The key message is that fostering these 21st century skills through technology can lead to deeper critical thinking.
Resources for online collaborations naea 2012Kris Troxell
Kris Troxell and Kris Fontes from Neshaminy High School and Union City Junior/Senior High School attended the NAEA Annual Convention in New York City on March 1, 2012. The document shares resources for online collaboration, including Google Docs for creating and sharing work online, Yudu as a cloud publishing platform, and Art Education 2.0 as an online professional learning community for art educators. Additional resources mentioned include SlideShare, Voicethread, Prezi, GoToMeeting, Blackboard Collaborate, ChannelMe, and LiveBinders.
This document introduces Diigo, an online research and collaboration tool that integrates tags, folders, highlights, clips, notes, and group collaboration to enable new processes for online knowledge management, learning, and teaching. It is designed for knowledge workers and suited for 21st century learning. Educators' comments praise Diigo for transforming learning, expanding circles of learning through social connections, and fostering discussion by encouraging active, critical reading. Diigo turns reading and research into a social activity where conversations emerge on pages and between students.
This document discusses how Web 2.0 technologies can be used to empower students and create a collaborative classroom environment focused on 21st century skills. It provides examples of how blogs, wikis, podcasts, and social networks have been used for student projects on topics like the 2008 US presidential election and social mobility. The document advocates for self-directed learning and problem solving skills through interactive tools that allow students to create, share, and comment on multimedia content both individually and collaboratively online.
The document discusses different collaborative models including coworking, jellyweek, and Ouishare. Coworking involves independent professionals working together in shared office spaces to reduce isolation. Jellyweek is a global event where coworking networks organize local meetups. Ouishare is an online and offline community focused on sharing ideas about the collaborative economy through their magazine, events, and local meetup groups.
Tech Tools to Support Literacy Teaching and Learning
Tar River Reading Council
January 20, 2011
Dr. Brian C. Housand
East Carolina University
http://brianhousand.com
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
The document discusses how social software can be used to turn workplaces into smart spaces that facilitate knowledge sharing and collaboration. It notes that organizations waste brainpower and time due to lack of communication and knowledge sharing. Social tools like wikis, blogs and bookmarks can help by allowing people to more easily find information, ask questions, share expertise and learn from each other. Examples are provided of how different organizations have implemented social software to enhance information sharing, team collaboration, innovation and internal communication. Challenges to adoption like resistance to change and information literacy are also addressed.
The document discusses defining the 21st century classroom, focusing on communication, collaboration, connectivity, and creativity. It provides examples of digital tools that can foster these skills in the classroom, including Moodle, Google Apps, YouTube, and Skype. Collaboration is emphasized as important, with examples like Google Docs, Edistorm, and MixedInk for students to work together. Making global connections and using digital media resources as creative tools are also presented as important aspects of a 21st century classroom. The key message is that fostering these 21st century skills through technology can lead to deeper critical thinking.
Resources for online collaborations naea 2012Kris Troxell
Kris Troxell and Kris Fontes from Neshaminy High School and Union City Junior/Senior High School attended the NAEA Annual Convention in New York City on March 1, 2012. The document shares resources for online collaboration, including Google Docs for creating and sharing work online, Yudu as a cloud publishing platform, and Art Education 2.0 as an online professional learning community for art educators. Additional resources mentioned include SlideShare, Voicethread, Prezi, GoToMeeting, Blackboard Collaborate, ChannelMe, and LiveBinders.
This document introduces Diigo, an online research and collaboration tool that integrates tags, folders, highlights, clips, notes, and group collaboration to enable new processes for online knowledge management, learning, and teaching. It is designed for knowledge workers and suited for 21st century learning. Educators' comments praise Diigo for transforming learning, expanding circles of learning through social connections, and fostering discussion by encouraging active, critical reading. Diigo turns reading and research into a social activity where conversations emerge on pages and between students.
Becoming a Global Educator - Online collaboration and pedagogical changeJulie Lindsay
The document discusses becoming a global educator through online collaboration and pedagogical change. It outlines key concepts like connectivism, collaborative learning, and communities of practice that underpin online collaboration. Examples are provided of different levels of online global collaboration from interactions to learning communities. The presentation emphasizes shifting teacher and student roles to active learners and partners in learning. It advocates for new pedagogical approaches like peeragogy to support online collaborative learning and preparing students with skills for the future.
This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
1) The workshop consisted of three parts: an introduction, hands-on workshop, and discussion/reflection.
2) Connected and "flat" learning refers to using technology to connect learners globally and eliminate hierarchy, bringing the world into the classroom.
3) The "recipe" for going flat involves connection, citizenship, and collaboration using tools like Edmodo and wikis to build networks, develop identity, and co-create.
Online learning is being transformed by new technologies and social connections. [1] Tools like YouTube and social media allow learning to occur anywhere and be shared widely. [2] Networks provide opportunities for inspiration, collaboration, and crowdsourcing knowledge. [3] Visible, open learning helps develop strong connections and communities for sharing ideas.
This document provides information about an upcoming professional development session on technology integration, project-based learning (PBL), and universal design for learning (UDL). It includes sample PBL ideas that support UDL, access to session materials, and an introduction to over two dozen free websites to support teaching and learning. Contact and session details are provided at the bottom.
Exploring aspects of collaborative, cooperative and community learning in relation to networked online spaces with consideration of the benefits of formal, informal and non-formal learning.
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
Kris Troxell from Neshaminy High School in Pennsylvania attended the PAEA Annual Conference titled "Dedicated" in Gettysburg, Pennsylvania on October 20, 2011. The document discusses various online collaboration resources like Google Docs for sharing work, Yudu for cloud publishing, and Art Education 2.0 for an online art educator community. It also lists social networking sites like Delicious, SlideShare, Voicethread, and Prezi for creating and sharing presentations, as well as web conferencing tools like GoToMeeting, Blackboard Collaborate, and ChannelMe for online meetings and collaboration.
Integrating Technology in the LA Classroomcspiezio
The document discusses integrating technology into language arts classrooms to teach 21st century skills. It outlines key 21st century skills like critical thinking, communication, and collaboration. It also discusses how New Jersey's goals align with teaching these skills. Several tools for technology integration are presented: Voicethread allows multimedia collaboration; Wall Wisher is a virtual corkboard; and Glogster creates virtual posters. Pros and cons of each tool are discussed. Other ideas mentioned include blogs, wikis, podcasting and microblogging. The document emphasizes that education needs to shift to how students currently learn with technology in order to prepare them for the future.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
The document discusses several learning theories and their application to primary education. It mentions John Dewey's views on experience and reflection in education. It also discusses Piaget's stages of cognitive development and Vygotsky's social learning theory which emphasizes social interaction and the zone of proximal development. The document also references Seymour Papert's constructionism theory and connects learning with constructing tangible objects. It provides links to online resources about various learning theories and encourages exploring the Scratch online community to provide and receive feedback on projects.
A Digital Native is someone who is hyper-linked to multiple online communities, constantly seeks engagement through immediate feedback, and desires to create and share content. They learn through using multiple approaches to solve problems, creative engagement, multitasking, and active rather than passive activities. The document was created by Cristina Torres, Christopher Aparicio, Shauna Duby, and Ann Walsh.
A presentation delivered at a workshop during the Cultural Innovators Network Forum 2017 in Berlin.
#OpenVillage: connecting community spaces for living and working together in the post-job economy
Description: How do we build communities which deliver cultural, social and economic value, but care for members' well-being? OpenVillage is an open project in-the-making by Edgeryders. We design, scout and create together spaces where people can work on their projects by joining their time, money, equipment to produce sustainable work.
Join in to build this together! http://openvillage.edgeryders.eu/
Moleque de idéias as a learning space to the networked society. Leila País de Miranda
This document provides an overview of Moleque de Ideias, a learning space in Brazil for children ages 4 and up. It describes the space as an environment rich in creative possibilities where children's desires are listened to and they work together on projects. Children can choose from a wide range of indoor and outdoor activities. The space documents each child's work and shares it with parents through an online portfolio system. It aims to foster conversation, organization, and collaboration skills through letting children direct their own projects with adult support.
The document announces an event called "Contact" on October 20, 2011 that will bring together technology innovators, social change agents, and artists to discuss how emerging technologies can be used to create a better world and accelerate positive social change through open collaboration, peer-to-peer networks, and other approaches representing a "new paradigm." The day-long event will include keynote talks and workshops led by audience members to spark new ideas, opportunities to meet with experts and organizations, and an "Ideas Bazaar" where projects can be proposed and developed.
Getting Started in Second Life - NMC 2008MeghanGKid
Global Kids' mission is to transform urban youth into successful global leaders through engaging learning experiences, including an online leadership program utilizing virtual worlds like Second Life. The program has included activities like machinima, science experiments, and internships in Second Life since 2006. Research suggests virtual worlds can provide benefits like peer learning, skills development, and a stronger sense of citizenship.
Essential 2.0 Tools for Teachers & StudentsFrank Curkovic
This resource may not prove useful as a stand alone resource. It has been used in conjunction with this wiki: http://software-creativity.pbworks.com/YIS-BTG+2009
This document discusses how Web 2.0 technologies can be used to empower students and foster 21st century skills like creativity, collaboration, and digital literacy. It provides examples of how a classroom used blogs, podcasts, wikis, and social networks to collaborate on projects around topics like the 2008 US presidential election and social mobility. Students conducted research, recorded audio commentary, and shared their work online. The document advocates for teaching students to be self-directed learners who can solve problems creatively and highlights tools like Google Docs, Twitter, and Flickr that can be used to share and collaborate on work.
Teaching 2.0 Learning & Leading in the Digital AgeMatthew Hayden
This document discusses the evolution of technology in education over time. It provides examples of criticisms of new technologies from different time periods, from the introduction of paper and pens to modern technologies like ballpoint pens, calculators, and computers. It also discusses how views change as new technologies become mainstream.
Becoming a Global Educator - Online collaboration and pedagogical changeJulie Lindsay
The document discusses becoming a global educator through online collaboration and pedagogical change. It outlines key concepts like connectivism, collaborative learning, and communities of practice that underpin online collaboration. Examples are provided of different levels of online global collaboration from interactions to learning communities. The presentation emphasizes shifting teacher and student roles to active learners and partners in learning. It advocates for new pedagogical approaches like peeragogy to support online collaborative learning and preparing students with skills for the future.
This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
1) The workshop consisted of three parts: an introduction, hands-on workshop, and discussion/reflection.
2) Connected and "flat" learning refers to using technology to connect learners globally and eliminate hierarchy, bringing the world into the classroom.
3) The "recipe" for going flat involves connection, citizenship, and collaboration using tools like Edmodo and wikis to build networks, develop identity, and co-create.
Online learning is being transformed by new technologies and social connections. [1] Tools like YouTube and social media allow learning to occur anywhere and be shared widely. [2] Networks provide opportunities for inspiration, collaboration, and crowdsourcing knowledge. [3] Visible, open learning helps develop strong connections and communities for sharing ideas.
This document provides information about an upcoming professional development session on technology integration, project-based learning (PBL), and universal design for learning (UDL). It includes sample PBL ideas that support UDL, access to session materials, and an introduction to over two dozen free websites to support teaching and learning. Contact and session details are provided at the bottom.
Exploring aspects of collaborative, cooperative and community learning in relation to networked online spaces with consideration of the benefits of formal, informal and non-formal learning.
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
Kris Troxell from Neshaminy High School in Pennsylvania attended the PAEA Annual Conference titled "Dedicated" in Gettysburg, Pennsylvania on October 20, 2011. The document discusses various online collaboration resources like Google Docs for sharing work, Yudu for cloud publishing, and Art Education 2.0 for an online art educator community. It also lists social networking sites like Delicious, SlideShare, Voicethread, and Prezi for creating and sharing presentations, as well as web conferencing tools like GoToMeeting, Blackboard Collaborate, and ChannelMe for online meetings and collaboration.
Integrating Technology in the LA Classroomcspiezio
The document discusses integrating technology into language arts classrooms to teach 21st century skills. It outlines key 21st century skills like critical thinking, communication, and collaboration. It also discusses how New Jersey's goals align with teaching these skills. Several tools for technology integration are presented: Voicethread allows multimedia collaboration; Wall Wisher is a virtual corkboard; and Glogster creates virtual posters. Pros and cons of each tool are discussed. Other ideas mentioned include blogs, wikis, podcasting and microblogging. The document emphasizes that education needs to shift to how students currently learn with technology in order to prepare them for the future.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
The document discusses several learning theories and their application to primary education. It mentions John Dewey's views on experience and reflection in education. It also discusses Piaget's stages of cognitive development and Vygotsky's social learning theory which emphasizes social interaction and the zone of proximal development. The document also references Seymour Papert's constructionism theory and connects learning with constructing tangible objects. It provides links to online resources about various learning theories and encourages exploring the Scratch online community to provide and receive feedback on projects.
A Digital Native is someone who is hyper-linked to multiple online communities, constantly seeks engagement through immediate feedback, and desires to create and share content. They learn through using multiple approaches to solve problems, creative engagement, multitasking, and active rather than passive activities. The document was created by Cristina Torres, Christopher Aparicio, Shauna Duby, and Ann Walsh.
A presentation delivered at a workshop during the Cultural Innovators Network Forum 2017 in Berlin.
#OpenVillage: connecting community spaces for living and working together in the post-job economy
Description: How do we build communities which deliver cultural, social and economic value, but care for members' well-being? OpenVillage is an open project in-the-making by Edgeryders. We design, scout and create together spaces where people can work on their projects by joining their time, money, equipment to produce sustainable work.
Join in to build this together! http://openvillage.edgeryders.eu/
Moleque de idéias as a learning space to the networked society. Leila País de Miranda
This document provides an overview of Moleque de Ideias, a learning space in Brazil for children ages 4 and up. It describes the space as an environment rich in creative possibilities where children's desires are listened to and they work together on projects. Children can choose from a wide range of indoor and outdoor activities. The space documents each child's work and shares it with parents through an online portfolio system. It aims to foster conversation, organization, and collaboration skills through letting children direct their own projects with adult support.
The document announces an event called "Contact" on October 20, 2011 that will bring together technology innovators, social change agents, and artists to discuss how emerging technologies can be used to create a better world and accelerate positive social change through open collaboration, peer-to-peer networks, and other approaches representing a "new paradigm." The day-long event will include keynote talks and workshops led by audience members to spark new ideas, opportunities to meet with experts and organizations, and an "Ideas Bazaar" where projects can be proposed and developed.
Getting Started in Second Life - NMC 2008MeghanGKid
Global Kids' mission is to transform urban youth into successful global leaders through engaging learning experiences, including an online leadership program utilizing virtual worlds like Second Life. The program has included activities like machinima, science experiments, and internships in Second Life since 2006. Research suggests virtual worlds can provide benefits like peer learning, skills development, and a stronger sense of citizenship.
Essential 2.0 Tools for Teachers & StudentsFrank Curkovic
This resource may not prove useful as a stand alone resource. It has been used in conjunction with this wiki: http://software-creativity.pbworks.com/YIS-BTG+2009
This document discusses how Web 2.0 technologies can be used to empower students and foster 21st century skills like creativity, collaboration, and digital literacy. It provides examples of how a classroom used blogs, podcasts, wikis, and social networks to collaborate on projects around topics like the 2008 US presidential election and social mobility. Students conducted research, recorded audio commentary, and shared their work online. The document advocates for teaching students to be self-directed learners who can solve problems creatively and highlights tools like Google Docs, Twitter, and Flickr that can be used to share and collaborate on work.
Teaching 2.0 Learning & Leading in the Digital AgeMatthew Hayden
This document discusses the evolution of technology in education over time. It provides examples of criticisms of new technologies from different time periods, from the introduction of paper and pens to modern technologies like ballpoint pens, calculators, and computers. It also discusses how views change as new technologies become mainstream.
The document outlines a workshop to explore developing a Web 2.0 learning environment. It will include a presentation on Web 1.0 vs 2.0, a card game to design a possible new system, and discussion of what this means. Participants will break into groups to envision the system from the perspectives of students, staff, and administration. They will consider approaches, development methods, and tools to include within a budget. Finally, groups will write stories about what it will be like for their assigned role when the new system is implemented. The workshop aims to start a collaborative design process for a more personalized, networked online learning environment.
CFT2009: Digital Intervention in the Dissemination of KnowledgeUC Santa Barbara
This document outlines Matthew Jett Hall's goal of exploring the effectiveness of digital technologies in the classroom. It discusses several courses he taught that integrated these technologies, including English 115F on digital narrative forms and CS 292 on the shift from publishing to participation. The document considers factors like ease of use, costs, learning curves, and risks of technologies. It also provides examples of how tools like podcasting, blogs, and videos were used to enhance learning, participation and dissemination of content for different courses.
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
Integrating Digital Citizenship into Digital Video Projectschrisjtaylor
This document discusses integrating digital citizenship into digital video projects. It provides examples of commercials, public service announcements, and Common Craft videos that students could analyze and emulate to learn about topics related to digital citizenship. Creating their own videos in these styles could help students develop skills in critical thinking, collaboration, creativity, and communication, while also spreading knowledge about issues like digital access, rights, security and more. The goal is to engage students as creators and help them build understanding of important digital citizenship concepts.
This document discusses the implications of Web 2.0 technologies for education. It notes that with Web 2.0, users can upload and edit content, leading to a social construction of knowledge. Blogs, RSS feeds, tagging, and other tools are changing how information is organized and shared. However, education has been slow to adopt these technologies and risks falling behind if it does not rethink many of its fundamental principles in light of new possibilities enabled by the social web.
A presentation on the educational implications of the Web 2.0. It is the latest version, I believe better worked out and clean.
Redondo Beach edition. May 2009.
Challenges and Opportunities for Mainstream Enterprise Social Computing Lee Bryant
The document discusses opportunities for mainstream adoption of enterprise social computing. It outlines benefits like improved collaboration, productivity, learning and innovation through lightweight social tools. Challenges include changing IT strategies and policies to support more decentralized sharing. A layered "social stack" is introduced including feeds, bookmarks, blogs, wikis and networks. Case studies and real-world use cases are suggested to demonstrate value to organizations.
From Passive User To Active ParticipantKevin Hodgson
The document discusses how Web 2.0 technologies like blogs, wikis, podcasting, video sharing, and social networking can be used in education to encourage collaboration, creativity, and global awareness. It provides examples of how these tools have been used successfully in classrooms and argues that students today need 21st century skills like communication, problem solving, and digital literacy that Web 2.0 is well-suited for developing. While some teachers may fear trying new technologies, the document urges embracing them for benefits to student learning.
Saiful hidayat : Teknik Elektro Universitas Brawijaya Malang : being creativ...Saiful Hidayat
The document discusses six aptitudes needed for careers in the digital broadband era: design, storytelling, synthesis abilities, empathy, play, and finding meaning. It provides examples of each aptitude and ways to develop skills in areas like visual literacy, cross-discipline projects, public speaking, and applying concepts to real-world problems. The broad message is that traditional skills alone are no longer sufficient, and workers must cultivate creative and conceptual abilities to thrive in today's economy.
Make Your Website Work for You, March 27, 2009abcboston
With the potential of technology to reach a much larger audience quickly and inexpensively, more and more organizations are using an online presence to reach donors, members, customers, volunteers and supporters.
Open and Closed - A New Cultural EconomyRob Sawyer
The document discusses the transition from closed systems to open systems in media and culture. It contrasts the traditional "closed system" model of tightly controlling content and users with an emerging "open system" model of freely sharing content and fostering collaboration. Some key aspects of the open system discussed include an increased emphasis on trust between brands and users, paying for content with attention, engagement or money, and making money through advertising or monetizing user contributions instead of restrictions.
Michael Netzley's recent presentation to AACSB about how social media is an ideal tool for supporting participant-centered learning. Phoenix, Arizona November 2008
Music Practice group Hannah Rudman presHannah Rudman
This document discusses the AmbITion approach to helping arts organizations develop their digital capabilities. The AmbITion approach involves conducting an audit and diagnostic of an organization, developing a business case for digital development, overseeing implementation, and providing continuous support and reflection. It has helped 15 arts organizations become leaders in digital development. There is potential to expand the AmbITion approach to more organizations through partnerships, knowledge sharing resources, and continuing to act as a model for effective digital transformation in the arts sector.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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 ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
3. “The future belongs to a very different kind of person with a very
different kind of mind--creators and empathizers, pattern
recognizers, and meaning makers.”
A Whole New Mind: Moving From the Information Age to the Conceptual
Age
--Daniel Pink
4. “In our modern world, learning seems useless unless it prepares
students to be creative.”
Leonardo’s Laptop: Human Need and the New Human Computing
Technologies
-- Professor Ben Shneiderman
5. 21st Century Skills
• adaptability & inventive thinking (problem-
solving)
• collaboration and communication
(synchronous and asynchronous; cross-
cultural)
• digital age literacy (collect, analyze,
synthesize, distribute, present information)
6. Web 2.0 Empowerment
• interactive, intuitive, accessible
• free or low cost
• engenders collaboration
• security & privacy features
• multimedia rich
• can embed in web pages
9. Innovation Framework
• Collect -- fact acquisition and research; focus
on user’s activity
• Relate -- team efforts that develop
communication, management, social skills;
clarify problems
10. Innovation Framework
• Collect -- fact acquisition and research; focus
on user’s activity
• Relate -- team efforts that develop
communication, management, social skills;
clarify problems
• Create -- individual and team projects;
create to learn and learn to create
11. Innovation Framework
• Collect -- fact acquisition and research; focus
on user’s activity
• Relate -- team efforts that develop
communication, management, social skills;
clarify problems
• Create -- individual and team projects;
create to learn and learn to create
• Donate -- authentic, service-oriented
projects; dissemination to “outside” client
13. “A Day in the Life of a Hobo”
• Guided Research (Web & Print)
• Group and Individual Responsibilities
• Blogging
• Digital Audio Recording (GarageBand)
• Also: Boomer Interview Project
14. U.S. History wiki
• Individual contributions lead to “Collective
Intelligence”
• teacher and student contributions
• course wiki
• Also: workshop wiki
15. “Great Debate of 2008”
• an exploration and discussion of issues and
candidates surrounding the 2008
presidential election connecting 120
students from around the country
• Great Debate of 2008 wiki: http://
greatdebate2008.wikispaces.com/
• Great Debate of 2008 online social
network: http://greatdebate2008.ning.com/
(private)
16. “Social Mobility” Audio Blog
• upload pictures to VoiceThread, record
accompanying audio commentary; invite
others to record commentary
• can embed in blogs, wikis, and other Web
sites; new video feature
• http://www.voicethread.com
• voicethread classroom example
17. VoiceThread in Blog
• can embed in various types of web pages
• can record within the web page
• classroom example
18. Google Web Site
• quickly and easily create web pages
• no html needed
• http://google.com/sites
• U.S. History project
• Also: Google Docs
19. “Mobcasts” & Voice-to-Text
• can record and upload a podcast to the
Web via a cell phone
• easy “mobcasting”
• http://gcast.com
• http://www.garageband.com/user/
tomdaccord/podcast/main
• Also: reQall, Jott (voice-to-text)
21. Online Annotations
• can add commentary and annotations to
Web pages
• can save and share with others
• Diigo
• example
22. Tom Daccord & Justin Reich
• Best Ideas for Teaching with Technology: A
Practical Guide for Teachers by Teachers
• professional development workshops and
presentations
• tom@edtechteacher.org
• justin@edtechteacher.org