Jamie Doane is a middle school social studies teacher who is pursuing a Master's degree in curriculum and educational technology. She believes that 21st century students are digital learners who benefit from online assessments, interactive assignments, and differentiated instruction using multimedia presentations. Her teacher website provides students with folders for assignments and tests, instant feedback on their work, automatic grading, a news section with dates and events, and engaging links that can be accessed through email. The purpose of her website is to expand on classroom content and organize online resources in an interactive and engaging manner using low-cost, multi-media tools and online storage. She also utilizes social networking sites like Edmodo, PiratePad, and Google Docs to connect with students
This was an assignment for GMU's Innovations in Distance Learning. The assignments was to compare three online courses and provide a compare and contrast analysis.
This presentation conveys initial findings based on a research project on Ball State university with English Learners in a project-based learning pilot. The findings are not complete but were presented to my senior seminar class as an initial findings presentation.
Education of the 21st century MLIS student for technical agility.Steven MacCall
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
This was an assignment for GMU's Innovations in Distance Learning. The assignments was to compare three online courses and provide a compare and contrast analysis.
This presentation conveys initial findings based on a research project on Ball State university with English Learners in a project-based learning pilot. The findings are not complete but were presented to my senior seminar class as an initial findings presentation.
Education of the 21st century MLIS student for technical agility.Steven MacCall
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
2. Jamie Doane Thomas Jefferson Middle School Seventh Grade Social Studies Teacher (2009-Current) Flint Lake Elementary Third Grade Teacher (2008-2009) Indiana University Elementary Education B.S. (Spring 2008) Valparaiso University Middle School License (Summer 2008) Ball State Masters Curriculum and Educational Technology (2009- Current) Anticipated Graduation in Spring 2011 3rd Generation Educator
3. 21st Century Digital Learners Online Assessments Interactive Assignments Differentiated Instruction Multi-media Presentations
4. Online Tools Assignments/Tests Folders: Various Question Types Instant Feedback Automatic Grades News: Dates Events Weekly Assignments Links: Interactive Challenging Engaging Inspiring Email: Link to email for parents/students
9. Purposeful Websites Expand on Content Online Textbook Organize Links (TrackStar) Interactive/Engaging Multi-media Tools Online Storage Low Cost
10. Social Networking Sites Edmodo(App on iTouch): http://www.edmodo.com PiratePad: http://piratepad.net/T8ylYi4uB1 Google Docs: http://tinyurl.com/25k5boq
