Please cite with the following:
Bunts-Anderson, K. (2011, November 27). Required components of academic essays[slide show]. Retrieved from http://www.slideshare.net/drkimberlybuntsanderson/required-components-of-academic-essays-slideshow
(Bunts-Anderson, 2011)
Utzon Symposium - Building a universal design legacy: What might Utzon do dif...UNSW Built Environment
A lecture from the Utzon Symposium held at the Sydney Opera House in March of 2014 by Catherine Bridge, Greg Killeen and Satoshi Kose.
"An excellent forum for dissemination of and discussion upon the diverse range of issues surrounding Utzon's legacy. It proved stimulating, insightful and informative. Many of the speakers demonstrated depth of understanding and collectively represented a considerable body of academic knowledge. The keynote speakers supported the range of subjects within the Symposium perfectly." - Anon, Utzon Synposium feedback survey
A collaboration between UNSW Built Environment, the Jørn Utzon Research Network (JURN) and the Utzon Research Center (URC), the University of Portsmouth, UK and Aalborg University, Denmark, the Fourth International Utzon Symposium extended previous research on Utzon’s oeuvre and asked the question,‘What would Utzon do now?’
Please cite with the following:
Bunts-Anderson, K. (2011, November 27). Required components of academic essays[slide show]. Retrieved from http://www.slideshare.net/drkimberlybuntsanderson/required-components-of-academic-essays-slideshow
(Bunts-Anderson, 2011)
Utzon Symposium - Building a universal design legacy: What might Utzon do dif...UNSW Built Environment
A lecture from the Utzon Symposium held at the Sydney Opera House in March of 2014 by Catherine Bridge, Greg Killeen and Satoshi Kose.
"An excellent forum for dissemination of and discussion upon the diverse range of issues surrounding Utzon's legacy. It proved stimulating, insightful and informative. Many of the speakers demonstrated depth of understanding and collectively represented a considerable body of academic knowledge. The keynote speakers supported the range of subjects within the Symposium perfectly." - Anon, Utzon Synposium feedback survey
A collaboration between UNSW Built Environment, the Jørn Utzon Research Network (JURN) and the Utzon Research Center (URC), the University of Portsmouth, UK and Aalborg University, Denmark, the Fourth International Utzon Symposium extended previous research on Utzon’s oeuvre and asked the question,‘What would Utzon do now?’
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
Theories of Learning, Emerging Technologies & Authoring Tools for Course Desi...Remo-tito Aguilar
In an environment where there’s rapid, cyclic emergence of DE technologies, theories of learning should guide our choice of tools in designing and developing elearning courses. On the other hand, theories of learning should also be enriched by practice of this authoring technologies
C2D2 Artful & Disciplined Dialogue for Wicked ProblemsPeter Jones
Artful and Disciplined Dialogue for Today’s Wicked Problems
Effective change leadership requires negotiating both open and disciplined participation, especially when addressing fuzzy situations such as peace or political reform. What if we treated social and policy issues as wicked problems, concerns that are never “solved,” but are satisfied through evolutionary progression? This approach to social design requires a mix of dialogue styles to enhance ideation and mitigate power in multi-stakeholder engagements.
We present both Art of Hosting (open) and Structured Dialogue as a mix of participation models for problem-focused planning and decision-making. While rarely used together today, we explore why both perspectives help in today’s complex concerns in democratic decision-making.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
4. One style does not fit all your
students
Teach the “what”, the “how” and the
“why” of learning!
5. Brain Research
Three networks of the brain
Recognition
Identified
and
understand.
Strategic
Plan and execute.
Affective
Motivate and excite.
6. How do these go together?
Three networks of the
Three principals of UDL
brain
Provide Recognition
Multiple means of Identified
and
representation. understand.
Multiple means of
Strategic
action and
Plan and execute.
expression.
Multiple means of
Affective
engagement. Motivate and excite.
7.
8. Multiple Means of Representation
•Provide:
•Options for perception
•Language and symbols
•Comprehension
In the classroom
•Vary introduction of material
•Offer different representations
•Active prior knowledge (Review and
Preview (RAP))
•Highlight big ideas (color
contrast, enlarged)
(CAST, 2011)
9. Multiple Means of Action and
Expression
Provide:
•Physical Action
•Expression and Communication
•Executive functions
In the classroom
•Assistive Technologies
•Literature Groups
•Multimedia projects
•Goal setting
•Self-assessments
•“Stop and Think”
•Checklists
( CAST, 2011)
10. Multiple Means of Engagement
Provide:
•Options for recruiting interest
•Options for sustaining effort and
persistence
•Options for self-regulation
In the classroom
•Multiple Intelligence/student interest survey
•Choice
•Spelling menus, design class rules, choose
rewards, involve learners in all possible
tasks.
•Provide a safe and supportive learning
environment.
•Foster collaboration and communication
•peer editing, lit groups, online
wiki’s, interviews
•Rubrics
(CAST, 2011) (Sousa,portfolios
•Self-Assessments and 2006)
12. Technology and UDL
Assistive/Adaptive
Technologies
Voice recognition software In addition to…
that turns spoken word into a
typed document. Inspiration – Concept
Language Translation mapping tool.
software
Power Point, Photo
Spell Check, grammar
check Story, Windows Movie
Supportive Maker.
technologies Read Aloud
(remediation, compens Social Media
ation, extension) (blogs, wiki’s, discussi
Software products that
reinforce concepts. on forums.
Creating digital video and
multimedia presentations
(CAST, 2011) (Bray, Brown & Green, 2004)
13. How will UDL impact our
students?
Understand
how our
students learn
Reach
potential
Teach learning
process
Provide a
safe, happy
and productive
learning
20. References
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
CAST, Inc. (2005–2011c). UDL lesson builder. Retrieved from http:/lessonbuilder.cast.org/
Log In. (n.d.). UDL Curriculum Self-Check. Retrieved November 16, 2011, from
http://udlselfcheck.cast.org/check.php?op=edit
CAST, Inc. (2006-2011). UDL Strategy Tutor. Retrieved from http://cst.cast.org/cst/auth-login
CAST, Inc. (2006-2011). UDL Editions by Cast. Retrieved from http://udleditions.cast.org/
Laureate Education, Inc. (Executive Producer). (2010). Universal Design for Learning. Baltimore, MD:
Author.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning.
Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Sousa, A. (2006). How The Brain Learns. California: Corwin Press.
Log In. (n.d.). UDL Curriculum Self-Check. Retrieved November 16, 2011, from
http://udlselfcheck.cast.org/check.php?op=edit
Editor's Notes
We all know that when it comes to clothing “one size does not fit all.” We also know that not all people can enter a building using stairs. To things Universal was have to change the design. Such as various sizes and styles of pants or building ramps to enter or building or elevators to change floors. It is the same way with teaching.
One style will not reach all learners…This is the inspiration and foundation of UDL. UDL helps teachers develop their lessons to reach all the learners in their class and optimize their learning potential. (CAST WEBSITE) UDL also teaches children how to be highly proficient learners in any given environment. (CAST, 2011).Using the universal design for learning your lessons will be developed in way that supports brain research on how children learn best and will give them the tools to becoming lifelong learners.
UDL is based on brain research that shows us how the brain distributes and processes information. Although, the overall process is the same for everyone, the rate at which it is completed or areas of strength are different for each person. The three networks that determine what, how and why we learn work together when new information is presented to create a memory or learnt material. Recognition – What of learning – is located in the back of the brain and holds the sensory axons. Here information is brought into the brain through our senses. We are able to recognize, sort and gather incoming facts. Strategic – How of Learning – located at the front of the brain. How we plan and execute our ideas. Affective – The why of learning – in the inner part of the brain. Deals with emotions, what we like and don’t like. What interests us, motivates and excites us.
The three principals of Universal Design for Learners are to provide multiple means of representation, action and expressions, and engagement. It is impossible to learn, if you do not understand the means in which it is presented to you. Provide your students with multiple means of representation.Visual: on Smart Board or in notebookAuditory: Video, voice thread, read aloud, lectureKinesthetic: give students manipulativesAdjustability: enlarge text, sound
re
Because of the many barriers students in the classroom may have it is important to have a variety of ways for them to express themselves. A typical classroom could have a child with language barriers due to an impairment of a cultural difference. A physical handicap where moving around the room is difficult or lack strategic skills such as organization.
Because of the many barriers students in the classroom may have it is important to have a variety of ways for them to express themselves. A typical classroom could have a child with language barriers due to an impairment of a cultural difference. A physical handicap where moving around the room is difficult or lack strategic skills such as organization.