This ppt presentation is from the session "Using Visual Media to Teach TEKS" presented at ESC-Region 20's Library Resource Roundup, September 17, 2010 by Teresa Diaz & Ellen Hagan, NEISD/San Antonio, TX.
(GAPMIL) FRAMEWORK AND PLAN OF ACTION FOR THE GLOBAL ALLIANCE FOR PARTNERSHIP...eraser Juan José Calderón
FRAMEWORK AND PLAN OF ACTION FOR THE GLOBAL ALLIANCE FOR PARTNERSHIPS ON MEDIA AND INFORMATION LITERACY (GAPMIL)
Promoting Media and Information Literacy (MIL) as a Means to Open and Inclusive Development
CSUN 2024 Simplifying Accessible Data Visualizations - 5 April 2024.pptxTed Gies
Highcharts and Elsevier share recent research into making interactive web charts more accessible. Our usability studies focused on improving intelligibility and understandability of non-visual user experiences of graphs and charts. We will share findings around the design of use case-based text descriptions and personalized charts. When we started our research into screen reader friendly charts eight years ago, we challenged the notion that a table version of the data was an equivalent and sufficiently accessible alternative. Since then, we’ve explored many features such as automated data point and structure descriptions, human created descriptions, and sonification or tones. We will share our research into examining different information seeking modes or use cases. What is the ideal user experience for use cases of: data point examination, identification of trends, and main idea extraction? Based upon these modes we will propose optimal designs for accessible data visualization consumption. With each of the new accessibility research questions we will provide real user feedback from non-sighted users on our approach. We will also show screen reader demos to help illustrate design considerations.
(GAPMIL) FRAMEWORK AND PLAN OF ACTION FOR THE GLOBAL ALLIANCE FOR PARTNERSHIP...eraser Juan José Calderón
FRAMEWORK AND PLAN OF ACTION FOR THE GLOBAL ALLIANCE FOR PARTNERSHIPS ON MEDIA AND INFORMATION LITERACY (GAPMIL)
Promoting Media and Information Literacy (MIL) as a Means to Open and Inclusive Development
CSUN 2024 Simplifying Accessible Data Visualizations - 5 April 2024.pptxTed Gies
Highcharts and Elsevier share recent research into making interactive web charts more accessible. Our usability studies focused on improving intelligibility and understandability of non-visual user experiences of graphs and charts. We will share findings around the design of use case-based text descriptions and personalized charts. When we started our research into screen reader friendly charts eight years ago, we challenged the notion that a table version of the data was an equivalent and sufficiently accessible alternative. Since then, we’ve explored many features such as automated data point and structure descriptions, human created descriptions, and sonification or tones. We will share our research into examining different information seeking modes or use cases. What is the ideal user experience for use cases of: data point examination, identification of trends, and main idea extraction? Based upon these modes we will propose optimal designs for accessible data visualization consumption. With each of the new accessibility research questions we will provide real user feedback from non-sighted users on our approach. We will also show screen reader demos to help illustrate design considerations.
Diagrammatic elicitation & When to use diagrams, drawings and cartoons?Tünde Varga-Atkins
This presentation was given by Tunde Varga-Atkins at the 2011 International Visual Methods conference at the Open University, UK, Milton Keynes (Sep13-15 2011). It is a collaboration between Muriah Umoquit, Peggy Tso, Tunde and Mark O'Brien and Johannes Wheeldon. It combines two papers into one (one on terminology and diagrammatic elicitation) and another one on the ontological consequences of using diagrams, drawings and cartoons. (This combination was due to an admin error - both papers are available in more detail on request.)
Online social media services enable people to share many aspects of their personal interests and passions with friends, acquaintances and strangers. We are investigating how the display of social media in a workplace context can improve relationships among collocated colleagues. We have designed, developed and deployed the Context, Content and Community Collage, which runs on large LCD touchscreen computers installed in eight locations throughout a research laboratory. This proactive display application senses nearby people via Bluetooth phones, and responds by incrementally adding photos associated with those people to an ambient collage shown on the screen. This paper describes the motivations, goals, design and impact of the system, highlighting the ways the system has increased interactions and improved personal relationships among coworkers at the deployment site. We also look at how the creation of a shared physical window into online media has affected the use of that media
Emergo: Academic Performance Assessment and Planning with a Data Mart (WCCE 2...Vinícius M. Kern
Preprint @ http://tinyurl.com/bsp7bg, World Conference on Computers in Education
Abstract: National-level, objective assessment in higher education has been a practice in Brazil since 1996, surviving political shifts that frequently dismantle public policies. This paper presents the Emergo Project – the assessment of Psychology students using a data mart with multiple-choice questions from national exams and students’ answers. We run two annual examinations, giving individual feedback and discussing aggregate results with faculty and students. We identified patterns for the evolution of correct answers across semester enrolled – Growing, Decreasing, Peak, Constant, and Other. Actual results in the national exam suggest that the feedback and discussions might have helped achieving superior performance standards.
3 D Project Based Learning Basics for the New Generation Science Standardsrekharajaseran
This presentation is a part of the workshop presented at Griffin RESA Drive-In STEM Conference on September 28, 2016. It provides an introduction to the basics of three dimensional project based learning for STEM Education and New Generation Science Standards.
Rubric Detail A rubric lists grading criteria that instruct.docxrobert345678
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
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https%3A%2F%2Fkeiseruniversity.blackboard.com%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_7714706_1%26course_id%3D_411476_1%26maxValue%3D100.0%26rubricId%3D_345993_1%26viewOnly%3Dtrue%26displayGrades%3Dfalse%26type%3Dgrading%26rubricAssoId%3D_605243_1
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Introduction
Points:
Points Range:
0 (0.00%) - 10.35 (10.35%)
One of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis introduces the article topic, tells the reader what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
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Two of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
12 (12.00%) - 13.35 (13.35%)
Three of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Points:
Points Range:
13.5 (13.50%) - 15 (15.00%)
All of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Methods.
Lessons learned on adult student engagement in an online gameful courseAlberto Mora
Gamification has captured the interest of both Human-Computer Interaction and Educational Sciences during the last past years. However, most of the available case studies in the literature are not focused in online higher education environments, even less considering the demographics of adult learners. This paper presents the design and development of an online gameful course of Computer Networks formed by two groups with an average age older than the common university students. This approach aims to encourage adult learners to solve non-graded formative activities and to increase their sense of kinship to the group. After one semester, the results revealed a moderate effect on student engagement, but a low enrolment rate. In contrast, a similar previous study revealed promising outcomes. The main goal of this work is to present the obtained results and to analyse the relevant issues in order to understand the source of the engagement differences perceived.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Diagrammatic elicitation & When to use diagrams, drawings and cartoons?Tünde Varga-Atkins
This presentation was given by Tunde Varga-Atkins at the 2011 International Visual Methods conference at the Open University, UK, Milton Keynes (Sep13-15 2011). It is a collaboration between Muriah Umoquit, Peggy Tso, Tunde and Mark O'Brien and Johannes Wheeldon. It combines two papers into one (one on terminology and diagrammatic elicitation) and another one on the ontological consequences of using diagrams, drawings and cartoons. (This combination was due to an admin error - both papers are available in more detail on request.)
Online social media services enable people to share many aspects of their personal interests and passions with friends, acquaintances and strangers. We are investigating how the display of social media in a workplace context can improve relationships among collocated colleagues. We have designed, developed and deployed the Context, Content and Community Collage, which runs on large LCD touchscreen computers installed in eight locations throughout a research laboratory. This proactive display application senses nearby people via Bluetooth phones, and responds by incrementally adding photos associated with those people to an ambient collage shown on the screen. This paper describes the motivations, goals, design and impact of the system, highlighting the ways the system has increased interactions and improved personal relationships among coworkers at the deployment site. We also look at how the creation of a shared physical window into online media has affected the use of that media
Emergo: Academic Performance Assessment and Planning with a Data Mart (WCCE 2...Vinícius M. Kern
Preprint @ http://tinyurl.com/bsp7bg, World Conference on Computers in Education
Abstract: National-level, objective assessment in higher education has been a practice in Brazil since 1996, surviving political shifts that frequently dismantle public policies. This paper presents the Emergo Project – the assessment of Psychology students using a data mart with multiple-choice questions from national exams and students’ answers. We run two annual examinations, giving individual feedback and discussing aggregate results with faculty and students. We identified patterns for the evolution of correct answers across semester enrolled – Growing, Decreasing, Peak, Constant, and Other. Actual results in the national exam suggest that the feedback and discussions might have helped achieving superior performance standards.
3 D Project Based Learning Basics for the New Generation Science Standardsrekharajaseran
This presentation is a part of the workshop presented at Griffin RESA Drive-In STEM Conference on September 28, 2016. It provides an introduction to the basics of three dimensional project based learning for STEM Education and New Generation Science Standards.
Rubric Detail A rubric lists grading criteria that instruct.docxrobert345678
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
https%3A%2F%2Fkeiseruniversity.blackboard.com%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_7714706_1%26course_id%3D_411476_1%26maxValue%3D100.0%26rubricId%3D_345993_1%26viewOnly%3Dtrue%26displayGrades%3Dfalse%26type%3Dgrading%26rubricAssoId%3D_605243_1
Name: Week 7 Video Presentation
Description: Up to 10% deduction may be implemented for not following APA style standards (e.g., references and in-text citations).
Grid ViewList View
Poor
Satisfactory
Good
Excellent
Introduction
Points:
Points Range:
0 (0.00%) - 10.35 (10.35%)
One of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis introduces the article topic, tells the reader what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
10.5 (10.50%) - 11.85 (11.85%)
Two of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
12 (12.00%) - 13.35 (13.35%)
Three of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Points:
Points Range:
13.5 (13.50%) - 15 (15.00%)
All of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Methods.
Lessons learned on adult student engagement in an online gameful courseAlberto Mora
Gamification has captured the interest of both Human-Computer Interaction and Educational Sciences during the last past years. However, most of the available case studies in the literature are not focused in online higher education environments, even less considering the demographics of adult learners. This paper presents the design and development of an online gameful course of Computer Networks formed by two groups with an average age older than the common university students. This approach aims to encourage adult learners to solve non-graded formative activities and to increase their sense of kinship to the group. After one semester, the results revealed a moderate effect on student engagement, but a low enrolment rate. In contrast, a similar previous study revealed promising outcomes. The main goal of this work is to present the obtained results and to analyse the relevant issues in order to understand the source of the engagement differences perceived.
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Embracing GenAI - A Strategic ImperativePeter 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.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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8. Technology TEKS (6-8): 10.A, 10.D 11.A-B ELAR(6-8): 13A, 13B, 13C, 13D Knowledge and Skills Statement: Media Literacy “Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.” Social Studies: (6): 21A, 22, 23 (7): 21A, 21C, 21D, 21F, 22, 23 (8): 30A, 30C, 30D, 30F, 31, 32 Science (6-8): 3A Scientific Reasoning and Investigations Strand
12. Cannot say “clearly” / “obviously” Use three open-ended questions: What's going on in this picture? What do you see that makes you say that? What more can we find? 3 Facilitation Techniques: Paraphrase comments neutrally. Point at the area being discussed. Link contrasting and complementary comments. Students are asked to: Look carefully at image. Talk about what they observe. Back up their ideas with evidence. Listen to and consider the views of others. Discuss many possible interpretations. Intro Video Example Visual Analysis Video Example
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18. The Search {Graphic Novel} Based on the selection, the reader can tell that in the last frame, the mother is—
Visual Literacy:Based on the concept that visual images are a language, VL is: Ability to understand and create images (Gangwer, Visual Impact, Visual Teaching)
“We do not see with our eyes. We see with our brains.” –John Medina, Brain RulesWe become visually literate by…Visually DECODING = translating the content & meaning of visual imageryVisually ENCODING = expressing thoughts and ideas in visual form-------------------------------------Image credits:MorguefileBlued Eye: http://www.morguefile.com/archive/display/524279http://mrg.bz/9GRmbJBrain scan (brain01): http://www.morguefile.com/archive/display/24363http://mrg.bz/i7MZEv
FACT: Approximately 65 percent of the population are visual learners.
FACT: The brain processes visual information 60,000 faster than text.
FACT: 90 percent of information that comes to the brain is visual.Visual problem solving—taps into higher-level thinking skills
FACT: Visual aids in the classroom improve learning by up to 400 percent.Study done: Text & oral presentations—much less efficient for retaining certain types of information:Orally = 10% retention, tested 72 hours after exposureAdd a picture = 65% retention, 72 hours later!(Source: Medina, John. Brain Rules. Pear Press, 2008.)
SO…how does VM instruction connect with TEKS?Technology TEKS (6-8): 10.A, 10.D 11.A-B ELAR:Knowledge and Skills Statement: Media Literacy“Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.”TEKS (6-8): 13A, 13B, 13C, 13DSocial Studies (6): 21A, 22, 23(7): 21A, 21C, 21D, 21F, 22, 23(8): 30A, 30C, 30D, 30F, 31, 32Science: Scientific Reasoning and investigations strand(6-8): 3A
These are the basic TEKS that most directly mention/relate to teaching visual/media literacy.However, visual media can be used to teach practically ANY content-area TEK across the curriculum. Incorporating visual media and teaching media literacy is also a strong component of…- 21stCentury Skills- AASL Standards- NETS Standards for students- CCRS: College and Career Readiness StandardsDifferentiated Instruction Multiple Intelligences Brain-based teaching/learningPuzzle Pieces – Open Clip Art Libraryhttp://www.openclipart.org/detail/81277Multiple Intelligences clip art:http://www.childfirst.com.cn/gifs/en_soundcurr05.gifwww.childfirst.com.cn/pages/en_unique.html
Visual Analog: What you can see What you thinkPerceptions = informed by our observationsObservations = informed by 5 sensesArticulate = using 5 sensesVisual media—can help address TEKS that are problematic:InferencingConnotation Objective vs. Subjective
Confirmable visual data = evidence in an imageDescribe image as if the listener cannot see…5W’s = Questioning/Response modelNothing is too obviousStart Big—then go smallYou can always “get there” (ID the purpose of the object/image)—but start by LOOKINGCan always start out with something familiar to practice analysis techniqueChange ROLES/HATS of observer: Ask…what would a COP say is going on?
http://picturingamerica.neh.gov/
Forms touse—These can be used to help students do some pre-thinking/pre-writing before discussing an image together as a classlinks/attachments on wiki for the documentsPrimary Source Analysis tool – LOCSTW Chart – attachment on wiki
From Picturing America Collection: James Karales: Selma-to-Montgomery March for Voting Rights in 1965 Partner Activity: Viewer & Sketcher—see next slides for sketches
Drawings from partner pair & sketch activity: Viewers & Sketchers - Choose two images for this activity - Have students pair up, and explain that they will take turns in the roles of viewer and sketcher - Viewer: Sees the image and describes it orally to the sketcher - Sketcher: Has back to image/does not see the image, and draws what the viewer describes to the sketcher—as accurately as possible, but only based on what the viewer shares with the sketcher - Show the first image once the sketcher’s back is turned away from projector screen - The viewer then describes what s/he sees while the sketcher draws
Drawings from partner pair & sketch
Graphic Novels are also useful for visual instruction—take panels and have students make inferences, even phrase them in the form of a TAKS question…
You can also cover or remove a panel, and have students create the missing link of the action. TOON DOO is also a great free tool for students to use to create their own comic strips or books.
This is the link to the wiki that includes additional instructional resources, lesson ideas, and more!
Where can you find great images/visual media? Some resources follow.
Also another site called Jigsaw planet http://www.jigsawplanet.com/?m=p&id=73ecc33a404d97b8