Are you and your students engaged in personal learning networks (PLNs)? A look at some of the reasons for doing so as well as some practical strategies for helping you and your students ease into PLNs.
Using Digital Technologies and PLNs to Enhance Learning 1.0Clif Mims
The document discusses personal learning networks (PLNs) and their benefits for educators and students. PLNs allow individuals to connect with others online to share knowledge, resources and ideas. For educators, PLNs enhance learning by providing access to communities of experts. For students, PLNs expand learning opportunities beyond the classroom and encourage higher-order thinking. The document advocates using digital technologies and online PLNs to improve learning outcomes.
A workshop at Online Educa Berlin 2014 based on the School on the Cloud Project (www.schoolonthecloud.eu). The activities can be found at: http://edu.symbaloo.com/mix/iteacher
This document reflects on a student's learning and growth with technology over the course of a year in an education program, noting how they started off technologically impaired but with little experience, but developed a professional learning network and digital literacy skills through blogging, using Twitter, and bookmarking online resources. The student expresses thanks to several mentors who supported their learning and references various images and animations used in their work.
e-learning: a catalyst for academic excellenceNicolas Coltice
The document discusses how e-learning can help universities achieve academic excellence and discusses challenges and opportunities. It argues that e-learning allows for diversity in teaching approaches, from traditional transmissive teaching to more exploratory and informal styles. E-learning also facilitates life-long learning by providing ongoing access to educational resources and expertise. Finally, e-learning can help universities make a social impact by connecting students, alumni and external partners in an online community.
Identifying students’ profiles for MOOCs – a social media analysisGabriela Grosseck
This document analyzes survey responses from 632 students in Romania about their participation in Massive Open Online Courses (MOOCs). The author uses complex network analysis to model the students as a graph based on their shared traits and reasons for engaging with MOOCs. Six distinct profiles of students who participate in MOOCs are identified from the graph's community structure. The profiles differ based on gender and traits like certification goals, recognition priorities, and motivation types. The analysis provides insight into how students relate to online education and how MOOC design could be optimized for different profiles.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
The document discusses how digital technologies are impacting higher education. It explores how education narratives have shifted from knowledge scarcity to abundance due to things like online content and networks. It emphasizes that educators need to help learners become "residents" who are productive participants in networked environments rather than just "visitors" who consume content. It outlines how this involves focusing on presence, encouraging independence through community-based learning, and supporting the development of networked identities. The goal is for learning to occur through open-ended connections in online spaces rather than being limited to formal instruction and assessment of objectives.
Engaging Activities for the Exploration of Fraction, Ratio, Decimal and Perce...Clif Mims
This document provides engaging activities for teaching fractions, ratios, decimals, and percents. It includes domino, memory, pizza cutting, and other hands-on games. The activities employ visual, tactile, kinesthetic, and other learning styles. Benefits are variety and assessment through play. Drawbacks could be time and resources. Performance can be assessed through observation and participation during the activities. The document also provides related digital resources for teachers.
Learn how to easily setup a class web presence with Posterous.com and AudioBoo.fm. These easy-to-use services make setting up a classroom website and podcast surprisingly simple allowing you and your students to engage and communicate with each other...and the world.
Using Digital Technologies and PLNs to Enhance Learning 1.0Clif Mims
The document discusses personal learning networks (PLNs) and their benefits for educators and students. PLNs allow individuals to connect with others online to share knowledge, resources and ideas. For educators, PLNs enhance learning by providing access to communities of experts. For students, PLNs expand learning opportunities beyond the classroom and encourage higher-order thinking. The document advocates using digital technologies and online PLNs to improve learning outcomes.
A workshop at Online Educa Berlin 2014 based on the School on the Cloud Project (www.schoolonthecloud.eu). The activities can be found at: http://edu.symbaloo.com/mix/iteacher
This document reflects on a student's learning and growth with technology over the course of a year in an education program, noting how they started off technologically impaired but with little experience, but developed a professional learning network and digital literacy skills through blogging, using Twitter, and bookmarking online resources. The student expresses thanks to several mentors who supported their learning and references various images and animations used in their work.
e-learning: a catalyst for academic excellenceNicolas Coltice
The document discusses how e-learning can help universities achieve academic excellence and discusses challenges and opportunities. It argues that e-learning allows for diversity in teaching approaches, from traditional transmissive teaching to more exploratory and informal styles. E-learning also facilitates life-long learning by providing ongoing access to educational resources and expertise. Finally, e-learning can help universities make a social impact by connecting students, alumni and external partners in an online community.
Identifying students’ profiles for MOOCs – a social media analysisGabriela Grosseck
This document analyzes survey responses from 632 students in Romania about their participation in Massive Open Online Courses (MOOCs). The author uses complex network analysis to model the students as a graph based on their shared traits and reasons for engaging with MOOCs. Six distinct profiles of students who participate in MOOCs are identified from the graph's community structure. The profiles differ based on gender and traits like certification goals, recognition priorities, and motivation types. The analysis provides insight into how students relate to online education and how MOOC design could be optimized for different profiles.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
The document discusses how digital technologies are impacting higher education. It explores how education narratives have shifted from knowledge scarcity to abundance due to things like online content and networks. It emphasizes that educators need to help learners become "residents" who are productive participants in networked environments rather than just "visitors" who consume content. It outlines how this involves focusing on presence, encouraging independence through community-based learning, and supporting the development of networked identities. The goal is for learning to occur through open-ended connections in online spaces rather than being limited to formal instruction and assessment of objectives.
Engaging Activities for the Exploration of Fraction, Ratio, Decimal and Perce...Clif Mims
This document provides engaging activities for teaching fractions, ratios, decimals, and percents. It includes domino, memory, pizza cutting, and other hands-on games. The activities employ visual, tactile, kinesthetic, and other learning styles. Benefits are variety and assessment through play. Drawbacks could be time and resources. Performance can be assessed through observation and participation during the activities. The document also provides related digital resources for teachers.
Learn how to easily setup a class web presence with Posterous.com and AudioBoo.fm. These easy-to-use services make setting up a classroom website and podcast surprisingly simple allowing you and your students to engage and communicate with each other...and the world.
Educational Technology: Current Trends and Future DirectionsClif Mims
The document discusses key elements of 21st century learning, which include emphasizing core subjects, learning skills, using 21st century tools, teaching and learning in a 21st century context, teaching 21st century content, and using assessments that measure 21st century skills. It provides classroom examples of using tools like web 2.0, telecollaboration, video conferencing, audio, video, mashups, and mobile learning. While teachers may not be comfortable with technology, the document suggests allowing students to use it to communicate their understanding as they are often able to more fully express themselves with digital media.
The purpose of this professional development is to increase teacher knowledge and skills in order to better equip students with 21st Century knowledge and skills.
All K-12 educators are invited to join us for food and fun as teachers from many different schools and districts connect and share ideas. The evening will conclude with a Web 2.0 Smackdown (http://ow.ly/1JXlL) during which attendees can volunteer to share quick demos (under 3 minutes) of some of their favorite Web 2.0 tools and services.
Event details at http://ow.ly/1JXmG.
10 Things To Do When Integrating a Commercial off-the-Shelf Video GamClif Mims
Notes and suggestions from the following publication.
Charsky, D. & Mims, C. (2008). Integrating commercial off-the-shelf video games into school curriculums. TechTrends. 52(6), 38-44.
Breaking through the Walls of the Classroom 1.0Clif Mims
Telecollaboration is emerging in education as many Web 2.0 technologies and services are making it possible for teachers, students, classes and experts around the world to connect and collaborate.
Encouraging Digital Writing Equity in Pre-K-12 Classrooms: Current Practices ...Clif Mims
In this presentation four research teams extend their published studies from the Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, highlighting equity issues regarding: 1) Writing with WEB 2.0 and Social Media, 2) Writing with Photography and Multimodal Technologies, 3) Integrating Technology with Writing Instruction, 4) Preparing Educators to Teach Digital Literacies. Following these presentations, participants will break into groups to discuss their own and future research.
Breaking through the Walls of the Classroom 2.0Clif Mims
This document discusses strategies for accessing knowledge and resources beyond the classroom, including through technology integration and telecollaboration. It promotes connecting with other educators online and sharing ideas to extend learning. Links are provided to materials on instructional design, digital strategies, and applying these approaches for both teachers and students, with notes on pros and cons. The overall message is that technology should be used in service of learning rather than as an end itself.
The document outlines the agenda for the Memphis EduTweetUp event on January 18, 2011, which included registration, socializing over supper, a tour of the IDT Studio, announcements and discussion, and a Web 2.0 Smackdown activity. It also lists upcoming opportunities and conferences from the Martin Institute and provides a hashtag and link for notes from the event.
Digital Tools for Teachers' Toolboxes, Version 2.1Clif Mims
More than 3,000 teachers were recently informally surveyed about the Web 2.0 tools that they and their students most commonly used. This presentation will provide a hands-on introduction to these tools along with teacher-created and student-created examples. Strategies for implementation will be shared.
Notes and resources at http://bit.ly/mims153
Multiple Representations of Mathematic MasteryClif Mims
This document discusses assessing student understanding through multiple representations. It presents a workshop where teachers try different activity stations to represent geometry concepts, including paper and pencil, computer programs, art, and photography. The document suggests assessing students' understanding based on the representations they create. It also discusses benefits and disadvantages of using these types of activities for assessment and how realistic they are for the classroom. Further strategies are brainstormed for allowing students to demonstrate their ideas through multiple modes like audio, video, drama and presentations. Related resources on the topic are provided.
Multiple Representations of Understanding through Digital Media 1.0Clif Mims
The document discusses strategies for assessing student understanding through multiple representations using digital media and technology. It provides examples of using websites, cartoons, digital posters, and videos to demonstrate understanding. Teachers are asked to consider how they currently assess students and whether they integrate technology into assessments. The document then suggests allowing students to represent their understanding through activities like audio recordings, videos, art projects, presentations, and games. Resources for implementing these strategies are provided.
Developing Retained Organization to Support OutsourcingMark Peacock
A new approach to designing retained organizations to support an outsourced service delivery model. Presented at the Int'l Asso of Outsourcing Professionals' 2008 Outsourcing World Summit
11X1 T14 01 definitions & arithmetic series (2011)Nigel Simmons
The document defines arithmetic series as a sequence of numbers where each term is found by adding a constant amount (called the common difference) to the previous term. It provides the general formula for an nth term in an arithmetic series as Tn = a + (n-1)d, where a is the first term and d is the common difference. As an example, it calculates the general term for a series where T3 = 9 and T7 = 21, finding the common difference is 3 and the first term is also 3, giving the general term as Tn = 3n - 3.
The document defines locus as the collection of all points whose location is determined by some stated law. It provides examples of finding the locus of points that are:
1) Always 4 units from the origin, which is a circle with radius 4 centered at the origin.
2) Always 5 units from the y-axis, which is the line y=±5.
3) Always 3 units from the line y=x+1, which is the pair of parallel lines that are a distance of 3 units above and below that line.
The document discusses geometrical theorems about parabolas, including two main topics:
1) Focal chords - It proves that the tangents drawn from the extremities of a focal chord intersect at right angles on the directrix.
2) Reflection property - It discusses how any line parallel to the axis of the parabola is reflected towards the focus, and proves that the angle of incidence equals the angle of reflection.
The document describes the key properties of a hyperbola with eccentricity e > 1. It defines the hyperbola equation and explains that the foci lie on the y-axis. It also derives formulas for the eccentricity, semi-major and semi-minor axes, foci, directrices, and asymptotes. An example is provided to demonstrate calculating these values for a specific hyperbola.
12 x1 t04 07 approximations to roots (2013)Nigel Simmons
The document describes the method of halving intervals to find approximations of roots. It begins by stating if a function f(x) is continuous on an interval [a,b] where f(a) and f(b) have opposite signs, then there exists a root between a and b. It then works through an example of finding the root of x4 + 2x - 19 = 0 between 1 and 3 by repeatedly halving intervals and evaluating the function at the midpoint until reaching an approximation of 1.96 to two decimal places.
Learning today requires developing agile approaches in a digital age. Digital technologies are transforming how knowledge is constructed and shared. Developing lifelong and life-wide learning as the central paradigm for the future requires cultivating inquisitive mindsets and digital knowledge networks. Leadership must embrace innovation, welcome change, and meet the challenges of our global connected future.
Educational Technology: Current Trends and Future DirectionsClif Mims
The document discusses key elements of 21st century learning, which include emphasizing core subjects, learning skills, using 21st century tools, teaching and learning in a 21st century context, teaching 21st century content, and using assessments that measure 21st century skills. It provides classroom examples of using tools like web 2.0, telecollaboration, video conferencing, audio, video, mashups, and mobile learning. While teachers may not be comfortable with technology, the document suggests allowing students to use it to communicate their understanding as they are often able to more fully express themselves with digital media.
The purpose of this professional development is to increase teacher knowledge and skills in order to better equip students with 21st Century knowledge and skills.
All K-12 educators are invited to join us for food and fun as teachers from many different schools and districts connect and share ideas. The evening will conclude with a Web 2.0 Smackdown (http://ow.ly/1JXlL) during which attendees can volunteer to share quick demos (under 3 minutes) of some of their favorite Web 2.0 tools and services.
Event details at http://ow.ly/1JXmG.
10 Things To Do When Integrating a Commercial off-the-Shelf Video GamClif Mims
Notes and suggestions from the following publication.
Charsky, D. & Mims, C. (2008). Integrating commercial off-the-shelf video games into school curriculums. TechTrends. 52(6), 38-44.
Breaking through the Walls of the Classroom 1.0Clif Mims
Telecollaboration is emerging in education as many Web 2.0 technologies and services are making it possible for teachers, students, classes and experts around the world to connect and collaborate.
Encouraging Digital Writing Equity in Pre-K-12 Classrooms: Current Practices ...Clif Mims
In this presentation four research teams extend their published studies from the Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, highlighting equity issues regarding: 1) Writing with WEB 2.0 and Social Media, 2) Writing with Photography and Multimodal Technologies, 3) Integrating Technology with Writing Instruction, 4) Preparing Educators to Teach Digital Literacies. Following these presentations, participants will break into groups to discuss their own and future research.
Breaking through the Walls of the Classroom 2.0Clif Mims
This document discusses strategies for accessing knowledge and resources beyond the classroom, including through technology integration and telecollaboration. It promotes connecting with other educators online and sharing ideas to extend learning. Links are provided to materials on instructional design, digital strategies, and applying these approaches for both teachers and students, with notes on pros and cons. The overall message is that technology should be used in service of learning rather than as an end itself.
The document outlines the agenda for the Memphis EduTweetUp event on January 18, 2011, which included registration, socializing over supper, a tour of the IDT Studio, announcements and discussion, and a Web 2.0 Smackdown activity. It also lists upcoming opportunities and conferences from the Martin Institute and provides a hashtag and link for notes from the event.
Digital Tools for Teachers' Toolboxes, Version 2.1Clif Mims
More than 3,000 teachers were recently informally surveyed about the Web 2.0 tools that they and their students most commonly used. This presentation will provide a hands-on introduction to these tools along with teacher-created and student-created examples. Strategies for implementation will be shared.
Notes and resources at http://bit.ly/mims153
Multiple Representations of Mathematic MasteryClif Mims
This document discusses assessing student understanding through multiple representations. It presents a workshop where teachers try different activity stations to represent geometry concepts, including paper and pencil, computer programs, art, and photography. The document suggests assessing students' understanding based on the representations they create. It also discusses benefits and disadvantages of using these types of activities for assessment and how realistic they are for the classroom. Further strategies are brainstormed for allowing students to demonstrate their ideas through multiple modes like audio, video, drama and presentations. Related resources on the topic are provided.
Multiple Representations of Understanding through Digital Media 1.0Clif Mims
The document discusses strategies for assessing student understanding through multiple representations using digital media and technology. It provides examples of using websites, cartoons, digital posters, and videos to demonstrate understanding. Teachers are asked to consider how they currently assess students and whether they integrate technology into assessments. The document then suggests allowing students to represent their understanding through activities like audio recordings, videos, art projects, presentations, and games. Resources for implementing these strategies are provided.
Developing Retained Organization to Support OutsourcingMark Peacock
A new approach to designing retained organizations to support an outsourced service delivery model. Presented at the Int'l Asso of Outsourcing Professionals' 2008 Outsourcing World Summit
11X1 T14 01 definitions & arithmetic series (2011)Nigel Simmons
The document defines arithmetic series as a sequence of numbers where each term is found by adding a constant amount (called the common difference) to the previous term. It provides the general formula for an nth term in an arithmetic series as Tn = a + (n-1)d, where a is the first term and d is the common difference. As an example, it calculates the general term for a series where T3 = 9 and T7 = 21, finding the common difference is 3 and the first term is also 3, giving the general term as Tn = 3n - 3.
The document defines locus as the collection of all points whose location is determined by some stated law. It provides examples of finding the locus of points that are:
1) Always 4 units from the origin, which is a circle with radius 4 centered at the origin.
2) Always 5 units from the y-axis, which is the line y=±5.
3) Always 3 units from the line y=x+1, which is the pair of parallel lines that are a distance of 3 units above and below that line.
The document discusses geometrical theorems about parabolas, including two main topics:
1) Focal chords - It proves that the tangents drawn from the extremities of a focal chord intersect at right angles on the directrix.
2) Reflection property - It discusses how any line parallel to the axis of the parabola is reflected towards the focus, and proves that the angle of incidence equals the angle of reflection.
The document describes the key properties of a hyperbola with eccentricity e > 1. It defines the hyperbola equation and explains that the foci lie on the y-axis. It also derives formulas for the eccentricity, semi-major and semi-minor axes, foci, directrices, and asymptotes. An example is provided to demonstrate calculating these values for a specific hyperbola.
12 x1 t04 07 approximations to roots (2013)Nigel Simmons
The document describes the method of halving intervals to find approximations of roots. It begins by stating if a function f(x) is continuous on an interval [a,b] where f(a) and f(b) have opposite signs, then there exists a root between a and b. It then works through an example of finding the root of x4 + 2x - 19 = 0 between 1 and 3 by repeatedly halving intervals and evaluating the function at the midpoint until reaching an approximation of 1.96 to two decimal places.
Learning today requires developing agile approaches in a digital age. Digital technologies are transforming how knowledge is constructed and shared. Developing lifelong and life-wide learning as the central paradigm for the future requires cultivating inquisitive mindsets and digital knowledge networks. Leadership must embrace innovation, welcome change, and meet the challenges of our global connected future.
Effective E-learning for Renewable Energy TrainingMarlene Manto
This Powerpoint has been created to support trainers in the renewable energy trades area. It has an associated e-resource at http://renewableenergytraining.wikispaces.com
The document discusses the importance of digital citizenship education and collaboration using Web 2.0 tools to foster responsible digital citizenship. It defines digital citizenship as including rights and responsibilities, media literacy, communication, commerce, health and wellness, and security. Collaboration online can promote digital citizenship while integrating other subjects like HSIE, maths and English. However, there needs to be guidance to ensure students use technology responsibly and do not justify irresponsible behavior by saying "everyone is doing it" or "I won't get caught".
Online Colaboration & Digital citizenshipSonya Engelen
The document discusses the importance of digital citizenship education and how collaboration using Web 2.0 tools can foster responsible digital citizenship. It defines digital citizenship as including rights and responsibilities, media literacy, communication, commerce, health and wellness, and security. Collaboration online can promote digital citizenship while integrating other subjects like HSIE, maths, and English. However, guidance is needed to ensure students use technology responsibly and don't justify unsafe behaviors by saying "everyone's doing it" or "I won't get caught".
The document discusses developing 21st century literacy skills in students. It defines 21st century literacy as students who are effective learners, collaborators, and creators. It provides examples of how to develop these skills through technology tools like blogs, wikis, social networks and voice over internet protocol. The goal is to help students learn anytime, anywhere by developing global personal learning networks.
This document discusses supporting the use of Moodle in K-12 schools in South Australia. It provides an overview of:
1. The Learning Technologies department which provides an eSchooling service including a hosted Moodle installation.
2. The history and trends of Moodle use in South Australian schools, including different types of implementations for teachers, schools, and specialized groups.
3. The strategies used to support teachers using Moodle, including professional development workshops, online training videos, and a community of practice for sharing resources and knowledge.
4. Examples of schools that have implemented blended learning models using Moodle and virtual classrooms to engage students both in class and remotely.
Online education provides more accessibility for students who cannot attend traditional schools due to health or other issues. It reduces the need for physical textbooks, helping the environment. Distance learning through online classes has grown in popularity as a way to supplement traditional lessons. Teachers have more tools available through technology to track student progress and engage students in the learning process, making education more enjoyable.
This document discusses developing 21st century literacy skills in students. It defines 21st century literacy as developing students who are effective learners, collaborators, and creators. It encourages teachers to infuse global collaboration and networking into the classroom using various technology tools like blogs, wikis, social media and video chat. The goal is to help students learn anytime, anywhere by developing personal learning networks that allow them to communicate, connect and collaborate globally.
This document discusses how Web 2.0 tools can empower faculty to move beyond traditional learning management systems (LMS) and outlines various types of Web 2.0 tools classified by their uses such as documentative, communicative, generative, interactive, and collaborative tools. It provides examples of using these different types of tools and notes some challenges and benefits of supplementing LMS with Web 2.0 tools. The document concludes by referencing an upcoming publication on using Web 2.0 for collaboration, communication, and productivity in preparing school technology leaders.
Connecting Learners and Museums through Educational Metadata InitiativesDarren Milligan
Museums and the Web 2014
How-to Session
Darren Milligan, Smithsonian Institution, Center for Learning and Digital Access, USA
Melissa Wadman, Smithsonian Institution, Center for Learning and Digital Access, USA
James Collins, Smithsonian Institution, Center for Learning and Digital Access, USA
Published paper: http://mw2014.museumsandtheweb.com/paper/connecting-learners-and-museums-through-educational-metadata-initiatives/
Personalized learning involves standardizing and harnessing data being created about specific student learning strengths and weaknesses, and connecting those needs with appropriate learning content. To achieve this, galleries, libraries, archives, and museums (GLAMs), as well as scientific institutions like zoos and aquariums, which already produce open educational content, need to improve the discoverability and retrieval of their digital resources. We must develop complete learning-appropriate descriptions of what we have and share this descriptive language with users in many settings. Two of the most promising programs to address this challenge are the schema.org metadata project, called the Learning Resource Metadata Initiative, and the Learning Registry, a federally created technology infrastructure for the distribution of such metadata and the consolidation of information about its usage. We discuss the history and impacts of both programs, share our methodology for implementing and evaluating a Smithsonian project in progress, and propose recommended next steps for GLAMs.
‘Digital learning’ is gaining traction as more organisations begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? This session provides an opportunity to learn more about digital learning pedagogy, and digital learning design.
The document discusses the rise of MOOCs and online learning and raises several questions about their implications. It questions who will own knowledge in the future - universities, companies, society or individuals. It also ponders the effects of MOOCs on the prestige of degrees and their legal validity. Additionally, it raises concerns about completion rates, practical components, and whether online education could increase access to a universal higher education.
The document discusses online learning in K-12 schools. It provides several reasons for implementing online learning, such as filling instructional gaps, providing remediation and test preparation, offering career training and extracurricular activities. It also discusses different types of online learning modules and programs. The document addresses common concerns about online learning, such as access issues and the ability of students and courses to be accredited. It emphasizes that online learning requires motivation, discipline and certain skills from students.
The document discusses online learning in K-12 schools. It provides several reasons for implementing online learning, such as filling instructional gaps, providing remediation and test preparation, offering career training and extracurricular activities. It also discusses different types of online learning modules and programs. The document addresses common concerns about online learning, such as access issues and the ability of students and courses to be accredited. It emphasizes that online learning requires motivation, discipline and certain skills from students.
The document discusses online learning in K-12 schools. It provides several reasons for implementing online learning, such as addressing gaps in traditional instruction, providing remediation and test preparation, offering career training and extracurricular activities. It also discusses different types of online learning modules and programs. The document then addresses common concerns about online learning, such as costs and access, and responds that many online learning systems are easy to use and free, and that accommodations can help address access issues on a case-by-case basis. It concludes that students who are motivated, disciplined, and have strong academic and reasoning skills tend to do well with online learning.
The document discusses online learning in K-12 schools. It provides several reasons for implementing online learning, such as filling instructional gaps, providing remediation and test preparation, offering career training and extracurricular activities. It also discusses different types of online learning modules and programs. The document addresses common concerns about online learning, such as access issues and the ability of students and courses to be accredited. It emphasizes that online learning requires motivation, discipline and certain skills from students.
Innovacions tecnològiques a l’educació. S'acosta la tormenta perfecta?Francesc Pedró
HI ha uns quants indicadors que mostren que s'acosta una tempesta que podria portar a una més gran densitat d'innovacions tecnològiques en educació. La sabrem aprofitar?
This document discusses the use of information and communication technologies (ICT) and social media in education. It provides an overview of various digital tools that can be used for learning, including Kahoot, Google Forms, Twitter, blogs, QR codes, Padlet, and note-taking apps. Creative Commons licensing is also covered. The document emphasizes how these technologies can support collaboration, content sharing, and new approaches to teaching and assessment.
Similar to Using Digital Technologies and PLNs to Enhance Learning 2.0 (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.