The document provides guidance for planning and implementing a successful eTwinning project. It outlines key steps such as introducing the project to students and stakeholders, setting up collaborative workspaces, forming international student groups, selecting collaborative digital tools, evaluating the project, and disseminating results. The goal is to facilitate regular communication and collaborative activities between partner schools to enrich the learning experience for students.
Digital jamming: creativity, collaboration and skill-building through easy en...Jisc
Presenter: Sara Perry, director of studies, digital heritage, University of York.
This interactive session offers an introduction to the application of a variety of simple digital media technologies in building intellectual independence, critical thinking, professional networks and confidence amongst their users. Such technologies offer not only meaningful creative opportunities, but also mechanisms by which the very nature of academic and professional fields of practice can be prodded, extended and perhaps even fundamentally reconfigured.
Alongside considering their problematic implications (including their relationship to free labour, neoliberalism and personal security), I demonstrate here how they promise both to narrow the gap between theory and practice, and simultaneously empower emerging professionals.
Please bring your laptop, smartphone or tablet, and come ready to invent, experiment, discuss your experiences and share your questions and concerns about digital media in the educational environment.
eTwinning as a support instrument for interactive teachingalexandra tosi
This presentation was delivered during the eTwinning Serbian national event in Nic, 23-11-2016. Why to choose interactive learning, the importance of group working, collaborating in eTwinning, good examples from Italian prices.
Badges in HE, exploring the potential >>> presentation used for the TLC debateChrissi Nerantzi
26 October 2015
Prof. Ale Armellini & Chrissi Nerantzi
https://tlcwebinars.wordpress.com/2015/10/08/debate-is-there-a-role-for-badges-in-higher-education/
explaining multiple uses of badges
Overview of ESC Latin American Blended program. How we use virtual meeting tools to connect students across classrooms and cultures and with guest speakers. Outcomes related to student satisfaction and persistence
Digital jamming: creativity, collaboration and skill-building through easy en...Jisc
Presenter: Sara Perry, director of studies, digital heritage, University of York.
This interactive session offers an introduction to the application of a variety of simple digital media technologies in building intellectual independence, critical thinking, professional networks and confidence amongst their users. Such technologies offer not only meaningful creative opportunities, but also mechanisms by which the very nature of academic and professional fields of practice can be prodded, extended and perhaps even fundamentally reconfigured.
Alongside considering their problematic implications (including their relationship to free labour, neoliberalism and personal security), I demonstrate here how they promise both to narrow the gap between theory and practice, and simultaneously empower emerging professionals.
Please bring your laptop, smartphone or tablet, and come ready to invent, experiment, discuss your experiences and share your questions and concerns about digital media in the educational environment.
eTwinning as a support instrument for interactive teachingalexandra tosi
This presentation was delivered during the eTwinning Serbian national event in Nic, 23-11-2016. Why to choose interactive learning, the importance of group working, collaborating in eTwinning, good examples from Italian prices.
Badges in HE, exploring the potential >>> presentation used for the TLC debateChrissi Nerantzi
26 October 2015
Prof. Ale Armellini & Chrissi Nerantzi
https://tlcwebinars.wordpress.com/2015/10/08/debate-is-there-a-role-for-badges-in-higher-education/
explaining multiple uses of badges
Overview of ESC Latin American Blended program. How we use virtual meeting tools to connect students across classrooms and cultures and with guest speakers. Outcomes related to student satisfaction and persistence
eTwinning Live has got its own internal mail system. Via this system each registered teacher can easily send messages to his contacts. The send procedure characterized by simplicity and, of course, security.
A presentatation about the INTENT project and telecollaboration made at the Santander Group of Universities meeting at the University of León, Spain in October 2012.
Step by step online learning for studentsJune Wall
This was presented in a webinar with demonstrations on some tools and how to build an online course based on Stage 3 (Years 5 and 6) History unit - Australia as a Nation. Using online delivery can enhance or enable student learning. There are a range of pathways for online learning for students, whether it is totally online, blended or standalone activities.
The webinar took participants through the development and building of an online unit for students in a step by step process that participants could use later.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Share with your partners all the necessary
information:
Number of students participating in the
project.
Your students’ age and interests.
Your students’ level in the foreign language
and their ICT skills.
Publish all this information in a folder
added in the staff room in Twinspace
4.
5. Contact
your partners regularly and
arrange meetings online to plan the
activities that follow together.
Always
reply on your partners’ messages.
6. Set
the starting dates for each task
Mark the dates each one of the partner
schools is on holidays.
Share it with your students
Tag the deadlines in the calendar in
Twinspace to remind everyone of what
should be done.
Set deadlines and keep to them.
7.
8.
9. Decide
with your partners upon the tools
that you will use in each one of the
activities. Share your ideas and try to
choose the best.
Agree
upon the format of the shared files
published in Twinspace.
10.
11.
Plan a meeting, introduce the project to the children and
inform the parents, the colleagues and the headteacher
about the specific project.
Add more teachers from your school to the project and
form school teams.
Announce the beginning of the project on the school
website.
Create Twinspace Accounts for all the participants and
invite the students to the Twinspace.
Organise mini-courses for your students on ICT tools to
be used and on how to use the Twinspace
Create Twinspace tutorials for students or partners who
are beginners in eTwinning (if necessary).
12.
13. Create
activity pages for each one of the
planned tasks.
Add a short description for each one of the
activities planned on the top of each
activity page.
Agree with your partners about the most
suitable twinspace tools for each one of
the activities and add them to your activity
pages.
14.
15. Activity
Blog: a writing tool which allows project members to
write about a specific theme. Everyone can comment on each other’s
messages.
File Archive: a place where you can store Word documents,
Excel sheets, ppt presentations, videos or any other files related to your
project work
The Forum: a place where you can create topics for discussion,
set project tasks, or focus on specific topic areas.
Image Gallery: a place where you can store images related to
your project.
Wiki: a tool particularly useful for collaborative writing. Unlike a blog,
members can edit your text and add their own.
The Web Content: it allows you to upload web content by
pasting in the embed code (eg. Videos from Youtube, presentations
from slideshare etc)
16.
17. Have students interact as much as possible.
Ask them to update their Twinspace profiles
by adding a short description of themselves
and a representative avatar.
Ask them to leave comments on their
partners’ walls.
Vote for the best Twinspace profiles.
Plan chat sessions and skype meetings
regularly.
Find creative ways to have your students
introduce themselves and their school or
country.
18.
19. My name is Natalia. My birthday
is on May 5th 2000. I live in
Poland. I’ve got a younger
sister. She’s 3 years old and
she’s very cute. I’m tall and
slim. I’ve got blue eyes and
blond long hair. I like basketball
and ice hockey. In my free time,
I like drawing. I love dogs, but I
don’t have one. My favourite
subjects are Art, Geography,
English and I.T. I’m very friendly
and cute.
My name is Romana
Králiková. I’m 11 years old. I
live in Poland.My birthday is
on August 14th 2000. My
favorite subjects are
Chemistry and English
language. I’ve got long brown
hair. I’m thin and tall. I have
got green eyes. My favorite
hobbies are gymnastics,
cycling, swimming, athletics,
reading
24. Team
the students up in transnational groups.
Create table with the newly formed transnational
groups and add it to the Twinspace.
Ask your students to work together and write a
short description of their group members.
Ask your students to agree upon a name for their
group and draw together a symbol or an emblem
(tool: DrawItLive) for each group.
28. Try
to plan activities that need your
partners’ contribution to be completed.
Use as many collaborative tools as
possible (google.docs, prezi, DrawitLive,
glogster etc)
Try to avoid creating folders for each
country in Twinspace. Successful
collaborative activities are the ones in
which you cannot tell which of the partners
did what!
30. Discover
your students’ talents and skills
and give them responsibilities.
Team the students up in groups, according
to their talents (the painting group, the
photography group, the ICT group etc)
Assign to some students the role of
‘student administrator” in Twinspace
31.
32. Be ready to rearrange activities and plans in
case:
a partner stops working on the project
an activity needs more time to be
completed or could not be completed at all.
new partners ask to join the project
mixed ability groups take part in the project
33. Try
to evaluate along with your partners
the quality of your project.
Recognize Key Strengths
Identify areas that need improvement
Plan ongoing evaluation activities ( Ts and
Ss share opinions, make proposals,
comment on each other’s work)
34.
35.
36. Plan
an evaluation activity at the end of the
project for students
Ask them to comment on
-what they liked/didn’t like from the
specific project
- what they gained from the whole
experience
37.
38. Once your project is complete:
Close
your project
Apply for a Quality Label
Take part in the National eTwinning awards
competition
Take part in the European eTwinning
awards competition
39. Present
the project to the school
community
Publish the material created in your school
website
Write articles to be published in local
newspapers or in online educational blogs
Present your project in
conferences, seminars, workshops etc