The document discusses the importance of visual literacy and 21st century skills. It defines visual literacy as the ability to interpret and create visual messages. Developing visual literacy skills is important because visual communication is how many people process information. Additionally, 21st century skills like collaboration, digital literacy, and multimedia communication are essential for students to develop in order to be prepared for future careers and civic participation. The document provides examples of how to incorporate visual literacy instruction into the classroom through activities having students navigate, evaluate, and create visual content.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
chapter 2 Globalization and Cultural and Multicultural Literacies.pptxChristineMaeCalfofor
Is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and support by information technology (Levin Institute, 2017).
El Filibusterismo Buod Ng Bawat Kabanata 1-39 With TalasalitaanPinoy Collection
Narito ang aming bersyon ng El Filibusterismo buod ng bawat kabanata pati na rin ang mga talasalitaan na ginamit dito. Hangad namin na makatulong sa inyo ang mga buod na ito.
It is a powerpoint presentation that discusses about the topic or lesson: Layout Drawing. It also includes the definition and some examples of Layout Drawing.
e-competence in the European Framework: 21st century literacies (UOC, Seminar...@cristobalcobo
This study is designed to provide baseline information about significant trends that are likely to have an impact on the e-skills development in the coming years. After carrying out an examination of the main causes that determine the e-skills gap in the UK, a comparative analysis (benchmarking) will be done in order to explore successful policies, strategies and programmes that empower the acquisition of e-competence in the British context. The intention of this research is to strengthen collaboration and knowledge exchange between UK and Latin-American research centres with a main focus on workforces for the knowledge society.
By: Cristóbal Cobo, PhD (Visiting Researcher, University of Oxford).
More information:
http://e-competencies.org
chapter 2 Globalization and Cultural and Multicultural Literacies.pptxChristineMaeCalfofor
Is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and support by information technology (Levin Institute, 2017).
El Filibusterismo Buod Ng Bawat Kabanata 1-39 With TalasalitaanPinoy Collection
Narito ang aming bersyon ng El Filibusterismo buod ng bawat kabanata pati na rin ang mga talasalitaan na ginamit dito. Hangad namin na makatulong sa inyo ang mga buod na ito.
It is a powerpoint presentation that discusses about the topic or lesson: Layout Drawing. It also includes the definition and some examples of Layout Drawing.
e-competence in the European Framework: 21st century literacies (UOC, Seminar...@cristobalcobo
This study is designed to provide baseline information about significant trends that are likely to have an impact on the e-skills development in the coming years. After carrying out an examination of the main causes that determine the e-skills gap in the UK, a comparative analysis (benchmarking) will be done in order to explore successful policies, strategies and programmes that empower the acquisition of e-competence in the British context. The intention of this research is to strengthen collaboration and knowledge exchange between UK and Latin-American research centres with a main focus on workforces for the knowledge society.
By: Cristóbal Cobo, PhD (Visiting Researcher, University of Oxford).
More information:
http://e-competencies.org
Blended teaching: Remote English instruction in Uruguay@cristobalcobo
Seminar: "From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies". Presented at the Data & Society a research institute focused on the social and cultural issues arising from data-centric technological development (https://datasociety.net) Friday, February 10, 2017
Plot: The project implemented by Plan Ceibal in Uruguay allows primary school children between fourth and sixth grades to have three 45 minute slots per week of English: one taught by a remote teacher, model of language and in charge of introducing and explaining the linguistic content corresponding to each week through his remote presence via videoconference equipment; and two forty-five-minute slots with the classroom teacher, who following the lesson plans sent to her every week, may review, accompany and guide her students in the learning of English. Coherence between remote lessons and face to face lessons is ensured by a half hour virtual coordination between the two teachers involved in the learning process, in which concerns, learning and teaching styles are discussed (source: https://en.wikipedia.org/wiki/Ceibal_project#English_project )
* Special thanks to Ceibal en Inglés team as well as @datasociety team. By @cristobalcobo from @fundacionceibal
Information Literacy for the 21st CenturySheila Webber
This presentation was given at the 10th INFORUM conference held in Prague, Czech Republic, 25-27 May. This is not a duplicate of the other presentation with a very similar name! There are some slides in common, but also some new material and the structure is altered. There is a bit more of a focus on scholarly information. The penultimate slide is one of the new ones(summing up aspects of particular importance for 21st Century Information Literacy)
Presented by Ellen Petraits at the Annual Conference of the Visual Resources Association, April 3rd - April 6th, 2013, in Providence, Rhode Island.
Session #13: Pedagogical Studies in Visual Literacy
ORGANIZER/MODERATOR: Mark Pompelia, Rhode Island School of Design
PRESENTERS:
Diana Carns, University of Massachusetss Dartmouth
"Constructing Meaning: Integrating Text, Images, and Critical Questioning"
Ellen Petraits, Rhode Island School of Design
"Visual Literacy for Visual Learners: Relating Research Skills to Haptic Skills"
Kelly Smith, Lafayette College
"Image Seeking and Use by Graduate History Students: Avenues to Incorporating Visual Literacy"
Sarah Vornholt, University of Hawai'i at Manoa
"Visualizing the Article: An Exploratory Study of Undergraduates' Educational Reactions to Images in Scholarly Articles"
Following the popular Visual Literacy Case Studies session that premiered at the 2012 annual conference, this session follows that same purpose while expanding the definition of what it can mean while meeting in Providence, Rhode Island—the Creative Capital, a city that serves as a factory for and of non-traditional learners. As background: A term first coined in 1969, visual literacy, according to the Association of College and Research Libraries “Visual Literacy Competency Standards for Higher Education,” “is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.”
Art & Activity: Engaging Visual Literacy Skills & Prior Knowledge to Explore ...Kate Gukeisen
This activity, created for MoMA's Art & Activity MOOC, involves students in closely looking at artwork from Post World War I Germany, which they have studied in their world history class. The activity has students looking at artwork in three different group sizes to determine a central idea and to draw conclusions based on prior knowledge, discussion, and personal reflection. Students are engaged as investigating, recording, reporting, and reflecting throughout this activity.
The activity relies the following "big question" to frame investigation: Do you think the central idea of this work reflects what you have learned about Post World War I German society?
Information Literacy: the 21st Century Skills PLAI STRLC
Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Looking at one school's journey to articulate the technology and information curriculum with a complete focus on student learning outcomes. Encouraging participants to define purpose of technology integration in terms of literacy.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
3. "Twenty-first century skills combining technology literacy, critical thinking, creativity and mastery of core subject matter are the lifeblood of a productive workforce in today's global, knowledge-based economy.” Susan D. Patrick Director of Educational Technology U.S. Department of Education 21 st Century Skills
4.
5. What is ICT Literacy? Information and Communications Technology (ICT) Literacy is the ability to “use technology and communications tools to access, manage, integrate, evaluate and create information in order to function in a knowledge society” - 2001 Report of the International ICT Literacy Panel
6. Our Vision and Framework: Tech Literacy Competency In Technology ICT Literacy Competency in 21 st Century Skills through the use of Technology ICT Literacy
7.
8. Why are 21 st Century Skills so Critical? 5 Reasons 21 st Century Skills
9.
10. 2. The U.S. is falling behind. 21 st Century Skills
11. Source: PISA, 2000, 2003 Courtesy of Cisco Systems 2000 2000 2000 2003 2003 2003 2003 OECD Ranking Ranking of countries: 10 th grade math & problem solving Math Science Reading Problem Solving 24 th 18 th 24 th 14 th 18 th 15 th 15 th 21 st Century Skills 30th 25th 20th 15th 10th 5th 1st 1st 2nd 3rd 4th 5th 6th 7th 8th
12. 3. The magnitude of our competition is changing. 21 st Century Skills
13. 4. The nature of work is changing. 21 st Century Skills
14. How many of your Parents & Grandparents had only one or two jobs in their lifetimes? 21 st Century Skills
15. How many jobs will a young person have today between age 18-38? … 10.2 jobs 21 st Century Skills
16. 20 th Century 21 st Century 1 – 2 Jobs 10 – 15 Jobs Flexibility And Adaptability Integration of 21 st Century Skills into Subject Matter Mastery Mastery of One Field Subject Matter Mastery Number of Jobs: Job Requirement : Teaching Model: Subject Matter Mastery Integration of 21 st Century Skills into Subject Matter Mastery Assessment Model: 21 st Century Skills
17. 5. To help all children reach higher levels of academic achievement. 21 st Century Skills
18. What is the Framework for 21 st Century Skills?
19. 20 th Century Education Model 21 st Century Skills Framework
Note Card: Name, School Grade/Subject Personal Goal for class What media/visual product/project do you want to know more about? PowerPoint? Inspiration? Photostory? Moviemaker? Other?
Look at the attributes on the right. These are the critical attributes of a 21 st Century worker and citizen. These need to form the foundation a 21 st Century education.
When you see the terms “21st Century Skills” and “Visual Literacy”, you will often see “ICT Literacy” coupled with them. ICT is “Information and Communications Technology Literacy.
So how is ICT Literacy (Information and communication technology literacy different from Technology Literacy?
enGauge handout Groups….what does this look like in the classroom? AT your grade level/subject? What should this look like?
Why are 21 st Century Skills so critical? Twenty-first century skills combining technology literacy, critical thinking, creativity and mastery of core subject matter are the lifeblood of a productive workforce in today's global, knowledge-based economy
Why are 21 st Century Skills so critical? Twenty-first century skills combining technology literacy, critical thinking, creativity and mastery of core subject matter are the lifeblood of a productive workforce in today's global, knowledge-based economy
The U.S. ranks 7 th of the G8 countries in 10 th grade math and problem solving. The U.S. also ranked below average on all of the Program for International Student Assessment (PISA) measured areas in 2000. These rankings worsened in 2003, except for reading which remained flat. (Note: PISA measured “problem solving” for the first time in 2003). PISA looks at the results for roughly 15-year-old students as a measure of the output of primary and secondary schools. That age is chosen because many systems begin to move students to “higher and further” education schools and colleges at age 16. PISA which is internationally sponsored by the OECD is tracking with the U.S. sponsored Trends in International Mathematics and Science (TIMSS), that also shows the U.S. slipping or just treading water relative to the countries surveyed. TIMSS measures performance at fourth and eighth grades. Finally, the National Assessment of Education Progress (NAEP) is a U.S. specific measure at fourth, eighth, and twelfth grades. The NAEP began in 1990 in response to the 1983 report entitled, A Nation at Risk, that highlighted the bourgeoning gap between U.S. students and those of competitive countries. U.S. students have shown very modest improvement under NAEP, though it has been labeled as “too easy” by critics. More importantly, since NAEP performance has begun to influence federal funding of schools, it has influenced teaching practice to the point where science is all but excluded from K–8 curriculums, as it only tests reading and math. This in turn has led teaching colleges to essentially drop science from the preparation of teachers looking to teach in elementary grades. The are fewer and fewer jobs for science teachers at those grades despite ongoing shortages at the high school level.
Why are 21 st Century Skills so critical? Twenty-first century skills combining technology literacy, critical thinking, creativity and mastery of core subject matter are the lifeblood of a productive workforce in today's global, knowledge-based economy
Why are 21 st Century Skills so critical? Twenty-first century skills combining technology literacy, critical thinking, creativity and mastery of core subject matter are the lifeblood of a productive workforce in today's global, knowledge-based economy
Ask folks to raise their hands Ask psychometricians what percentage of the room raised their hands
Ask folks to guess Put up their answer
21 st Century Jobs Require 21 st Century Skills
Our current assessment model focuses on core subjects Think about how AYP is measured….
Groups….how does this framework affect how you teach (not just WHAT you teach)?
Well, every visual literacist his his/her own definition of visual literacy. What do you all think visual literacy is? Define
Think about this from the classroom perspective. A middle or high school student doing a project such as this…..locally of course….what academic implications do we see?
Academic/instructional implications?
discussion
Go to Vis Lit Chapter from Book; Break into groups and design, and share…
