How can our school library contribute to the school's journey towards being an information literate community in the 21st century? Do technology skills and familiarity with the web necessarily add up to ability to find, use and evaluate information? What is the relevance of the AASL document on the 21st century learner for our school?
E-Learning: 21st Century Perspectives on Teaching, Learning, and TechnologyKiran Budhrani
Also visit:
E-Learning for the university teacher and student
http://www.slideshare.net/kiranb/elearning-for-the-university-teacher-and-student
10 E-Learning Myths
http://www.slideshare.net/kiranb/elearning-myths-to-debunk
How can our school library contribute to the school's journey towards being an information literate community in the 21st century? Do technology skills and familiarity with the web necessarily add up to ability to find, use and evaluate information? What is the relevance of the AASL document on the 21st century learner for our school?
E-Learning: 21st Century Perspectives on Teaching, Learning, and TechnologyKiran Budhrani
Also visit:
E-Learning for the university teacher and student
http://www.slideshare.net/kiranb/elearning-for-the-university-teacher-and-student
10 E-Learning Myths
http://www.slideshare.net/kiranb/elearning-myths-to-debunk
EduTECH 2013: Trends and Challenges in a Digital AgeMike KEPPELL
Presentation at EduTECH - National Congress & Exhibition
Tertiary Education Technology Leaders Congress
3-5 June Brisbane Convention and Exhibition Centre
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Teaching and learning in the 21st Century is an attempt at postulating the needs of both Educators and learners suitable for achieving learning outcomes of the 21st century. The presentation throws more light on the future of teaching and learning now that technology has entered into our classrooms. This sets the stage for the incorporation of digital literacies into our daily teaching life as practitioners.
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
The Unbundling of Higher Education: A Tale of Two ValleysMark Brown
Keynote presentation at 5th HEA Forward-Look Forum, "Unbundling of Higher Education: What are the Implications and Opportunities for Ireland?" Dublin, 19th May, 2016.
ED Tech and Diversity: A Formula for Effective Learning.Robert Baunoch
A brief ten minute or less presentation suitable for an overview of four critical factors for optimizing the educational experience for a diverse population.
EduTECH 2013: Trends and Challenges in a Digital AgeMike KEPPELL
Presentation at EduTECH - National Congress & Exhibition
Tertiary Education Technology Leaders Congress
3-5 June Brisbane Convention and Exhibition Centre
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Teaching and learning in the 21st Century is an attempt at postulating the needs of both Educators and learners suitable for achieving learning outcomes of the 21st century. The presentation throws more light on the future of teaching and learning now that technology has entered into our classrooms. This sets the stage for the incorporation of digital literacies into our daily teaching life as practitioners.
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
The Unbundling of Higher Education: A Tale of Two ValleysMark Brown
Keynote presentation at 5th HEA Forward-Look Forum, "Unbundling of Higher Education: What are the Implications and Opportunities for Ireland?" Dublin, 19th May, 2016.
ED Tech and Diversity: A Formula for Effective Learning.Robert Baunoch
A brief ten minute or less presentation suitable for an overview of four critical factors for optimizing the educational experience for a diverse population.
Impact of climate change, land use change and residential mitigation measures...Global Risk Forum GRFDavos
Jennifer K. POUSSIN1,2, Philip J. WARD1,2, Philip BUBECK1,2,3, Jeroen C.J.H. AERTS1,2
1Institute for Environmental Studies (IVM), VU University Amsterdam, Amsterdam, The Netherlands; 2Amsterdam Global Change Institute (AGCI), VU University Amsterdam, Amsterdam, The Netherlands; 3German Research Centre for Geosciences (GFZ), Helmholtz Centre Potsdam, Section Hydrology, Germany
It used to be you thought about your brand once your product was built and launched into the market, if you thought about your brand at all. Modern app and software products consider their brand, voice, and personality from Day 1.
Rapport présenté par M. Daniel-Julien Noël au nom de la section de l’économie et des finances
La France ne doit pas céder à la tentation du repli sur soi et du déclinisme : elle jouit d’atouts parfois sous-exploités qui interdisent de céder au pessimisme et doivent inviter à l’espérance.
A Web 2.0-Based Collaborative Model for Multicultural EducationDr. Mokter Hossain
Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad. Multicultural study is another trend that has tremendous possibilities to help people in the fight against racism and enables them to become active members of a democratic society. Based on the advanced and interactive features, Web 2.0 technologies could be appropriate media to build many virtual collaborative societies among students in local and global classrooms. Students and teachers from any corner of the world would be able to participate in such virtual communities to practice effective multicultural skills with no or minimum cost. The purpose of this paper is to address these issues.
Citation: Md. Mokter Hossain, Hasan Aydin, (2011) "A Web 2.0-based collaborative model for multicultural education", Multicultural Education & Technology Journal, Vol. 5 Iss: 2, pp.116 - 128
A group of early adopter-teachers in the state of NH engage in a blended model of professional development. Research conducted, authored and presented by Vanessa Vartabedian at AERA Conference, 2012.
Students Voice: Continuum of Choice for the future of educationAlana James
How much and to what extent should we consider trust and student voice as we redesign education? This is the first year report of findings from the Future(s) of Education project (www.futureofeducationproject.net)
Goldsmiths, Learning, Teaching and Web 2.0miravogel
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Web 2.5 & Schools
1. Sandy McAuley • UPEI Education Research Forum • April 14, 2010 Web 2.5 Web 2.5 Reframing Pedagogy and Technology for Knowledge Creation
2. What forces will shape schooling in the 21st century? “the multiplicity of communications channels and media” “the increasing salience of cultural and linguistic diversity” The New London Group (2000)
3. Not Quite There, Yet… Web 1.0 • The Read Web Web 2.0 • The Read-Write Web Web 3.0 • The Semantic Web
5. Community Agency Ideas Knowledge Building Schools
6. Knowledge Producing Schools “…schools can consider how communication and communication technologies might be used productively in terms of new relationships that could be developed and mediated using these technologies, rather than in terms of information delivery or of doing old things in new ways. The model of knowledge producing schools builds on the idea that, as knowledge producers in a new and significant sense, schools can develop and consolidate new kinds of relationships within and outside the school.” Lankshear & Knobel (2006). p. 201.
7. The $64,000 Questions To what extent can schools become legitimate sites of knowledge creation/production? To what extent can school/university research partnerships address this issue?