WiZ iQ is an online teaching platform created to provide a free alternative to expensive conferencing tools. It allows users to connect live from anywhere in the world through a virtual classroom environment for synchronous teaching and learning. Key components include live audio/video communication, content sharing through documents and whiteboards, and archiving of sessions for later review. Some benefits are more engagement for students, support for various learning styles, and the ability to continue discussions outside the classroom. Potential disadvantages include the learning curve for teachers and time needed to set up virtual classrooms and assessments.
The document discusses various communication technologies that can be used to enhance language learning, such as blogs, Voicethread, and wikis. It provides details on how each technology can be used, including having students keep blogs to write informal responses to class topics, using Voicethread for multimedia slideshows, and creating wikis for collaborative class projects. The document also addresses considerations for integrating these technologies and gives instructions on setting up a wiki.
The document lists 10 best uses of the internet for educational purposes including research using online databases, collaboration using wikis, creative publishing and presenting using video creation tools, communication using social networking platforms like Edmodo, integrating multimedia through streaming video clips, notetaking using Evernote, online assessment using tools like Hot Potatoes, lesson planning resources on websites like Thinkfinity, supplementary readings on sites like Tween Tribune, and guided research activities through WebQuests created on platforms such as Zunal.
Ericka Heppeard created a Biology Class Wiki Page and interactive classroom to make learning more engaging for students. The wiki page is organized by general documents and chapter materials. It incorporates technologies like PowerPoints, virtual labs, videos, online worksheets and quizzes to teach biology concepts outside the traditional classroom. Ericka's goals are to promote open communication, student responsibility, and the incorporation of more technology into learning. While time-intensive to develop, the wiki page aims to make biology lessons more fun and motivating for students.
This document discusses using blogs and wikis in the classroom for collaborative learning. It provides 10 ways blogs can be used, such as hosting online discussions and creating a class publication. It also lists how wikis can be used, including for group projects where students work together online. Examples are given of wikis created for different subject areas. Overall, the document encourages teachers to embrace new technologies and have students use tools like wikis and mobile devices to upload content and engage in collaborative learning.
Peter Lisowsky gave a presentation on podcasts and iTunes U. He defined what a podcast is and common misconceptions about them. Podcasts can include audio and video and are easy to create with free, simple tools like Audacity. iTunes U allows instructors to expand their curriculum by delivering audio and video content to students. It benefits education by providing a large library of free content and increasing accessibility through portability. GCU plans to begin setting up test content in Fall 2008 and go live in Spring 2009 with a pilot group of faculty using iTunes U.
This document discusses various online technologies that can be used in the classroom, including wikis like PBWorks and WetPaintWiki, which allow students to collaboratively share information. It recommends setting up a faculty or class website using tools like Blogger, Google Sites, or WordPress to provide course materials and foster online discussion. Other suggested technologies are Google Docs for collaboration, YouTube for educational videos, Skype for video conferencing, and Google Photo Albums for sharing images. The goal is to engage students online and encourage meaningful sharing, discussion, and learning from each other.
WiZ iQ is an online teaching platform created to provide a free alternative to expensive conferencing tools. It allows users to connect live from anywhere in the world through a virtual classroom environment for synchronous teaching and learning. Key components include live audio/video communication, content sharing through documents and whiteboards, and archiving of sessions for later review. Some benefits are more engagement for students, support for various learning styles, and the ability to continue discussions outside the classroom. Potential disadvantages include the learning curve for teachers and time needed to set up virtual classrooms and assessments.
The document discusses various communication technologies that can be used to enhance language learning, such as blogs, Voicethread, and wikis. It provides details on how each technology can be used, including having students keep blogs to write informal responses to class topics, using Voicethread for multimedia slideshows, and creating wikis for collaborative class projects. The document also addresses considerations for integrating these technologies and gives instructions on setting up a wiki.
The document lists 10 best uses of the internet for educational purposes including research using online databases, collaboration using wikis, creative publishing and presenting using video creation tools, communication using social networking platforms like Edmodo, integrating multimedia through streaming video clips, notetaking using Evernote, online assessment using tools like Hot Potatoes, lesson planning resources on websites like Thinkfinity, supplementary readings on sites like Tween Tribune, and guided research activities through WebQuests created on platforms such as Zunal.
Ericka Heppeard created a Biology Class Wiki Page and interactive classroom to make learning more engaging for students. The wiki page is organized by general documents and chapter materials. It incorporates technologies like PowerPoints, virtual labs, videos, online worksheets and quizzes to teach biology concepts outside the traditional classroom. Ericka's goals are to promote open communication, student responsibility, and the incorporation of more technology into learning. While time-intensive to develop, the wiki page aims to make biology lessons more fun and motivating for students.
This document discusses using blogs and wikis in the classroom for collaborative learning. It provides 10 ways blogs can be used, such as hosting online discussions and creating a class publication. It also lists how wikis can be used, including for group projects where students work together online. Examples are given of wikis created for different subject areas. Overall, the document encourages teachers to embrace new technologies and have students use tools like wikis and mobile devices to upload content and engage in collaborative learning.
Peter Lisowsky gave a presentation on podcasts and iTunes U. He defined what a podcast is and common misconceptions about them. Podcasts can include audio and video and are easy to create with free, simple tools like Audacity. iTunes U allows instructors to expand their curriculum by delivering audio and video content to students. It benefits education by providing a large library of free content and increasing accessibility through portability. GCU plans to begin setting up test content in Fall 2008 and go live in Spring 2009 with a pilot group of faculty using iTunes U.
This document discusses various online technologies that can be used in the classroom, including wikis like PBWorks and WetPaintWiki, which allow students to collaboratively share information. It recommends setting up a faculty or class website using tools like Blogger, Google Sites, or WordPress to provide course materials and foster online discussion. Other suggested technologies are Google Docs for collaboration, YouTube for educational videos, Skype for video conferencing, and Google Photo Albums for sharing images. The goal is to engage students online and encourage meaningful sharing, discussion, and learning from each other.
Leveraging Web 2.0 Tools to Engage StudentsK Monti
The document discusses the Extended Learning Institute (ELI) and its use of Web 2.0 tools for online courses. It provides tips on using tools like Skype, discussion forums, blogs, and video sharing in online classes. It also notes challenges with tool adoption and keeping track of student contributions online. Next steps include incorporating more synchronous communication and evaluating tools for overwhelming instructors and students.
The document describes a free video sharing website called TeacherTube that is designed for educational purposes. It hosts instructional videos and documents and provides a collaborative global community for students to share work. Some key features include hosting video, audio and photographs, being user friendly, offering unlimited uploads with supporting documents, and monitoring for inappropriate materials. It aims to engage and capture students' attention while exposing them to ideas outside the classroom through interactive learning experiences.
Streaming theatre in a virtual classroom case studyMark Childs
The document discusses a project that streamed theatre performances between students in Amsterdam and Warwick using virtual classrooms. Modules were developed to link the intercultural aspects of performance and connect the students. A series of videoconference sessions and online tasks were created to achieve the educational aims. Students created a pictorial essay using images and video as their assessment. Various technologies like blogs, forums, and videoconferencing software were integrated through a course website to facilitate the virtual exchange. Challenges included scheduling, copyright clearance, and technical issues with some of the software platforms.
This document provides information on collaborative tools in Blackboard including wikis and blogs. Wikis allow students to collaboratively create and edit one shared page, and can be used for group projects, bibliographies, and study guides. Blogs are online journals for students to publicly express opinions; they can be used for writing assignments, rotating discussion roles, and assigning past blog posts as readings. The document also lists tips for using wikis and blog ideas, and provides an overview and comparison of discussions boards, blogs, and wikis as collaborative tools in Blackboard.
This online interactive multimedia course at the University of Central Missouri is taught by instructor Andrea Cook during the spring 2015 semester. The purpose of the course is to teach students how to integrate multimedia technology to create interactive projects for use in education or training. The course is fully online and can be accessed via the university's Blackboard site. Assignments are due on Sundays at 11:59 pm and students are expected to post an initial discussion board post as well as reply to at least three other students' posts. The course follows a 12-week schedule where students will research and analyze various multimedia applications, create group and individual multimedia projects, and submit a final reflection paper.
This document discusses organizing online learning environments using various tools. It provides details on setting up a wiki as a central portal with student blogs, curriculum wikis, and social media tools like Twiducate and Edmodo. It also covers using Google Apps, Dropbox, and blogs on Kidblog.org. Guidelines for digital citizenship and resources for getting started and advanced wiki editing are also referenced.
Technology such as web quests, podcasts, and blogs can be useful tools for teachers to include in their lesson plans. Web quests allow students to explore online resources to learn about topics while producing a final product. Podcasts provide pre-recorded audio and video content to enhance classroom lessons across many subjects. Blogs give students a place to publicly share their thoughts on class topics and allow teachers to easily monitor student posts. Including these technologies can help prepare students for using technology in the workplace after graduation.
Edublogs is a free online blogging platform for teachers and students to create educational blogs. Teachers can use Edublogs to post class materials and resources, host online discussions, share lesson plans, and integrate multimedia. Edublogs allows for connection between students, parents, and teachers by sharing information from home and allowing parent involvement. Benefits include technology integration for students and sharing resources with other teachers. The document provides examples of how teachers can integrate Edublogs into their curriculum, such as posting homework, having ESL students practice writing, and including links to current events.
Increasing Student Engagement Using Classroom WebsitesByrdsNest5th
This document discusses using Weebly classroom websites to increase student engagement. It provides directions for teachers to create a free Weebly account, customize it with various elements like text, images, videos and columns, add multiple pages, and publish the site. The goals are to engage 21st century learners who seek technology and immediate feedback, while addressing ISTE standards for teachers and students.
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Copyright exists automatically when an original work is created and falls under certain categories. Fair use allows limited use of copyrighted works without permission, but can be problematic legally. When using online media like YouTube videos in the classroom, teachers should ensure they have permission or the video is openly licensed, and encourage students to be careful about copyright. Creative Commons licensing provides alternatives to traditional copyright that are more flexible.
This document provides information about using wikis to engage students in collaborative learning. It discusses the following:
- The goals of workshops which are to help teachers develop understanding of wikis and gain skills in creating and maintaining a class wiki.
- An overview of what wikis are and why they should be used, including that they motivate students, encourage participation, and promote communication.
- Examples of how wikis can be used in the classroom for projects, discussions, assignments, and collaborating with other classes.
- Details about the structure and timing of workshops to help teachers learn how to set up and use a wiki for their class.
This document outlines a virtual classroom system that aims to provide an interactive e-learning platform for students globally. It discusses the goal of bridging knowledge gaps and increasing access to education. The system would allow students and faculty to share ideas, access tutorials, and interact like a traditional classroom remotely. While current technology lacks features like video conferencing, the vision is for continued innovation to bring more students from developing areas online through affordable access.
This document provides an overview of integrating information and communication technologies (ICT) into the English language classroom. It begins with definitions of computer-assisted language learning (CALL) and ICT. It then discusses the benefits of using ICT in the classroom, such as motivation and interactivity, as well as potential shortcomings. The document outlines issues to consider when using ICT and provides guidance on designing ICT lesson plans. It also presents the internet as a teaching/learning tool and provides tips for evaluating websites. Finally, it describes different task types and the stages of a task-based lesson that could incorporate ICT.
This document discusses various strategies for using information and communication technologies (ICT) in the English classroom, including laptops and projectors, extended desktops, blogs, and wikis. It provides examples of how each tool can be used, such as having student groups collaboratively present assignments using an extended desktop to share their work with the class. The document encourages teachers to experiment with blogs and wikis in their classroom and emphasizes that learning comes from trial and error.
Altc2014 building a culture of flexible online learning one year on - james ...James Little
The document discusses the journey of building an online culture of flexible learning at the University of Leeds. It describes how last year's efforts identified opportunities from departmental, learner, and institutional perspectives. This year, the project aims to identify an effective technological solution, empower educators, and foster collaboration. WordPress was selected as the platform due to its flexibility, community support, and standards compliance. Implementation included setting up a network of sites, selecting plugins, and providing tools for content creation. Examples demonstrate the welcome page, training resources, and community site. Future directions include launching a separate professional development site and exploring badges and links to other systems.
During this workshop, participants will learn how to use various tools in Blackboard 9.1 to support different learning styles, including SafeAssign, Assignments, Journals, Blogs, Wikis, Videos, and Discussion Boards. By the end of the workshop, participants will be able to check papers for plagiarism, collect student files, create areas for journaling and blogging, add videos, and create discussion board forums. The presenter provides examples of how to use each tool and potential assignments involving the tools.
Microsoft Power Point Digital Story Telling And Increasing Literacy Skillseambrose1
The document discusses using digital storytelling to increase literacy skills. Digital storytelling involves combining writing, photographs, audio, and video into short multimedia presentations. It was developed in the 1990s and engages students as active learners by capturing their interest. The document provides guidelines for creating digital stories, including considering point of view, including an emotional element, and using effective pacing. It also lists ways that digital storytelling can improve students' research, writing, and presentation abilities while stimulating engagement with course material.
O documento descreve a situação financeira da família Simpson que se endividou excessivamente ao comprar uma casa maior e adquirir bens de consumo usando um cartão de crédito. A família acabou por ficar com uma dívida de mais de 3 mil euros e teve o salário penhorado para pagar 200 euros por mês, o que deixou a família em dificuldades financeiras. O documento também aborda a Declaração Universal dos Direitos Humanos e os órgãos de soberania portugueses.
El documento habla sobre la importancia de la accesibilidad de la tecnología de la información y la comunicación para todas las personas, incluidas aquellas con necesidades especiales. Propone el concepto de accesibilidad para que la información se pueda adaptar y ser utilizada por personas con discapacidades, eliminando barreras. Explica que existen diversas adaptaciones y tecnologías asistivas como software de ayuda diseñados considerando las necesidades especiales de las personas para que puedan mantener y mejorar su capacidad funcional en la sociedad.
Leveraging Web 2.0 Tools to Engage StudentsK Monti
The document discusses the Extended Learning Institute (ELI) and its use of Web 2.0 tools for online courses. It provides tips on using tools like Skype, discussion forums, blogs, and video sharing in online classes. It also notes challenges with tool adoption and keeping track of student contributions online. Next steps include incorporating more synchronous communication and evaluating tools for overwhelming instructors and students.
The document describes a free video sharing website called TeacherTube that is designed for educational purposes. It hosts instructional videos and documents and provides a collaborative global community for students to share work. Some key features include hosting video, audio and photographs, being user friendly, offering unlimited uploads with supporting documents, and monitoring for inappropriate materials. It aims to engage and capture students' attention while exposing them to ideas outside the classroom through interactive learning experiences.
Streaming theatre in a virtual classroom case studyMark Childs
The document discusses a project that streamed theatre performances between students in Amsterdam and Warwick using virtual classrooms. Modules were developed to link the intercultural aspects of performance and connect the students. A series of videoconference sessions and online tasks were created to achieve the educational aims. Students created a pictorial essay using images and video as their assessment. Various technologies like blogs, forums, and videoconferencing software were integrated through a course website to facilitate the virtual exchange. Challenges included scheduling, copyright clearance, and technical issues with some of the software platforms.
This document provides information on collaborative tools in Blackboard including wikis and blogs. Wikis allow students to collaboratively create and edit one shared page, and can be used for group projects, bibliographies, and study guides. Blogs are online journals for students to publicly express opinions; they can be used for writing assignments, rotating discussion roles, and assigning past blog posts as readings. The document also lists tips for using wikis and blog ideas, and provides an overview and comparison of discussions boards, blogs, and wikis as collaborative tools in Blackboard.
This online interactive multimedia course at the University of Central Missouri is taught by instructor Andrea Cook during the spring 2015 semester. The purpose of the course is to teach students how to integrate multimedia technology to create interactive projects for use in education or training. The course is fully online and can be accessed via the university's Blackboard site. Assignments are due on Sundays at 11:59 pm and students are expected to post an initial discussion board post as well as reply to at least three other students' posts. The course follows a 12-week schedule where students will research and analyze various multimedia applications, create group and individual multimedia projects, and submit a final reflection paper.
This document discusses organizing online learning environments using various tools. It provides details on setting up a wiki as a central portal with student blogs, curriculum wikis, and social media tools like Twiducate and Edmodo. It also covers using Google Apps, Dropbox, and blogs on Kidblog.org. Guidelines for digital citizenship and resources for getting started and advanced wiki editing are also referenced.
Technology such as web quests, podcasts, and blogs can be useful tools for teachers to include in their lesson plans. Web quests allow students to explore online resources to learn about topics while producing a final product. Podcasts provide pre-recorded audio and video content to enhance classroom lessons across many subjects. Blogs give students a place to publicly share their thoughts on class topics and allow teachers to easily monitor student posts. Including these technologies can help prepare students for using technology in the workplace after graduation.
Edublogs is a free online blogging platform for teachers and students to create educational blogs. Teachers can use Edublogs to post class materials and resources, host online discussions, share lesson plans, and integrate multimedia. Edublogs allows for connection between students, parents, and teachers by sharing information from home and allowing parent involvement. Benefits include technology integration for students and sharing resources with other teachers. The document provides examples of how teachers can integrate Edublogs into their curriculum, such as posting homework, having ESL students practice writing, and including links to current events.
Increasing Student Engagement Using Classroom WebsitesByrdsNest5th
This document discusses using Weebly classroom websites to increase student engagement. It provides directions for teachers to create a free Weebly account, customize it with various elements like text, images, videos and columns, add multiple pages, and publish the site. The goals are to engage 21st century learners who seek technology and immediate feedback, while addressing ISTE standards for teachers and students.
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Copyright exists automatically when an original work is created and falls under certain categories. Fair use allows limited use of copyrighted works without permission, but can be problematic legally. When using online media like YouTube videos in the classroom, teachers should ensure they have permission or the video is openly licensed, and encourage students to be careful about copyright. Creative Commons licensing provides alternatives to traditional copyright that are more flexible.
This document provides information about using wikis to engage students in collaborative learning. It discusses the following:
- The goals of workshops which are to help teachers develop understanding of wikis and gain skills in creating and maintaining a class wiki.
- An overview of what wikis are and why they should be used, including that they motivate students, encourage participation, and promote communication.
- Examples of how wikis can be used in the classroom for projects, discussions, assignments, and collaborating with other classes.
- Details about the structure and timing of workshops to help teachers learn how to set up and use a wiki for their class.
This document outlines a virtual classroom system that aims to provide an interactive e-learning platform for students globally. It discusses the goal of bridging knowledge gaps and increasing access to education. The system would allow students and faculty to share ideas, access tutorials, and interact like a traditional classroom remotely. While current technology lacks features like video conferencing, the vision is for continued innovation to bring more students from developing areas online through affordable access.
This document provides an overview of integrating information and communication technologies (ICT) into the English language classroom. It begins with definitions of computer-assisted language learning (CALL) and ICT. It then discusses the benefits of using ICT in the classroom, such as motivation and interactivity, as well as potential shortcomings. The document outlines issues to consider when using ICT and provides guidance on designing ICT lesson plans. It also presents the internet as a teaching/learning tool and provides tips for evaluating websites. Finally, it describes different task types and the stages of a task-based lesson that could incorporate ICT.
This document discusses various strategies for using information and communication technologies (ICT) in the English classroom, including laptops and projectors, extended desktops, blogs, and wikis. It provides examples of how each tool can be used, such as having student groups collaboratively present assignments using an extended desktop to share their work with the class. The document encourages teachers to experiment with blogs and wikis in their classroom and emphasizes that learning comes from trial and error.
Altc2014 building a culture of flexible online learning one year on - james ...James Little
The document discusses the journey of building an online culture of flexible learning at the University of Leeds. It describes how last year's efforts identified opportunities from departmental, learner, and institutional perspectives. This year, the project aims to identify an effective technological solution, empower educators, and foster collaboration. WordPress was selected as the platform due to its flexibility, community support, and standards compliance. Implementation included setting up a network of sites, selecting plugins, and providing tools for content creation. Examples demonstrate the welcome page, training resources, and community site. Future directions include launching a separate professional development site and exploring badges and links to other systems.
During this workshop, participants will learn how to use various tools in Blackboard 9.1 to support different learning styles, including SafeAssign, Assignments, Journals, Blogs, Wikis, Videos, and Discussion Boards. By the end of the workshop, participants will be able to check papers for plagiarism, collect student files, create areas for journaling and blogging, add videos, and create discussion board forums. The presenter provides examples of how to use each tool and potential assignments involving the tools.
Microsoft Power Point Digital Story Telling And Increasing Literacy Skillseambrose1
The document discusses using digital storytelling to increase literacy skills. Digital storytelling involves combining writing, photographs, audio, and video into short multimedia presentations. It was developed in the 1990s and engages students as active learners by capturing their interest. The document provides guidelines for creating digital stories, including considering point of view, including an emotional element, and using effective pacing. It also lists ways that digital storytelling can improve students' research, writing, and presentation abilities while stimulating engagement with course material.
O documento descreve a situação financeira da família Simpson que se endividou excessivamente ao comprar uma casa maior e adquirir bens de consumo usando um cartão de crédito. A família acabou por ficar com uma dívida de mais de 3 mil euros e teve o salário penhorado para pagar 200 euros por mês, o que deixou a família em dificuldades financeiras. O documento também aborda a Declaração Universal dos Direitos Humanos e os órgãos de soberania portugueses.
El documento habla sobre la importancia de la accesibilidad de la tecnología de la información y la comunicación para todas las personas, incluidas aquellas con necesidades especiales. Propone el concepto de accesibilidad para que la información se pueda adaptar y ser utilizada por personas con discapacidades, eliminando barreras. Explica que existen diversas adaptaciones y tecnologías asistivas como software de ayuda diseñados considerando las necesidades especiales de las personas para que puedan mantener y mejorar su capacidad funcional en la sociedad.
The document discusses various celebrity rankings and statistics from Forbes Celebrity 100 list. It provides the top earning celebrities from 2007-2008, including Oprah Winfrey, Tiger Woods, and Brad Pitt. Additional charts show the top celebrities by earnings, internet searches, and magazine covers. The Forbes Celebrity 100 measured power through money and fame, with earnings estimated from endorsements and other ventures from June 2007 to June 2008.
El documento habla sobre el cambio climático. Explica que el cambio climático se refiere a la modificación del clima a escala global o regional y puede ser causado por factores naturales o humanos. También menciona que el término a veces se usa incorrectamente como sinónimo de calentamiento global. Además, cita la definición de cambio climático de la Convención Marco de las Naciones Unidas sobre el Cambio Climático, la cual se refiere específicamente al cambio causado por la actividad humana.
Haiku and WizIQ are online learning platforms that allow educators to integrate technology into classroom instruction beyond physical walls. Both platforms provide collaboration tools like video conferencing, file sharing, and messaging. Teachers can create classes, distribute content, and students can access lessons remotely through these web-based systems. Key features include audio/video chat, whiteboards, and assessment tools to provide an interactive online learning experience anywhere internet is available.
This document discusses several web 2.0 tools for teaching and learning including Google Wave, Live Question Tool, TextMeLater, Zotero, and YouTube/EDU. It provides overviews of the features and uses of each tool, including fostering collaboration, engaging students, creating surveys/forms, managing references, and sharing videos. The document encourages exploring these tools to enhance teaching with technology and collaborative learning.
This document summarizes a presentation about utilizing technology to develop communities of inquiry in language classrooms. It provides examples of frameworks for incorporating various technologies into lessons, such as using collaborative documents, audio/video recording tools, and online discussion boards. It also lists over 20 different web-based tools that can be used for activities like collaborative writing, polling, annotation, and video/audio recording. Overall, the presentation advocates for thoughtfully integrating technology to enhance learning rather than replacing traditional methods, and using tools that encourage student collaboration, communication, and participation in a "learning ecology."
With the outbreak of COVID -19. Corporate training, just like everything else has been affected drastically. Consequently, now the biggest question is “How to provide effective training virtually?” Read this blog to find answers.
WizIQ and Haiku are web-based learning management systems that allow for online and collaborative learning. They provide features such as live audio and video sharing, file sharing, discussions, assignments and assessments. Both platforms are free to use and accessible anywhere with an internet connection. They enable teachers to create and manage course content as well as communicate and collaborate with students remotely. These tools represent the future of social learning through remote and interactive educational experiences.
This document summarizes a presentation about leveraging technology to create knowledge-building environments for second language learners. It provides examples of technology tools that can be used such as TitanPad for collaborative writing, Vocaroo for audio recording, and Dropbox for file sharing. It also gives examples of classroom frameworks that integrate these tools, such as having students discuss and watch a video, answer questions in TitanPad, and write about the topic in their own language. The goal is to enhance learning through collaboration and interaction rather than just adding technology for its own sake.
This document discusses virtual classrooms (VCR) and their key components and uses. It describes a VCR as a simulated online classroom that allows for distance learning. The main components of a VCR are identified as students, a shared learning environment, and functioning tools like a whiteboard, chat, and polling. Common classroom activities that can be done in a VCR are also outlined, such as discussions, teamwork, and resource sharing. Potential benefits of VCRs include cost-effectiveness, global reach, and accessibility. The document concludes by discussing goals of developing VCR technology further.
This document provides an overview of presentation tools, podcasting, and teacher resources for smart classrooms. It discusses Smart Notebook for organizing lessons, sharing content, and engaging students. Tutorials are recommended for learning how to create and export lessons from Smart Notebook. Presentation tools like PowerPoint, Keynote, Prezi, and Google Presentation are also covered. The document then discusses podcasting and lists resources for math, technology integration, and professional development for teachers.
This document discusses several Web 2.0 tools that can be used in the classroom: ThinkQuest, Diigo, Animoto, and Wallwisher. ThinkQuest is an online platform for project-based learning that engages students in design, problem solving, decision making, and communicating results. Diigo is a web research, annotation, and collaboration tool that allows students to organize research and share it. Animoto is a video production tool that students can use for digital storytelling, showcasing projects, and other classroom activities. Wallwisher is a free online notice board maker that teachers and students can use for brainstorming, feedback, projects, and other collaborative activities.
Educlub4u.com is an fully integrated platform for training, and learning. It provides various tools to facilitate training and learning. Its a perfect place to network learners and trainers across the globe.
Best Practices for Using Webex for Teaching and LearningNurbiha A Shukor
This document provides best practices for using Webex for online teaching and learning. It outlines the key differences between Webex Meeting and Webex Teams. It also provides tips for using Webex before, during, and after live lectures including setting up the session, engaging students, and sharing recordings. Webex Meeting is best for synchronous online classes while Webex Teams allows for asynchronous learning and better content and file sharing. Following the best practices can help make online classes using Webex more effective.
This document provides an overview of the Smart Notebook software for teachers, including its benefits and features. It discusses how Smart Notebook allows teachers to organize lessons, tweak materials from year to year, and easily share content. The document then gives directions on accessing tutorials and templates to learn how to use different Smart Notebook tools and features, such as the ink awareness, camera, and recording and playback functions. It also lists several resources for finding additional Smart Notebook lessons, templates, and professional development opportunities.
²Online anywhere, anytime access of digital content by learners, mentor & admin
²Use web based audio/video conferencing for virtual learning
²Implement multiple training courses on a single platform
²Deliver learning in multiple languages
²Track the usage of iNet CLMS through advanced reports
²Evaluate proficiency of learners using a rich set of assessment capabilities
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Acpet eLearning Program 2013 Webinar 4 - Facilitating WebinarsYum Studio
This document summarizes an online facilitation session that covered:
1) The use of webinars and online discussions for blended learning, including examples like group projects, Q&As with experts, and peer review of work.
2) Tools for online facilitation like virtual classrooms, video conferencing, and platforms like Google Hangouts.
3) Challenges of online facilitation like engaging learners and preparing content, and tips for running webinars like allowing time for lag and using questions to refocus.
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided. The document concludes by mentioning additional VLE tools and components.
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
We will dig deeper into:
1. How to capture video testimonials that convert from your audience 🎥
2. How to leverage your testimonials to boost your sales 💲
3. How you can capture more CRM data to understand your audience better through video testimonials. 📊
Event Report - SAP Sapphire 2024 Orlando - lots of innovation and old challengesHolger Mueller
Holger Mueller of Constellation Research shares his key takeaways from SAP's Sapphire confernece, held in Orlando, June 3rd till 5th 2024, in the Orange Convention Center.
Zodiac Signs and Food Preferences_ What Your Sign Says About Your Tastemy Pandit
Know what your zodiac sign says about your taste in food! Explore how the 12 zodiac signs influence your culinary preferences with insights from MyPandit. Dive into astrology and flavors!
Discover timeless style with the 2022 Vintage Roman Numerals Men's Ring. Crafted from premium stainless steel, this 6mm wide ring embodies elegance and durability. Perfect as a gift, it seamlessly blends classic Roman numeral detailing with modern sophistication, making it an ideal accessory for any occasion.
https://rb.gy/usj1a2
Best practices for project execution and deliveryCLIVE MINCHIN
A select set of project management best practices to keep your project on-track, on-cost and aligned to scope. Many firms have don't have the necessary skills, diligence, methods and oversight of their projects; this leads to slippage, higher costs and longer timeframes. Often firms have a history of projects that simply failed to move the needle. These best practices will help your firm avoid these pitfalls but they require fortitude to apply.
Implicitly or explicitly all competing businesses employ a strategy to select a mix
of marketing resources. Formulating such competitive strategies fundamentally
involves recognizing relationships between elements of the marketing mix (e.g.,
price and product quality), as well as assessing competitive and market conditions
(i.e., industry structure in the language of economics).
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Digital Transformation and IT Strategy Toolkit and TemplatesAurelien Domont, MBA
This Digital Transformation and IT Strategy Toolkit was created by ex-McKinsey, Deloitte and BCG Management Consultants, after more than 5,000 hours of work. It is considered the world's best & most comprehensive Digital Transformation and IT Strategy Toolkit. It includes all the Frameworks, Best Practices & Templates required to successfully undertake the Digital Transformation of your organization and define a robust IT Strategy.
Editable Toolkit to help you reuse our content: 700 Powerpoint slides | 35 Excel sheets | 84 minutes of Video training
This PowerPoint presentation is only a small preview of our Toolkits. For more details, visit www.domontconsulting.com
IMPACT Silver is a pure silver zinc producer with over $260 million in revenue since 2008 and a large 100% owned 210km Mexico land package - 2024 catalysts includes new 14% grade zinc Plomosas mine and 20,000m of fully funded exploration drilling.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Industrial Tech SW: Category Renewal and CreationChristian Dahlen
Every industrial revolution has created a new set of categories and a new set of players.
Multiple new technologies have emerged, but Samsara and C3.ai are only two companies which have gone public so far.
Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.