This document discusses the use of web 2.0 tools to create electronic portfolios for an educational leadership program at Lamar University. It provides an overview of the online master's program and its focus on technology standards. Examples are given of various web 2.0 tools that can be used to create eportfolios, including Google tools, audio recording apps, and social media. Questions are posed about how these tools impact learning and how they are being used with K-12 students. Considerations for implementing student eportfolios are also discussed. Samples of student and professional eportfolios using cloud-based systems are then provided.
This was a power point made for my presentation at the recent BJENY conference. The presentation was focused on using Web 2.0 tools in Judaic classes. While, I explained the practical use of each site at the presentation, these slides should be a useful resource. Enjoy. -Eliezer
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Presentation at AACU in Washington DC on the possibilities and pitfalls of an ePortfolio assessment system. Uses our course-embedded, information literacy rubrics as an example of how ePorts can make a difference in teaching and in gaining faculty buy in.
This was a power point made for my presentation at the recent BJENY conference. The presentation was focused on using Web 2.0 tools in Judaic classes. While, I explained the practical use of each site at the presentation, these slides should be a useful resource. Enjoy. -Eliezer
ePortfolios: Good for the Institution, Good for the StudentSarah Cohen
Presentation at AACU in Washington DC on the possibilities and pitfalls of an ePortfolio assessment system. Uses our course-embedded, information literacy rubrics as an example of how ePorts can make a difference in teaching and in gaining faculty buy in.
Global business consulting firm CGN needed to gain broader recognition within its industry and better engage prospective customers with follow-up materials throughout its sales cycle. Sheffield helped CGN:
Build an Institute that helped create meaningful and lasting relationships with prospect accounts by generating greater interest in CGN’s services
Develop relevant print and digital content that elevated CGN’s brand image and positioned the firm as the go-to resource for insights on key industry issues
Promote CGN’s experience and expertise through thought leadership perspectives
Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
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This slideshow gives viewers a tremendous working knowledge of how to move to highly effective status as a teacher. Emphasis is placed on technology integration within the Danielson Framework.
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.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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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
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.
Power-sharing Class 10 is a vital aspect of democratic governance. It refers to the distribution of power among different organs of government, levels of government, and social groups. This ensures that no single entity can control all aspects of governance, promoting stability and unity in a diverse society.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
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.
1. Lamar University
College of Education
Educational Leadership
Beaumont, TX
Leadership and Learning:
Using Web 2.0 Tools to Create
Kay Abernathy, Ed.D.
Electronic Portfolios
Diane Mason, Ph.D.
Sheryl Abshire, Ph.D.
Cindy Cummings, M.Ed.
Daryl Ann Borel, M.Ed.
Ed Tech Leadership Graduates
2. Lamar University Online
ETL Master’s Program
• 12 – Five week courses (18 month program)
– Fully online
– Over 350 graduates
• Critical components
– Focused on ISTE Technology Facilitation and
Teacher/Student NETS Standards
– 18-Month Internship in K-12 Schools
– Principal Certification Preparation
– Cloud-based ePortfolio
3. Web 2.0 Tools
• Google Tools, Slideshare, AudioBoo
• Online References. Digital Content, Social Media
• DropBox, DropVox, & MediaFire
• Web Conferencing, Skype, Google Talk/Chat
• Animoto, Podcasts, Stykz, Audacity, Wordle
• Assistive Technologies
• YouTube, TeacherTube, SchoolTube
• WikiSpaces, Blogger, PB Wiki, WordPress
4. Questions: Web 2.0 Tools
• What Web 2.0 tools and resources impact the way you
learn, communicate, and assess growth?
• How are you currently using Web 2.0 tools and
eportfolio components with K-12 students?
• How are you providing leadership using Web 2.0 tools
to support and train faculty or staff?
5. Questions: Using Eportfolios
• What is the purpose for having students develop
electronic portfolios?
• What are three types of student eportfolios?
– Storage
– Workspace
– Showcase
• https://sites.google.com/site/eportfolioapps/overview/le
vels
Dr. Helen Barrett: http://electronicportfolios.com/
6. Questions: Considerations for You
• What ages are the students?
• What content areas?
• What is your current technology infrastructure (i.e., will
your network keep up with GoogleDocs network
traffic?)?
• What is your computer-to-student ratio?
• How many students will be implementing portfolios?
• Will you use some type of Internet/cloud/Web 2.0
system?
Dr. Helen Barrett: http://electronicportfolios.com/
7. Questions: Eportfolio Answers
• What? (The Past) What have I collected about my
life/work/learning? (my artifacts)
• So What? (The Present) What do those artifacts
show about what I have learned? (my current
reflections on my knowledge, skills and abilities)
• Now What? (The Future) What direction do I want
to take in the future? (my future learning goals)
Dr. Helen Barrett: http://electronicportfolios.com/
9. Cloud Computing
Samples
• Kern Kelly interviewed by Wes Fryer http://t.co/PVQj4rt0
• Wes Fryer and Fifth Grade Daughter: Digitizing the Elementary
Writing Portfolio—Using AudioBoo, an iPad2, and an iRig
microphone.
• http://www.speedofcreativity.org/2011/05/26/digitizing-an-
elementary-writing-portfolio/
10. Samples from
Dr. Helen Barrett
• https://sites.google.com/a/brvgs.k12.va.us/chlo
emiksovic/home
• https://sites.google.com/a/brvgs.k12.va.us/hun
ter-wallace/home
• http://web-2-0byjc.wikispaces.com/
• http://nicola-eportfolio.blogspot.com/
17. For More Information:
Lamar University
Beaumont, TX
http://luonline.lamar.edu/ACP/graduate/med_edtechleadshp.htm
http://lamar.edu/
http://stateu.com/lamar/