The publication was produced by EVS volunteers, Natia and Lele, who developed the NFE methods during their activities with the local community in Wola, Silesia, Poland. Project financed by the European Commission within the Erasmus+ Programme
Born Digital: meeting the needs of your youngest online audiencesAnra Kennedy
Slides used to illustrate talk on children's (age 7 to 11) on-screen activity, their habits, expectations and hang-outs. Plus tips on creating and commissioning content to meet their needs aimed at audience of museums staff not familiar with what children are doing online.
Using virtual worlds to inspire and empower young learnersRebecca Ferguson
Traditionally, the selection and development of settings for compulsory schooling has been the responsibility of educators rather than of pupils. Research in Second Life demonstrates that young people are well able to take an active role in developing their learning environment. Applying these findings to a real-world setting provides a means of empowering pupils to make their school experience more attractive, inclusive and enjoyable.
There has been a gradual move towards learner consultation in relation to their learning experiences. This can be seen as developing from a rights perspective in which learners, particularly young people, have a right to be involved in decisions affecting their lives (Morgan, Gibbs, Maxwell, & Britten, 2002). That their voices should be heard is enshrined in the United Nations Convention on the Rights of the Child. More recently, in the UK, the importance of gaining young people’s perspectives in this context has been formalised in government publications such as ‘Every Child Matters’.
However, the status and power of young people in schools is circumscribed by the roles associated with the label ‘pupil’. People, irrespective of age or educational background, have difficulty in breaking free of expectations set up by the current school system (Sheehy & Bucknall, 2008).
The Internet provides new spaces for the investigation of ways in which young people can be empowered to take more control of their learning environments. This was one of the intentions of the Schome Park Programme, which involved teenagers from across the UK and US taking a leading role in constructing their own learning environments on the Teen Grid of Second Life (Sheehy, Ferguson, & Clough, 2010). Detailed discussion of the project took place in associated forums. The contributions of seven young learners – those who posted between 100 and 500 times in the forum – were analysed thematically with a focus on the ways in which their contributions suggested or evidenced ways of breaking down the barriers between teachers and learners.
Given the chance to develop their environment, each of these seven learners thought deeply about it from a variety of perspectives and built on their experience as learners in order to develop their virtual island. They proved to be very aware of the practicalities, the aesthetics and the ethos of the project, and they considered in a detailed way not only how the island could be used to support learning but also how they could make best use of their resources. These seven teenagers were clearly capable of taking an active part in developing their educational environment. They viewed that environment as a whole; they were concerned with overcoming problems and with improving the situation for everyone, while taking into account practical problems and resourcing issues.
These skills are equally relevant in a ‘real-world’ context, where this type of discussion is typically associated with the role of senior teachers and managers. The forum debate showed that numerous benefits are associated with engaging meaningfully in these discussions. Not only did the young people propose solutions to problems that were inhibiting the development of community and of learning, they also reflected deeply on what they and those around them were trying to achieve together. The interaction of young people in an environment mediated by the Internet thus demonstrated that young people are both interested in, and capable of, taking an active role in the evaluation and development of their learning environment.
The researcher took the findings of this project to a local school, where pupils, parents and staff were involved in the creation of a future vision of the school. The focus of adult input was on learning and teaching resources and on clear markers of attainment such as success in examinations, sport, competitions and musical performance. The children added a new perspective to the debate – they w
The publication was produced by EVS volunteers, Natia and Lele, who developed the NFE methods during their activities with the local community in Wola, Silesia, Poland. Project financed by the European Commission within the Erasmus+ Programme
Born Digital: meeting the needs of your youngest online audiencesAnra Kennedy
Slides used to illustrate talk on children's (age 7 to 11) on-screen activity, their habits, expectations and hang-outs. Plus tips on creating and commissioning content to meet their needs aimed at audience of museums staff not familiar with what children are doing online.
Using virtual worlds to inspire and empower young learnersRebecca Ferguson
Traditionally, the selection and development of settings for compulsory schooling has been the responsibility of educators rather than of pupils. Research in Second Life demonstrates that young people are well able to take an active role in developing their learning environment. Applying these findings to a real-world setting provides a means of empowering pupils to make their school experience more attractive, inclusive and enjoyable.
There has been a gradual move towards learner consultation in relation to their learning experiences. This can be seen as developing from a rights perspective in which learners, particularly young people, have a right to be involved in decisions affecting their lives (Morgan, Gibbs, Maxwell, & Britten, 2002). That their voices should be heard is enshrined in the United Nations Convention on the Rights of the Child. More recently, in the UK, the importance of gaining young people’s perspectives in this context has been formalised in government publications such as ‘Every Child Matters’.
However, the status and power of young people in schools is circumscribed by the roles associated with the label ‘pupil’. People, irrespective of age or educational background, have difficulty in breaking free of expectations set up by the current school system (Sheehy & Bucknall, 2008).
The Internet provides new spaces for the investigation of ways in which young people can be empowered to take more control of their learning environments. This was one of the intentions of the Schome Park Programme, which involved teenagers from across the UK and US taking a leading role in constructing their own learning environments on the Teen Grid of Second Life (Sheehy, Ferguson, & Clough, 2010). Detailed discussion of the project took place in associated forums. The contributions of seven young learners – those who posted between 100 and 500 times in the forum – were analysed thematically with a focus on the ways in which their contributions suggested or evidenced ways of breaking down the barriers between teachers and learners.
Given the chance to develop their environment, each of these seven learners thought deeply about it from a variety of perspectives and built on their experience as learners in order to develop their virtual island. They proved to be very aware of the practicalities, the aesthetics and the ethos of the project, and they considered in a detailed way not only how the island could be used to support learning but also how they could make best use of their resources. These seven teenagers were clearly capable of taking an active part in developing their educational environment. They viewed that environment as a whole; they were concerned with overcoming problems and with improving the situation for everyone, while taking into account practical problems and resourcing issues.
These skills are equally relevant in a ‘real-world’ context, where this type of discussion is typically associated with the role of senior teachers and managers. The forum debate showed that numerous benefits are associated with engaging meaningfully in these discussions. Not only did the young people propose solutions to problems that were inhibiting the development of community and of learning, they also reflected deeply on what they and those around them were trying to achieve together. The interaction of young people in an environment mediated by the Internet thus demonstrated that young people are both interested in, and capable of, taking an active role in the evaluation and development of their learning environment.
The researcher took the findings of this project to a local school, where pupils, parents and staff were involved in the creation of a future vision of the school. The focus of adult input was on learning and teaching resources and on clear markers of attainment such as success in examinations, sport, competitions and musical performance. The children added a new perspective to the debate – they w
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://shellyterrell.com/mlearning
TESL Toronto Keynote about The 30 Goals Challenge for Educators. Join over 7000 educators worldwide in completing 30 goals through social media and an ebook. http://bit.ly/30goalschallenge
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://shellyterrell.com/mlearning
TESL Toronto Keynote about The 30 Goals Challenge for Educators. Join over 7000 educators worldwide in completing 30 goals through social media and an ebook. http://bit.ly/30goalschallenge
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?
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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.
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.
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.