This document introduces Unit 0 of a Scratch guide. Unit 0 focuses on establishing a creative computing culture through activities like creating Scratch accounts, exploring Scratch studios, designing journals, and organizing critique groups. The first suggested activity is to watch a Scratch overview video to introduce students to computational creation. Subsequent activities guide students through setting up Scratch accounts, designing journals to document their process, exploring the Scratch interface in an open-ended way to do something surprising with the Scratch cat, adding projects to Scratch studios, and providing feedback on projects. The goal is for students to get familiar with the Scratch environment and resources through a hands-on, exploratory approach.
This document provides an overview of open badges and their promise and practices in higher education. It begins with introductions and then discusses the concept of open badges, including their definition as digital credentials that represent skills. Various organizations that issue badges are presented, such as Khan Academy, LinkedIn, and Codecademy. Mozilla's open badge infrastructure is explained. The document then discusses how badges are used in various educational contexts, including cities of learning programs, universities, and continuing professional development. Various badge system designs are presented. The workshop activities involve designing badges, their visual elements, and badge systems. Organizational readiness for badges is also discussed.
This document provides an introduction to a guide for teaching computational thinking concepts through creative computing with Scratch. The guide is organized as a series of 20 sessions covering 5 topics. It introduces Scratch and design-based learning approaches. The document outlines the structure and content of the guide, as well as its origins from workshops hosted by the Scratch team.
This document provides an introduction to a guide for teaching creative computing concepts using Scratch in a design-based learning approach over 20 sessions. It outlines the structure and content of the guide, as well as background information on creative computing, design-based learning, who the guide is intended for, and how it can be used and shared.
This document provides an overview and introduction to the Makerspace Playbook. It discusses the maker movement and how Makerspaces grew out of MAKE magazine and Maker Faire events. The document emphasizes that Makerspaces aim to provide spaces for hands-on learning where students can access tools and materials to design and build projects. It also stresses the importance of play and exploration in learning. The overview provides context about the goals of the Makerspace program and playbook which are to support the establishment of Makerspaces in schools.
This document provides an introduction to Makerspaces and the Maker movement. It discusses the origins of Makerspaces and how they serve as gathering places for tools, projects, mentors and expertise to enable making. The key aspects that define a Maker are also outlined, including a DIY mindset and a focus on learning new skills through hands-on projects. The development of the Maker movement is then discussed, along with how Maker Faires and Makerspaces have grown to convene communities of makers.
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, Edmodo, PBWorks, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and potential classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
The document provides an overview of the CodeNow program, which teaches high school students computer programming skills through workshops led by technology professionals. It discusses the mission to provide youth an entry point into coding and collaboration with local tech companies to offer coding instruction. The summary highlights the four levels of workshops, online portal, hackathons and summer competition that make up the CodeNow program. It also gives details about the workshop structure and curriculum that will be taught, including HTML, CSS, Ruby on Rails, and an introduction to application development.
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, PBWorks, Edmodo, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and possible classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
This document provides an overview of open badges and their promise and practices in higher education. It begins with introductions and then discusses the concept of open badges, including their definition as digital credentials that represent skills. Various organizations that issue badges are presented, such as Khan Academy, LinkedIn, and Codecademy. Mozilla's open badge infrastructure is explained. The document then discusses how badges are used in various educational contexts, including cities of learning programs, universities, and continuing professional development. Various badge system designs are presented. The workshop activities involve designing badges, their visual elements, and badge systems. Organizational readiness for badges is also discussed.
This document provides an introduction to a guide for teaching computational thinking concepts through creative computing with Scratch. The guide is organized as a series of 20 sessions covering 5 topics. It introduces Scratch and design-based learning approaches. The document outlines the structure and content of the guide, as well as its origins from workshops hosted by the Scratch team.
This document provides an introduction to a guide for teaching creative computing concepts using Scratch in a design-based learning approach over 20 sessions. It outlines the structure and content of the guide, as well as background information on creative computing, design-based learning, who the guide is intended for, and how it can be used and shared.
This document provides an overview and introduction to the Makerspace Playbook. It discusses the maker movement and how Makerspaces grew out of MAKE magazine and Maker Faire events. The document emphasizes that Makerspaces aim to provide spaces for hands-on learning where students can access tools and materials to design and build projects. It also stresses the importance of play and exploration in learning. The overview provides context about the goals of the Makerspace program and playbook which are to support the establishment of Makerspaces in schools.
This document provides an introduction to Makerspaces and the Maker movement. It discusses the origins of Makerspaces and how they serve as gathering places for tools, projects, mentors and expertise to enable making. The key aspects that define a Maker are also outlined, including a DIY mindset and a focus on learning new skills through hands-on projects. The development of the Maker movement is then discussed, along with how Maker Faires and Makerspaces have grown to convene communities of makers.
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, Edmodo, PBWorks, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and potential classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
The document provides an overview of the CodeNow program, which teaches high school students computer programming skills through workshops led by technology professionals. It discusses the mission to provide youth an entry point into coding and collaboration with local tech companies to offer coding instruction. The summary highlights the four levels of workshops, online portal, hackathons and summer competition that make up the CodeNow program. It also gives details about the workshop structure and curriculum that will be taught, including HTML, CSS, Ruby on Rails, and an introduction to application development.
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, PBWorks, Edmodo, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and possible classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
Sparking Creativity 2016 - my ideas publishedKaren Loftus
This document provides over 180 tips for sparking design creativity from members of the eLearning Guild community. It is divided into sections with tips on broadening views and knowledge, challenging yourself to think differently, finding inspiration sources, creating an inspiring environment, capturing design inspiration, solving problems creatively, getting unstuck, making creativity a habit, and pushing boundaries. The tips include suggestions such as traveling, reading widely, brainstorming with stakeholders, observing other industries, and using tools like brainstorming cards to think outside the box.
The document discusses Scratch, a graphical programming language that allows users to create interactive media projects. It provides an overview of the Scratch interface and resources for learning how to use Scratch. Educators are encouraged to use Scratch in the classroom to help teach students skills like creativity, problem solving, and technological fluency.
This document provides guidance for educators to lead a one-hour Scratch workshop where participants will create musical projects. It outlines an agenda that includes 10 minutes to introduce the theme, 10 minutes for participants to imagine project ideas, and 40 minutes to create projects. The educator should preview the Make Music tutorial, set up computers and accounts, and demonstrate the first steps so participants can get started animating instruments and adding sounds. The goal is for participants to experiment making their own interactive musical creations.
This document provides instructions for creating animations and games using the Scratch programming environment. It includes 17 lessons that guide the reader from basic animation and sprite creation to more advanced concepts like scrolling games and storytelling animations. The first few lessons explain how to use the Scratch interface and tools to create sprites with different costumes and make them dance or move to music. Later lessons demonstrate how to incorporate sound effects, create scrolling backgrounds, and program basic game mechanics. The document aims to teach Scratch concepts progressively from simple to more complex projects.
Using the Business Model Canvas and Gamestorming for Hybrid and Online Course...Christopher Rice
The document summarizes a workshop on using business model canvases and gamestorming techniques for designing hybrid and online courses and programs. It outlines opening exercises like "The Road to Bangkok" to put participants in a positive mindset. Small groups then sort challenge and solution cards and complete missions like designing a course without a specific technology. They map stakeholders and evaluate designs. The goal is to brainstorm new ideas and get faculty thinking creatively about applying technologies and activities to address problems in their course proposals.
Scratch is a free, online programming language developed by MIT that allows users to create interactive stories, games, music and animations. Users can download the Scratch software to create programs using block-based coding, then upload and share their projects online for feedback from other users. The document provides an overview of how to sign up for an account, add projects to the hosting site, and resources for learning how to use Scratch, including sample programs created by students.
This ebook was written with intent to guide educators to use technology as an enabler in their teaching and learning. With 12 online tools reckoned as effective tools that can be integrated into classroom, I do hope it will help the educators in facilitating their teaching and learning. The websites are Blendspace, Educlipper, Bravenet, Lino, Slideshare, RealTime Board, UTellStory, MyBrainShark, WikiSpace, Buncee, Evernote and Present.Me.
This document provides information and guidelines for the Maker Hub Faculty Assignment Design Challenge. It encourages faculty to design course assignments that incorporate Maker Hub technologies and materials. The challenge offers cash prizes for selected submissions and aims to support interdisciplinary faculty and student research. The document provides examples of previous assignments, an overview of available equipment, and resources for designing assignments and learning new technologies. It also outlines submission guidelines and deadlines.
Maker Hub Faculty Assignment Design Challenge GuideKindra Cooper
Maker Hub at Baruch College is inviting faculty members to design and create curricula around the maker culture in order to integrate design thinking and technology into the classroom. This guide serves as a starting point for faculty members to understand what a makerspace is, what equipment and resources are available to them, and how they can get involved.
This document provides an agenda for exploring various Web 2.0 tools that can be used for lesson redesign. It lists several tools like Blogger, Bitstrips, Ning, PBWorks, Animoto, Prezi, Glogster, Today's Meet, and Google Docs. For each tool, a brief description is given and examples of possible classroom applications are provided. Students are asked to experiment with the tools, consider how they could be used for lesson redesign, and share what they learned about features and applications of the tools they explored.
This document discusses various ways to share online as an educator, including using resources from others, contributing your own work, and collaborating on projects. It provides several specific website examples for sharing presentations, documents, instructional videos, and building an online community of educators to exchange ideas and best practices. Proper crediting of original authors is emphasized.
Build Your Own Contributors, One Part At A Timedreamwidth
Dreamwidth Studios, a code fork of the LiveJournal open source blogging software, averages 50 commits a week from over 65 unique contributors. Over half of those contributors have either never programmed in Perl or never contributed to an Open Source project before, and roughly 75% of those contributors are women.
Mark Smith and Denise Paolucci, owners of Dreamwidth Studios, discuss the tactics they've used to make their project successful, and how other projects can implement the same.
Connecting your classroom with modern education tool pln projectSeanna Michelle
This document provides an overview of modern education tools that can help connect classrooms, including Diigo, Scoop-It, and Twitter. It discusses how these tools can be used for research, planning, exploration, and as learning tools for students and educators. Diigo allows users to bookmark and annotate webpages for research. Scoop-It allows users to curate websites and digital magazines on specific topics. Twitter can be used to communicate and collaborate with other educators and students. The document encourages using these tools to support critical thinking, digital citizenship, and safe social media practices for students.
Life is not static - your designs shouldn't be either - No Code Conf 2019 Wor...Webflow
This presentation discusses the benefits of evolving design workflows to be more dynamic using in-medium design in Webflow rather than static designs. Some key benefits include stopping the practice of designing in a vacuum and instead taking the user's perspective, reducing the need for multiple artboards, and creating functioning prototypes earlier to test with users. The presentation covers adopting a mindset of flexible, fluid designs using techniques like responsive breakpoints and CSS. It emphasizes building reusable and scalable designs through semantic HTML and CSS practices like inheritance, modifiers, and child/parent relationships.
Libraries have started moving away from being places of consumption and are becoming places of production. Libraries are about discovery; giving people a safe and comfortable place to dream, think, and create is very important because it gives people a chance to explore various technologies and educational opportunities that they can use to enrich their lives. STEAM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, Art, and Mathematics. There are several ways to incorporate the STEAM educational framework into your libraries and this webinar will touch on the following and more:
* Learn what STEAM is
* Creating and managing a collaborative learning space, oftentimes referred to as a makerspace
* Administering a robotics league
* Organizing learning events
* Partnering with businesses and other organizations
* Assessing the success of your programs
Libraries have started moving away from being places of consumption and are becoming places of production. Libraries are about discovery; giving people a safe and comfortable place to dream, think, and create is very important because it gives people a chance to explore various technologies and educational opportunities that they can use to enrich their lives. STEAM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, Art, and Mathematics. There are several ways to incorporate the STEAM educational framework into your libraries and this webinar will touch on the following and more:
* Learn what STEAM is
* Creating and managing a collaborative learning space, oftentimes referred to as a makerspace
* Administering a robotics league
* Organizing learning events
* Partnering with businesses and other organizations
* Assessing the success of your programs
This document discusses the concept of "Domain of One's Own" which proposes giving students, faculty, and staff their own domain name and online identity to publish content. It describes several university implementations of this idea including providing students domains for a year to build their digital presence and online portfolio. The document outlines elements of a domain project including intentional publishing, digital literacy curriculum, and faculty/student/infrastructure support. It also discusses platform choices and how curriculum can drive best use of student digital portfolios and publishing.
This document provides guidance on developing schemes of work for computing education. It recommends starting with identifying the "Why" by finding an engaging problem, question, or understanding to excite students. Next is planning the "How" by selecting classroom techniques and activities to practice computational thinking concepts. Finally, determine the "What" by identifying learning outcomes from an assessment framework. Developing a clear scheme of work in this way makes it evident to students what they will be learning and producing.
This document outlines plans for training staff at St Andrews University in digital communications. It discusses:
1) The "Digital visa" training program developed at St Andrews, which includes core and optional sessions to provide digital skills. Completing the visa qualifies staff to work on digital projects.
2) Details of specific Digital visa training sessions, such as writing for the web, social media strategy, and using Google Data Studio.
3) The benefits of the Digital visa training, including improved web content quality and consistency, and stronger relationships across the university.
4) Best practices for developing an effective training program, including determining objectives, creating lesson plans, engaging activities, evaluation, and ongoing management.
El documento presenta un tema sobre pensamiento algorítmico usando el ejemplo de un ratón de laboratorio llamado XC4 que sigue instrucciones para llegar al queso al final del quinto tubo. También introduce el uso de programación y lenguajes de programación para niños a través de ejemplos prácticos de mover fichas siguiendo instrucciones y usando la tarjeta micro:bit.
Sparking Creativity 2016 - my ideas publishedKaren Loftus
This document provides over 180 tips for sparking design creativity from members of the eLearning Guild community. It is divided into sections with tips on broadening views and knowledge, challenging yourself to think differently, finding inspiration sources, creating an inspiring environment, capturing design inspiration, solving problems creatively, getting unstuck, making creativity a habit, and pushing boundaries. The tips include suggestions such as traveling, reading widely, brainstorming with stakeholders, observing other industries, and using tools like brainstorming cards to think outside the box.
The document discusses Scratch, a graphical programming language that allows users to create interactive media projects. It provides an overview of the Scratch interface and resources for learning how to use Scratch. Educators are encouraged to use Scratch in the classroom to help teach students skills like creativity, problem solving, and technological fluency.
This document provides guidance for educators to lead a one-hour Scratch workshop where participants will create musical projects. It outlines an agenda that includes 10 minutes to introduce the theme, 10 minutes for participants to imagine project ideas, and 40 minutes to create projects. The educator should preview the Make Music tutorial, set up computers and accounts, and demonstrate the first steps so participants can get started animating instruments and adding sounds. The goal is for participants to experiment making their own interactive musical creations.
This document provides instructions for creating animations and games using the Scratch programming environment. It includes 17 lessons that guide the reader from basic animation and sprite creation to more advanced concepts like scrolling games and storytelling animations. The first few lessons explain how to use the Scratch interface and tools to create sprites with different costumes and make them dance or move to music. Later lessons demonstrate how to incorporate sound effects, create scrolling backgrounds, and program basic game mechanics. The document aims to teach Scratch concepts progressively from simple to more complex projects.
Using the Business Model Canvas and Gamestorming for Hybrid and Online Course...Christopher Rice
The document summarizes a workshop on using business model canvases and gamestorming techniques for designing hybrid and online courses and programs. It outlines opening exercises like "The Road to Bangkok" to put participants in a positive mindset. Small groups then sort challenge and solution cards and complete missions like designing a course without a specific technology. They map stakeholders and evaluate designs. The goal is to brainstorm new ideas and get faculty thinking creatively about applying technologies and activities to address problems in their course proposals.
Scratch is a free, online programming language developed by MIT that allows users to create interactive stories, games, music and animations. Users can download the Scratch software to create programs using block-based coding, then upload and share their projects online for feedback from other users. The document provides an overview of how to sign up for an account, add projects to the hosting site, and resources for learning how to use Scratch, including sample programs created by students.
This ebook was written with intent to guide educators to use technology as an enabler in their teaching and learning. With 12 online tools reckoned as effective tools that can be integrated into classroom, I do hope it will help the educators in facilitating their teaching and learning. The websites are Blendspace, Educlipper, Bravenet, Lino, Slideshare, RealTime Board, UTellStory, MyBrainShark, WikiSpace, Buncee, Evernote and Present.Me.
This document provides information and guidelines for the Maker Hub Faculty Assignment Design Challenge. It encourages faculty to design course assignments that incorporate Maker Hub technologies and materials. The challenge offers cash prizes for selected submissions and aims to support interdisciplinary faculty and student research. The document provides examples of previous assignments, an overview of available equipment, and resources for designing assignments and learning new technologies. It also outlines submission guidelines and deadlines.
Maker Hub Faculty Assignment Design Challenge GuideKindra Cooper
Maker Hub at Baruch College is inviting faculty members to design and create curricula around the maker culture in order to integrate design thinking and technology into the classroom. This guide serves as a starting point for faculty members to understand what a makerspace is, what equipment and resources are available to them, and how they can get involved.
This document provides an agenda for exploring various Web 2.0 tools that can be used for lesson redesign. It lists several tools like Blogger, Bitstrips, Ning, PBWorks, Animoto, Prezi, Glogster, Today's Meet, and Google Docs. For each tool, a brief description is given and examples of possible classroom applications are provided. Students are asked to experiment with the tools, consider how they could be used for lesson redesign, and share what they learned about features and applications of the tools they explored.
This document discusses various ways to share online as an educator, including using resources from others, contributing your own work, and collaborating on projects. It provides several specific website examples for sharing presentations, documents, instructional videos, and building an online community of educators to exchange ideas and best practices. Proper crediting of original authors is emphasized.
Build Your Own Contributors, One Part At A Timedreamwidth
Dreamwidth Studios, a code fork of the LiveJournal open source blogging software, averages 50 commits a week from over 65 unique contributors. Over half of those contributors have either never programmed in Perl or never contributed to an Open Source project before, and roughly 75% of those contributors are women.
Mark Smith and Denise Paolucci, owners of Dreamwidth Studios, discuss the tactics they've used to make their project successful, and how other projects can implement the same.
Connecting your classroom with modern education tool pln projectSeanna Michelle
This document provides an overview of modern education tools that can help connect classrooms, including Diigo, Scoop-It, and Twitter. It discusses how these tools can be used for research, planning, exploration, and as learning tools for students and educators. Diigo allows users to bookmark and annotate webpages for research. Scoop-It allows users to curate websites and digital magazines on specific topics. Twitter can be used to communicate and collaborate with other educators and students. The document encourages using these tools to support critical thinking, digital citizenship, and safe social media practices for students.
Life is not static - your designs shouldn't be either - No Code Conf 2019 Wor...Webflow
This presentation discusses the benefits of evolving design workflows to be more dynamic using in-medium design in Webflow rather than static designs. Some key benefits include stopping the practice of designing in a vacuum and instead taking the user's perspective, reducing the need for multiple artboards, and creating functioning prototypes earlier to test with users. The presentation covers adopting a mindset of flexible, fluid designs using techniques like responsive breakpoints and CSS. It emphasizes building reusable and scalable designs through semantic HTML and CSS practices like inheritance, modifiers, and child/parent relationships.
Libraries have started moving away from being places of consumption and are becoming places of production. Libraries are about discovery; giving people a safe and comfortable place to dream, think, and create is very important because it gives people a chance to explore various technologies and educational opportunities that they can use to enrich their lives. STEAM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, Art, and Mathematics. There are several ways to incorporate the STEAM educational framework into your libraries and this webinar will touch on the following and more:
* Learn what STEAM is
* Creating and managing a collaborative learning space, oftentimes referred to as a makerspace
* Administering a robotics league
* Organizing learning events
* Partnering with businesses and other organizations
* Assessing the success of your programs
Libraries have started moving away from being places of consumption and are becoming places of production. Libraries are about discovery; giving people a safe and comfortable place to dream, think, and create is very important because it gives people a chance to explore various technologies and educational opportunities that they can use to enrich their lives. STEAM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, Art, and Mathematics. There are several ways to incorporate the STEAM educational framework into your libraries and this webinar will touch on the following and more:
* Learn what STEAM is
* Creating and managing a collaborative learning space, oftentimes referred to as a makerspace
* Administering a robotics league
* Organizing learning events
* Partnering with businesses and other organizations
* Assessing the success of your programs
This document discusses the concept of "Domain of One's Own" which proposes giving students, faculty, and staff their own domain name and online identity to publish content. It describes several university implementations of this idea including providing students domains for a year to build their digital presence and online portfolio. The document outlines elements of a domain project including intentional publishing, digital literacy curriculum, and faculty/student/infrastructure support. It also discusses platform choices and how curriculum can drive best use of student digital portfolios and publishing.
This document provides guidance on developing schemes of work for computing education. It recommends starting with identifying the "Why" by finding an engaging problem, question, or understanding to excite students. Next is planning the "How" by selecting classroom techniques and activities to practice computational thinking concepts. Finally, determine the "What" by identifying learning outcomes from an assessment framework. Developing a clear scheme of work in this way makes it evident to students what they will be learning and producing.
This document outlines plans for training staff at St Andrews University in digital communications. It discusses:
1) The "Digital visa" training program developed at St Andrews, which includes core and optional sessions to provide digital skills. Completing the visa qualifies staff to work on digital projects.
2) Details of specific Digital visa training sessions, such as writing for the web, social media strategy, and using Google Data Studio.
3) The benefits of the Digital visa training, including improved web content quality and consistency, and stronger relationships across the university.
4) Best practices for developing an effective training program, including determining objectives, creating lesson plans, engaging activities, evaluation, and ongoing management.
El documento presenta un tema sobre pensamiento algorítmico usando el ejemplo de un ratón de laboratorio llamado XC4 que sigue instrucciones para llegar al queso al final del quinto tubo. También introduce el uso de programación y lenguajes de programación para niños a través de ejemplos prácticos de mover fichas siguiendo instrucciones y usando la tarjeta micro:bit.
Este documento presenta un resumen del Bootcamp realizado por estudiantes y docentes de la Travesía de Innovación en la subregión norte en mayo de 2022. El Bootcamp se enfocó en cómo aumentar la visibilidad de los emprendedores para incrementar sus ventas. Los estudiantes discutieron posibles soluciones como una plataforma web que permita ferias digitales y tiendas virtuales para emprendedores.
1.2 Presentar la Valoración del o de los instrumentos (validez y confiabilida...JESUSPIEDRAHITA2
Este documento presenta la validación de un instrumento diseñado para medir la implementación de contenidos digitales offline y su efecto en el aprendizaje del lenguaje. El instrumento consta de 41 ítems en forma de escala de Likert dirigida a estudiantes. Dos expertos evaluaron la validez del instrumento y determinaron que los ítems miden adecuadamente los indicadores y variables del estudio. Los expertos concluyeron que el instrumento es válido para medir el efecto de los contenidos digitales offline en el aprendizaje.
4.2. AVANCE DEL ANTEPROYECTO DE INVESTIGACIÓN PRESENTADO EN VOICETHREAD O LOO...JESUSPIEDRAHITA2
Este documento presenta el avance del anteproyecto de investigación de Jesús Piedrahita Morales sobre la implementación de contenidos digitales offline en ambientes virtuales y su efecto en el mejoramiento de los aprendizajes en lenguaje de estudiantes de primaria. El documento describe la pregunta y objetivos de investigación, las variables y categorías de estudio, y el diseño metodológico cualitativo no experimental que incluye entrevistas y análisis narrativo de datos para determinar la correspondencia entre la variable independiente de contenidos digitales y la variable dependiente de
1. El documento propone reconceptualizar el currículo escolar a la luz de los desafíos educativos planteados por la pandemia, para responder a qué tipo de educación y sociedad se aspira.
2. Una visión comprehensiva del currículo considera que este refleja el imaginario social deseado, contribuye a la formación integral de las personas y es fundamental para asegurar la calidad educativa.
3. Se plantea encuadrar la propuesta curricular en la Agenda Educativa 2030 de la UNESCO, la cual promueve
La guía explica los pasos para acceder al portal web my.CloudLabs, incluyendo ingresar con el usuario y contraseña provistos, seleccionar un área como Química, y acceder a los contenidos y simuladores disponibles como ejemplos de contenido sobre la materia y un simulador de separación de mezclas.
La Comunidad SOLE Colombia es una red nacional de embajadores que convocan, realizan y son anfitriones de eventos SOLE en todo el país. Los embajadores incluyen docentes, bibliotecarios y líderes comunitarios. La comunidad permite a los embajadores conectarse entre sí, compartir experiencias, conectarse a otros eventos SOLE en Colombia y el mundo, y reinventar la comunidad juntos.
Este documento proporciona orientación sobre cómo implementar Entornos de Aprendizaje Auto-Organizado (SOLE) en escuelas, hogares u otras comunidades. Explica que un SOLE permite que los niños y jóvenes exploren sus propias preguntas en grupos pequeños utilizando Internet. Proporciona consejos sobre cómo organizar un SOLE, permitir que los niños dirijan su propio aprendizaje y enfrentar posibles desafíos. El objetivo es inspirar a educadores, padres y otros a crear experiencias de aprendiz
Perfiles Nuevo Manual de Funciones 2022 - David Tuiran.pdfJESUSPIEDRAHITA2
Este documento lista los requisitos de titulación para diferentes cargos y asignaturas docentes. Detalla las licenciaturas, títulos profesionales y otras credenciales aceptables para ser rector, director rural, coordinador, docente de preescolar, primaria, matemáticas, ciencias sociales, humanidades, ciencias naturales, química, física, tecnología, inglés y más.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
2. THE“BIG IDEA”
When we shared a draft of this guide with
teachers,a common initial reaction was,
“Unit 0?!? Why 0?”
We hoped to communicate that this is a
preparatory unit,supporting you in establishing
a culture of creative computing through
creating,personalizing,sharing,and reflecting.
Our ambition to support this type of learning
culture will be evident throughout the guide.
Creative computing culture has an intellectual
dimension,engaging with a set of
computational concepts and practices.It has a
physical dimension,encouraging interactions
with others through the placement of desks,
chairs,and computers.Most importantly,it has
an affective dimension,cultivating a sense of
confidence and fearlessness.
It really helps if you have kind of a culture or climate
in your classroom. It starts on the first day – getting
kids to appreciate that they’re going to make
mistakes and that I’m going to be asking them to do
stuff that is hard. I always just put that right out
there. And they don’t, at first, just because they want
to succeed. Even adults don’t like to fail, or make
mistakes. But it is important, I feel, that when you do
run into difficulties that it’s not time to give up or cry.
It’s time to think about the strategies that you have
to solve your problem, or to look for help. No reason
to break down or give up –you keep at it.
TS,Elementary School Teacher
UNIT 0
OVERVIEW
+ Coordinate with your IT department to make sure your
computers can access the Scratch website.
+ Don’t have internet access? An offline version of Scratch
is available for download:
https://scratch.mit.edu/download
NOTES
+ profile editor
+ project page
+ studio
+ critique croup
+ red,yellow,green
KEY WORDS,CONCEPTS,& PRACTICES
LEARNING OBJECTIVES
Students will:
+ be introduced to the concept of computational creation,in
the context of Scratch
+ be able to imagine possibilities for their own Scratch-based
computational creation
+ become familiar with resources that support their
computational creation
+ prepare for creating Scratch projects by establishing Scratch
accounts,exploring Scratch studios,creating design
journals,and organizing critique groups
3. Ready to get started? This unit is designed for those who
are completely new to Scratch.From exploring inspiring
projects,to creating a Scratch account,to having an initial
experience playing with the Scratch project editor,each
activity is designed to guide you and your students
through the process of getting started with Scratch.
In each unit,we offer a selection of activities –but we
encourage you to tinker with the choice and order of the
activities.Different contexts and audiences will invite
different experiences.Choose your own adventure by
mixing and matching the activities in ways that are most
compelling for you and the learners you support.
Not sure where to start? For more support,check out the
suggested path through the activities provided below.
SESSION 1 SESSION 2
Watch the
Scratch overview
video and
imagine what’s
possible with
Scratch.
INTRODUCING
SCRATCH
Set up a Scratch
account to save
and share your
projects.
SCRATCH
ACCOUNT
Create a design
journal to write
down notes and
reflections on
the process of
designing
Scratch projects.
DESIGN
JOURNAL
Learn how to
create a studio and
add a project to
the studio.
SCRATCH
STUDIO
SCRATCH
SURPRISE
Can you make
the Scratch cat
do something
surprising?
Gather in small
peer groups to
give and receive
feedback on
ideas and
projects drafts.
CRITIQUE
GROUP
POSSIBLE PATH
CHOOSE YOUR OWN ADVENTURE
4. ❑ Ask students about their experiences with computers
using the reflection prompts to the right.
❑ Introduce students to creative computing with Scratch
and the range of projects they will be able to create by
showing the Scratch overview video and some sample
projects that your students will find engaging and
inspiring.Explain that over the next several sessions
they will be creating their own interactive
computational media with Scratch.
❑ What will you create? Ask students to imagine what
types of projects they want to create with Scratch.
ACTIVITY DESCRIPTION
❑ projector for showing Scratch overview video
(optional)
❑ Scratch overview video
http://vimeo.com/65583694
http://youtu.be/-SjuiawRMU4
❑ sample projects studio
http://scratch.mit.edu/studios/137903
RESOURCES
+ What are the different ways you interact with
computers?
+ How many of those ways involve being creative with
computers?
REFLECTION PROMPTS
+ Did students brainstorm a diverse range of project
ideas? If not,try showing a wide variety of projects
to give students a sense of the possibilities.
REVIEWING STUDENT WORK
NOTES NOTES TO SELF
+ If you don’t have internet access,download the Scratch
overview video from Vimeo before class,available at
http://vimeo.com/65583694
+ Instead of writing out their answers to the reflections
prompts,encourage students to get creative by
drawing their responses.(e.g.,“Draw different ways you
interact with computers.”)
OBJECTIVES
By completing this activity,students will:
+ be introduced to computational creation with the
Scratch programming environment by watching
the Scratch overview video or exploring sample
projects
+ be able to imagine possibilities for their own
Scratch-based computational creation
INTRODUCING
SCRATCH
SUGGESTED TIME
5–15 MINUTES
UNIT
0
ACTIVITY
❑ _______________________
❑ _______________________
❑ _______________________
❑ _______________________
5. GETTING
STARTED
INTRODUCING
SCRATCH
REFLECTIONS
RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.
What are the different ways you interact with computers?
How many of those ways involve being creative with computers?
NAME:
6.
7. ❑ Scratch online accounts require an email address.If
students cannot provide a personal or school email
address,a teacher or parent/guardian email address
may be used.Plan in advance if permission slips for
online accounts need to be collected.
❑ Help students navigate to the Scratch website at
http://scratch.mit.edu and click on “Join Scratch”to get
started creating a Scratch account.Optionally,have the
Scratch Account handout available to guide students.
Give students time to register,update their Scratch
profile page,and explore the Scratch online
community.Encourage students to practice signing in
and out of their accounts.You may opt to create a
Scratch Teacher Account.Read more about Teacher
Accounts and classes in Scratch here.
❑ To make it easier for members of the class to find and
follow one another’s Scratch profiles,consider creating
a class list of usernames and names.
❑ Examine the Scratch community guidelines as a group
to discuss respectful and constructive behavior.Review
how to report inappropriate posts on the website.
ACTIVITY DESCRIPTION
❑ Scratch Account handout
❑ Scratch community guidelines
http://scratch.mit.edu/community_guidelines
RESOURCES
+ What is your Scratch account username?
+ What is a hint to help you remember your password?
REFLECTION PROMPTS
+ Were students able to create Scratch accounts and
successfully sign in and out of the Scratch website?
REVIEWING STUDENT WORK
+ Teachers may prefer providing their email or creating a
class email address,as notifications of any
inappropriate behavior on the Scratch website will be
sent to the email that is registered with the account.
+ Check if any students already have an online account.
+ To remember passwords while maintaining privacy,
have students write down their username and
password in sealed envelopes that are kept in a secure
place in the classroom.
NOTES NOTES TO SELF
OBJECTIVES
By completing this activity,students will:
+ create a Scratch account
+ explore the Scratch online community and review
the Scratch community guidelines
SUGGESTED TIME
5–15 MINUTES
SCRATCH ACCOUNT
UNIT
0
ACTIVITY
❑ _______________________
❑ _______________________
❑ _______________________
❑ _______________________
8. FINISHED?
FINISHED?
NEW TO SCRATCH? GET STARTED BY
CREATING YOUR SCRATCH ACCOUNT!
You will need a Scratch account to
create,save,and share your Scratch
projects.The steps below will walk you
through creating a new account and
setting up your profile.
START HERE
❑ Open a web browser and navigate to the
Scratch website: http://scratch.mit.edu
❑ On the homepage,click on “Join Scratch”at the
top on the right of the page.
❑ Complete the three steps to sign up for your
very own Scratch account!
SCRATCH ACCOUNT
9. SCRATCH
ACCOUNT
REFLECTIONS
RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.
What is your Scratch account username?
What is a hint to help you remember your password?
NAME:
GETTING
STARTED
10. ❑ sample design journals
http://bit.ly/designjournal-paper
http://bit.ly/design-journal-digital
http://bit.ly/designjournal-blog
❑ paper and craft materials (for paper journals)
RESOURCES
+ How would you describe Scratch to a friend?
+ Write or sketch ideas for three different Scratch
projects you are interested in creating.
REFLECTION PROMPTS
+ What do the reflection responses tell you about the
types of projects students might be interested in
pursuing?
+ Based on students’responses,which units in this
guide might appeal to your different students?
REVIEWING STUDENT WORK
❑ Introduce students to the idea of the design journal,a
physical or digital notebook where they can brainstorm
ideas and share personal reflections,similar to a
personal journal or diary.Explain that students will be
prompted to update their design journals throughout
their Scratch programming adventures,but encourage
them to add to their journals anytime during the
process of designing projects to capture ideas,
inspiration,notes,sketches,questions,frustrations,
triumphs,etc.
❑ Look through sample design journals to get ideas for
what type of design journals (paper or digital) will
work best for your students.Give students time to start
and personalize their design journals.
❑ Ask students to create their first design journal post by
responding to the reflection prompts on the right.
❑ Encourage students to share their design journals and
initial reflections with a neighbor.
ACTIVITY DESCRIPTION
NOTES NOTES TO SELF
+ During other guide activities,facilitate group
discussions around relevant reflection prompts.
+ Decide whether design journals should be private or
public.For example,you could maintain one-on-one
feedback with students through private journals or
have students leave comments for peers on shared
journals.Consider the pros and cons of each option.
UNIT
0
ACTIVITY
OBJECTIVES
By completing this activity,students will:
+ start a personalized design journal for
documenting their design process and reflections
DESIGN JOURNAL
SUGGESTED TIME
15–30 MINUTES
❑ _______________________
❑ _______________________
❑ _______________________
❑ _______________________
11. UNIT
0
REFLECTION
DESIGN
JOURNAL
REFLECTIONS
RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.
+ How would you describe Scratch to a friend?
+ Write or sketch ideas for three different Scratch projects you are interested in creating.
NAME:
12.
13. ❑ Help students open the Scratch project editor by
navigating to the Scratch website at
http://scratch.mit.edu, signing in to their Scratch
accounts,and then clicking on “Create” at the top of
the page.Optionally,have the Scratch Surprise
handout and Scratch Cards available to guide students
during their explorations.
❑ Give students 10 minutes to explore the Scratch
interface in an open-ended way.Prompt students with,
“You have 10 minutes to make something surprising
happen to the Scratch cat.”Or,“Take 10 minutes to
explore the interface fearlessly.What do you notice?”
Encourage students to work together,ask each other
for help,and share what they are figuring out.
❑ Ask for 3 or 4 volunteers to share with the entire group
one thing that they discovered.Optionally,after the
volunteers have shared,offer several challenges to the
students:
-Did anyone figure out how to add sound?
-Did anyone figure out how to change the
background?
-Did anyone figure out how to get help with blocks?
ACTIVITY DESCRIPTION
❑ Scratch Surprise Handout
❑ Scratch Cards
https://scratch.mit.edu/info/cards/
RESOURCES
+ What did you figure out?
+ What do you want to know more about?
REFLECTION PROMPTS
+ Do students know how to initiate a new project?
+ Do students understand the basic mechanism of
snapping Scratch blocks together?
REVIEWING STUDENT WORK
SCRATCH SURPRISE OBJECTIVES
By completing this activity,students will:
+ engage in an exploratory,hands-on experience
with Scratch
SUGGESTED TIME
15–30 MINUTES
NOTES NOTES TO SELF
+ A major goal of this activity is to establish a culture of
fearlessness,exploration,and peer collaboration.It is
expected that students (and their teachers!) will not
know everything ahead of time –and the environment
becomes a space where everyone is learning together.
UIT
0
ACTIVITY
UNIT
0
ACTIVITY
❑ _______________________
❑ _______________________
❑ _______________________
❑ _______________________
14. CAN YOU MAKE THE SCRATCH CAT
DO SOMETHING SURPRISING?
In this activity,you will create a new
project with Scratch and explore
different Scratch blocks to make the cat
do something surprising!
What will you create?
START HERE
❑ Go to the Scratch website: http://scratch.mit.edu
❑ Sign into your account.
❑ Click on the “Create”tab located at the top left
of the browser to start a new project.
❑ Time to explore! Try clicking on different parts
of the Scratch interface to see what happens.
❑ Play with different Scratch blocks! Drag and
drop Scratch blocks into the scripting area.
Experiment by clicking on each block to see
what they do or try snapping blocks together.
SCRATCH SURPRISE
15. SCRATCH
SURPRISE
REFLECTIONS
RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.
+ What did you figure out?
+ What do you want to know more about?
NAME:
UNIT
0
REFLECTION
16. ❑ Scratch Studio handout
❑ Scratch Surprise studio
http://scratch.mit.edu/studios/460431
RESOURCES
❑ Scratch studios are one way to collect and organize
Scratch projects online.In this activity,help students
understand what studios are and how to add a project
to a studio.Optionally,have the Scratch Studio
handout available to guide students.
❑ First,have students navigate to the Scratch website
and sign in to their accounts.Next,help students find
the Scratch Surprise studio or a class studio you’ve
created.Then,let students share their Scratch Surprise
explorations with others by adding their programs to
the studio.
❑ Encourage students to investigate other projects in the
studio.Invite them to add a comment on the project
page of two projects in the collection that they find
particularly interesting or inspiring.Engage the group
in a discussion about how to give appropriate and
purposeful feedback.
❑ Ask students to think back on their creative
explorations by responding to the reflection prompts
in their design journals or in a group discussion.
ACTIVITY DESCRIPTION
+ Did students successfully add their projects to the
studio?
+ Did students comment appropriately on others’
work?
REVIEWING STUDENT WORK
+ What are Scratch studios for?
+ What did you find interesting or inspiring about
looking at other projects?
+ What two comments did you share?
+ What is “good”feedback?
REFLECTION PROMPTS
NOTES NOTES TO SELF
+ Create your own studio(s) to collect student work.Start
a class Scratch Surprise studio using your Scratch
account and then give students the studio link to “turn
in”projects.Create one dedicated studio to gather all
class projects or distribute activities across separate
studios to track student progress.
OBJECTIVES
By completing this activity,students will:
+ be able to add a project to a studio
+ be able to post comments on other Scratch
projects
SCRATCH STUDIO
SUGGESTED TIME
5–15 MINUTES
UNIT
0
ACTIVITY
❑ _______________________
❑ _______________________
❑ _______________________
❑ _______________________
17. START HERE
❑ Go to the Scratch Surprise studio using this link:
http://scratch.mit.edu/studios/460431
❑ Sign into your account.
❑ Click on “Add Projects”at the bottom of the page
to show your your projects,favorite projects,and
recently viewed projects.
❑ Use the arrows to find your Scratch Surprise
project and then click“Add + ”to add your
project to the studio.
LEARN HOW TO ADD YOUR PROJECT
TO AN ONLINE SCRATCH STUDIO!
Studios are collections of Scratch projects.
Follow along with the steps below to add
your Scratch Surprise program to the Scratch
Surprise studio on the Scratch website.
SCRATCH STUDIO
18. + What are Scratch studios for?
+ What did you find interesting or inspiring about looking at other projects?
+ What two comments did you share?
+ What is “good”feedback?
RESPOND TO THE FOLLOWING REFLECTION PROMPTS
USING THE SPACE PROVIDED BELOW OR IN YOUR
DESIGN JOURNAL.
NAME:
UNIT
0
REFLECTION
SCRATCH
STUDIO
REFLECTIONS
19. OBJECTIVES
By completing this activity,students will:
+ divide into small critique groups in order to give
and get feedback on design ideas and
works-in-progress
❑ Critique Group handout
RESOURCES
❑ Introduce students to the idea of a critique group,a
small group of designers who share ideas and
projects-in-progress with one another in order to get
feedback and suggestions for further development.
❑ Optionally,have the Critique Group handout available
to guide students in giving feedback.
❑ Divide students in smaller groups of 3-4 people.
In these critique groups,ask students to take turns
sharing their ideas,drafts,or prototypes,for example,
Scratch Surprise projects.
❑ Let students gather feedback by having their critique
group members respond to the Red,Yellow,Green
reflection prompts or using the Critique Group
handout.Encourage students to record other notes,
feedback,and suggestions in their design journals.
ACTIVITY DESCRIPTION
+ RED: What is something that doesn’t work or could
be improved?
+ YELLOW: What is something that is confusing or
could be done differently?
+ GREEN: What is something that works well or you
really like about the project?
REFLECTION PROMPTS
+ Did all students have a chance to share their work
and get feedback?
REVIEWING STUDENT WORK
CRITIQUE GROUP
NOTES NOTES TO SELF
+ It can be valuable to have a dedicated group of peers
to give you encouragement and feedback on your
design iterations.Provide opportunities for students to
continue meeting with their critique groups during
Units 1-6.
SUGGESTED TIME
15–30 MINUTES
UNIT
0
ACTIVITY
❑ _______________________
❑ _______________________
❑ _______________________
❑ _______________________
20. PROJECT
FEEDBACK
PARTS OF THE PROJECTTHAT MIGHT BE HELPFULTO THINKABOUT:
+ Clarity: Did you understand what the project is supposed to do?
+ Features: What features does the project have? Does the project work as expected?
+ Appeal: How engaging is the project? Is it interactive,original,sophisticated,funny,or interesting? How did you feel as you interacted
with it?
FEEDBACK FOR: ______________________________________________________________________
PROJECTTITLE: ______________________________________________________________________
FEEDBACK BY
[YELLOW]
What is something that is confusing or
could be done differently?
[RED]
What is something that doesn’t work or
could be improved?
[GREEN]
What is something that works well or
you really like about the project?
CRITIQUE GROUP