Technology integration involves deliberately introducing new technologies to students to use collaboratively in an intentional and informative way, while technology usage refers to the casual and routine daily use of familiar technologies primarily by the teacher. Examples of integration include interactive whiteboards and clickers that engage students, while usage involves things like projectors operated by the teacher. The key difference is that integration conveys new skills to students and has them using technologies, while usage focuses on familiar technologies and their daily or passive use primarily by the teacher.
HAMK Design Factory and Product Development Project 21Jari Jussila
The document describes an interdisciplinary product development project course at HAMK Design Factory from October 27, 2020 to March 12, 2021. The 15-credit course involves problem-based and co-creative learning in an interdisciplinary setting and international context. Students can earn credits by actively participating as team members, attending workshops, or taking on special roles like project manager. The course follows the co-creation pedagogy model of HAMK Design Factory and aims to provide real-world product development experiences.
The document provides an update on an elective bookbinding project using new technologies over the first two weeks in July 2012. [1] The long-term objective is to integrate technologies like iPads and iPhones to deliver graphic design course content and research. [2] Outputs for the elective include a sample set of limited edition bindings, a prototype printed limited edition with original content, and an optional ePub publication exploring connections between historic book movements and digital publishing. [3] Students provide individual project proposals in one-on-one tutorials using visual examples on the iPad screen.
This document discusses a project that aims to combine old and new technologies in tertiary education bookbinding. Specifically, it involves piloting the use of iPads and iPhones in two Graphic Design papers to design books for both print and e-reader formats. Students will produce both hardcopy books and digital ePubs. The project also explores using iPads for teaching, research, and creating digital content like video tutorials. The long-term goal is to integrate new technologies into the Graphic Design degree program. Issues addressed include a lack of available iPads and wireless network upgrades needed to support the initiatives.
Overall end of year summary slideshare 7 December, 2012 lesleykaiser
Lesley Kaiser provides an update on projects using iPads and iPhones in education at AUT University. Students in first year Graphic Design courses produced both traditional bookworks and interactive PDFs and EPUBs to be viewed on iPads. The projects aimed to combine old and new technologies and prepare students for designing e-publications. Kaiser highlights positive student feedback and interest in continuing mobile technology initiatives. Plans include further integrating iPads, exploring e-publication formats, and developing a book arts major or publishing minor.
LTD Graphic Design 31 March 2013 Slideshare: 56 slides L.Kaiserlesleykaiser
Graphic Design and 21st Century Bookworks: Implementing multimodal
strategies to complement traditional book formats. The aim of this project is to enhance digital literacy and integrate mobile technologies into the Graphic Design courses at AUT University. Traditionally these courses have involved designing books for print, and binding books by hand. This project explores how old and new technologies might be utilised in the creation of multimodal books that combine the best aspects of printed limited edition and handmade books with the enhanced communication and reading potential of epublications.
See http://lesleykaiser.wordpress.com
Ipad 5th August update. Combining old and new technologies in the binderybind...lesleykaiser
The document provides an update on an elective bookbinding project using new technologies over the first two weeks in July 2012. The objectives are to integrate iPads/iPhones into delivering graphic design course content and research. Students will create sample limited edition bookbindings and a prototype printed work. They will explore connections between historic artists' books and digital publishing. Tutorials provided input on individual student publication proposals.
Technology integration involves deliberately introducing new technologies to students to use collaboratively in an intentional and informative way, while technology usage refers to the casual and routine daily use of familiar technologies primarily by the teacher. Examples of integration include interactive whiteboards and clickers that engage students, while usage involves things like projectors operated by the teacher. The key difference is that integration conveys new skills to students and has them using technologies, while usage focuses on familiar technologies and their daily or passive use primarily by the teacher.
HAMK Design Factory and Product Development Project 21Jari Jussila
The document describes an interdisciplinary product development project course at HAMK Design Factory from October 27, 2020 to March 12, 2021. The 15-credit course involves problem-based and co-creative learning in an interdisciplinary setting and international context. Students can earn credits by actively participating as team members, attending workshops, or taking on special roles like project manager. The course follows the co-creation pedagogy model of HAMK Design Factory and aims to provide real-world product development experiences.
The document provides an update on an elective bookbinding project using new technologies over the first two weeks in July 2012. [1] The long-term objective is to integrate technologies like iPads and iPhones to deliver graphic design course content and research. [2] Outputs for the elective include a sample set of limited edition bindings, a prototype printed limited edition with original content, and an optional ePub publication exploring connections between historic book movements and digital publishing. [3] Students provide individual project proposals in one-on-one tutorials using visual examples on the iPad screen.
This document discusses a project that aims to combine old and new technologies in tertiary education bookbinding. Specifically, it involves piloting the use of iPads and iPhones in two Graphic Design papers to design books for both print and e-reader formats. Students will produce both hardcopy books and digital ePubs. The project also explores using iPads for teaching, research, and creating digital content like video tutorials. The long-term goal is to integrate new technologies into the Graphic Design degree program. Issues addressed include a lack of available iPads and wireless network upgrades needed to support the initiatives.
Overall end of year summary slideshare 7 December, 2012 lesleykaiser
Lesley Kaiser provides an update on projects using iPads and iPhones in education at AUT University. Students in first year Graphic Design courses produced both traditional bookworks and interactive PDFs and EPUBs to be viewed on iPads. The projects aimed to combine old and new technologies and prepare students for designing e-publications. Kaiser highlights positive student feedback and interest in continuing mobile technology initiatives. Plans include further integrating iPads, exploring e-publication formats, and developing a book arts major or publishing minor.
LTD Graphic Design 31 March 2013 Slideshare: 56 slides L.Kaiserlesleykaiser
Graphic Design and 21st Century Bookworks: Implementing multimodal
strategies to complement traditional book formats. The aim of this project is to enhance digital literacy and integrate mobile technologies into the Graphic Design courses at AUT University. Traditionally these courses have involved designing books for print, and binding books by hand. This project explores how old and new technologies might be utilised in the creation of multimodal books that combine the best aspects of printed limited edition and handmade books with the enhanced communication and reading potential of epublications.
See http://lesleykaiser.wordpress.com
Ipad 5th August update. Combining old and new technologies in the binderybind...lesleykaiser
The document provides an update on an elective bookbinding project using new technologies over the first two weeks in July 2012. The objectives are to integrate iPads/iPhones into delivering graphic design course content and research. Students will create sample limited edition bookbindings and a prototype printed work. They will explore connections between historic artists' books and digital publishing. Tutorials provided input on individual student publication proposals.
Combining old and new media in the bindery 5-aug-update 2012lesleykaiser
The document provides an update on an elective bookbinding project using new technologies over the first two weeks in July 2012. The objectives are to integrate iPads/iPhones into delivering content for graphics papers and research. Students will create sample limited edition bookbindings and a prototype printed limited edition with original content. Bindery technicians are recording their professional development workshop on traditional binding techniques using iPads.
The document discusses designing digital didactics for iPad classrooms. It summarizes a study in a Danish municipality where iPads were introduced to schools. The study observed innovative teachers who applied new methods with the iPads. Five patterns of iPad integration were identified, ranging from strong alignment of technology and didactics to limited learning experiences. Exemplary teachers used apps in transformative, complex, peer-reflective, and personalized learning. They designed new learning goals beyond the curriculum and boosted learning through digital products. The document concludes by discussing principles for rethinking digital didactical designs, such as a focus on active learning processes over exams and bringing non-formal learning approaches into the classroom.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
This document provides an overview of using iPads in the classroom. It discusses starting with substitution uses like digital worksheets and moving to more advanced uses involving student creation through apps. Key frameworks for technology integration are covered, including the SAMR model and TPACK. Specific apps are recommended for different classroom uses such as formative assessments, presentations, note-taking, and interactive textbooks. Tips are provided for effective iPad integration focusing on student engagement and content mastery.
This document discusses using iPads in the classroom. It begins by stating that taking the first step to incorporating new technology can be difficult but provides inspiration. It then provides background on the author and discusses how iPads have evolved and are being used by teachers and students. Ipads are described as interactive through features like digital whiteboards, adaptive by fitting different learning styles and disabilities, and emerging as the top technology for educational apps and replacing textbooks. Several iPad apps are presented for classroom productivity, presentations, collaboration, assessments, video/screen recording, and examples are given of how schools have implemented iPad initiatives. Perceptions of iPads are shown to be positive according student surveys. Funding options and example costs are also covered
ETUG2015-Mobile Technology Integration in an Applied Science Program: Forestr...Michael Paskevicius
As mobile devices continue to proliferate throughout society, the question of how higher education might take advantage of these devices for use in teaching and learning remains unclear. While many institutions now have ‘bring your own device’ (BYOD) policies, others have mandated access to mobile devices at the program or institutional level.
The purpose of this session is present the case of how our department of forestry went about implementing a tablet initiative. The tablet was a required device for both faculty and students entering the program in September 2014 with the intended goals of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage and enabling collaborative and active learning in the classroom.
In the session we will share what we have learned thus far in supporting the initiative and reflect on feedback collected from faculty and students in interviews, focus groups and observations throughout the program. At the end of the session, participants should be able to identify the challenges, issues and best practices for implementing a tablet initiative at this level.
Mobile Technology Integration in an Applied Science Program: Forestry goes Pa...BCcampus
The VIU Forestry program transitioned to using iPads to go paperless. Students were provided iPads and digital textbooks. This improved access to resources and allowed collaboration. Popular apps included PDF Expert, Evernote, and forestry-specific apps. Challenges included WiFi access and compatibility issues. Students reported increased familiarity with industry standards and engagement with course materials. The program aims to further integrate mobile technologies like location-based quizzes and student presentations.
The document summarizes a presentation on using technology effectively for teaching and learning. It discusses developments in hardware like tablets and smartphones that tutors can use, as well as web-based software resources. The presentation introduces different devices and applications, provides examples of literacy, numeracy and language learning resources, and suggests ways that learners can use mobile technologies to personalize their learning. It emphasizes creating flexible classrooms that incorporate collaboration using mobile devices.
Lesson 15 16 project-based learning and multimediaSapphire Tibon
Project-based multimedia learning involves students working collaboratively over an extended period of time to research and develop a multimedia product that demonstrates their learning, while addressing core curriculum goals. It utilizes multimedia such as text, images, video and interactivity, and involves seven key dimensions including establishing real-world connections, allowing student decision making, and assessing student learning through their final products. The document outlines the steps to implementing project-based multimedia learning in the classroom, from preparing resources and technology to introducing the project to students and establishing milestones.
This document describes an online course for instructional designers on using Adobe InDesign. A needs assessment found learners were comfortable with online learning and motivated to improve career skills. The course goals are for learners to navigate InDesign's interface, work with text and images, and publish documents for job applications. Assessments include surveys, assignments, and tests. The course uses an online platform and applies instructional design models to introduce InDesign functions through modules, videos, and examples. Formative feedback was positive though some improvements were suggested such as additional tutorials and interactive elements.
Introducing the iTILT projects on IWB & Tablets in Language EducationTon Koenraad
Presentation for an iTILT workshop on the use of tablets and interactive classroom technologies presented at the Dutch annual Good Practice Day at Leiden University.
This document provides guidelines for IT projects for teachers in 2013. It encourages teachers to reuse and modify projects from previous years. Teachers are expected to familiarize students with digital tools, develop projects as part of their coursework using the language studied, make corrections to student work, and ensure original content. Students are expected to analyze previous projects, plan and publish their own original work using a web tool within 6 weeks. Projects must follow submission guidelines and use any webtool that allows publishing on blogs or wikis. Teachers are advised to do initial activities in the classroom and have students draft work before using computers.
Bear Creek Middle School has implemented a Bring Your Own Device (BYOD) program for over five years. For a 6th grade visual art class, printing from wireless devices will be a new challenge this year as students will be required to create digital artworks. The school has provided 35 laptops for the art classroom, as well as access to Chromebooks, iPads, and iPods to ensure all students can access technology. Students will work individually, in pairs, and in groups using apps like Paper Slides, ArtHD, and Sketchbook Express to create tutorials, research artists, and develop their own artistic styles through digital drawing and photo editing.
Powerpoint technology in the k 12 classroom inst 6031TLDarnell
This document discusses how technology is increasingly being used in K-12 classrooms to engage today's digital learners. It outlines several technologies used, including computers, laptops, interactive whiteboards/smartboards, tablets, iPads, iPhones, Nooks, and Kindles. These devices provide internet access, e-books, educational apps and games. They allow more flexible instruction, student-led learning, communication between teachers/students/parents, and preparation for students' digital futures.
"Sitting up and taking notes": Using the iPad for reading and writingCIT, NUS
By Johan Geertsema
In this presentation I will share some of my experiences teaching with the iPad, focusing in particular on its usefulness for taking notes. I will share how I have been using the iAnnotate app for marking up class readings and commenting on student work. Academic articles and books can be loaded and read in class. Annotating articles and essays in PDF format and backing them up to a computer is very useful, as is the ability to find passages instantaneously. When it comes to writing, while the device has inherent limitations due its size, which militates against extensive text production (e.g. lengthy papers), nevertheless it is ideal for providing feedback on student papers. Additionally, I will briefly look at the advantages and drawbacks of apps such as Bluefire Reader and Kobo, which allow one to read and annotate DRM-protected ePub files. Finally, I will highlight my use of apps such as Soundnote and Evernote, which are helpful for the kind of writing at which the iPad excels: taking notes.
The document summarizes the Building Schools for the Future (BSF) framework project in England. The goals are to rebuild or renew every secondary school by 2020, provide inspiring learning environments, and position schools as community hubs. Local authorities lead strategic partnerships and ensure education visions meet standards, while considering community input. Example local projects integrate curriculum and facilities, demonstrate sustainability practices, and engage students in the design process.
This presentation was given to Year 7 2013 parents during an information evening about the Year 7 2013 BYOiPad program at St Luke's Grammar School by Mr. Jason Arruzza, Director of ICT.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Combining old and new media in the bindery 5-aug-update 2012lesleykaiser
The document provides an update on an elective bookbinding project using new technologies over the first two weeks in July 2012. The objectives are to integrate iPads/iPhones into delivering content for graphics papers and research. Students will create sample limited edition bookbindings and a prototype printed limited edition with original content. Bindery technicians are recording their professional development workshop on traditional binding techniques using iPads.
The document discusses designing digital didactics for iPad classrooms. It summarizes a study in a Danish municipality where iPads were introduced to schools. The study observed innovative teachers who applied new methods with the iPads. Five patterns of iPad integration were identified, ranging from strong alignment of technology and didactics to limited learning experiences. Exemplary teachers used apps in transformative, complex, peer-reflective, and personalized learning. They designed new learning goals beyond the curriculum and boosted learning through digital products. The document concludes by discussing principles for rethinking digital didactical designs, such as a focus on active learning processes over exams and bringing non-formal learning approaches into the classroom.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
This document provides an overview of using iPads in the classroom. It discusses starting with substitution uses like digital worksheets and moving to more advanced uses involving student creation through apps. Key frameworks for technology integration are covered, including the SAMR model and TPACK. Specific apps are recommended for different classroom uses such as formative assessments, presentations, note-taking, and interactive textbooks. Tips are provided for effective iPad integration focusing on student engagement and content mastery.
This document discusses using iPads in the classroom. It begins by stating that taking the first step to incorporating new technology can be difficult but provides inspiration. It then provides background on the author and discusses how iPads have evolved and are being used by teachers and students. Ipads are described as interactive through features like digital whiteboards, adaptive by fitting different learning styles and disabilities, and emerging as the top technology for educational apps and replacing textbooks. Several iPad apps are presented for classroom productivity, presentations, collaboration, assessments, video/screen recording, and examples are given of how schools have implemented iPad initiatives. Perceptions of iPads are shown to be positive according student surveys. Funding options and example costs are also covered
ETUG2015-Mobile Technology Integration in an Applied Science Program: Forestr...Michael Paskevicius
As mobile devices continue to proliferate throughout society, the question of how higher education might take advantage of these devices for use in teaching and learning remains unclear. While many institutions now have ‘bring your own device’ (BYOD) policies, others have mandated access to mobile devices at the program or institutional level.
The purpose of this session is present the case of how our department of forestry went about implementing a tablet initiative. The tablet was a required device for both faculty and students entering the program in September 2014 with the intended goals of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage and enabling collaborative and active learning in the classroom.
In the session we will share what we have learned thus far in supporting the initiative and reflect on feedback collected from faculty and students in interviews, focus groups and observations throughout the program. At the end of the session, participants should be able to identify the challenges, issues and best practices for implementing a tablet initiative at this level.
Mobile Technology Integration in an Applied Science Program: Forestry goes Pa...BCcampus
The VIU Forestry program transitioned to using iPads to go paperless. Students were provided iPads and digital textbooks. This improved access to resources and allowed collaboration. Popular apps included PDF Expert, Evernote, and forestry-specific apps. Challenges included WiFi access and compatibility issues. Students reported increased familiarity with industry standards and engagement with course materials. The program aims to further integrate mobile technologies like location-based quizzes and student presentations.
The document summarizes a presentation on using technology effectively for teaching and learning. It discusses developments in hardware like tablets and smartphones that tutors can use, as well as web-based software resources. The presentation introduces different devices and applications, provides examples of literacy, numeracy and language learning resources, and suggests ways that learners can use mobile technologies to personalize their learning. It emphasizes creating flexible classrooms that incorporate collaboration using mobile devices.
Lesson 15 16 project-based learning and multimediaSapphire Tibon
Project-based multimedia learning involves students working collaboratively over an extended period of time to research and develop a multimedia product that demonstrates their learning, while addressing core curriculum goals. It utilizes multimedia such as text, images, video and interactivity, and involves seven key dimensions including establishing real-world connections, allowing student decision making, and assessing student learning through their final products. The document outlines the steps to implementing project-based multimedia learning in the classroom, from preparing resources and technology to introducing the project to students and establishing milestones.
This document describes an online course for instructional designers on using Adobe InDesign. A needs assessment found learners were comfortable with online learning and motivated to improve career skills. The course goals are for learners to navigate InDesign's interface, work with text and images, and publish documents for job applications. Assessments include surveys, assignments, and tests. The course uses an online platform and applies instructional design models to introduce InDesign functions through modules, videos, and examples. Formative feedback was positive though some improvements were suggested such as additional tutorials and interactive elements.
Introducing the iTILT projects on IWB & Tablets in Language EducationTon Koenraad
Presentation for an iTILT workshop on the use of tablets and interactive classroom technologies presented at the Dutch annual Good Practice Day at Leiden University.
This document provides guidelines for IT projects for teachers in 2013. It encourages teachers to reuse and modify projects from previous years. Teachers are expected to familiarize students with digital tools, develop projects as part of their coursework using the language studied, make corrections to student work, and ensure original content. Students are expected to analyze previous projects, plan and publish their own original work using a web tool within 6 weeks. Projects must follow submission guidelines and use any webtool that allows publishing on blogs or wikis. Teachers are advised to do initial activities in the classroom and have students draft work before using computers.
Bear Creek Middle School has implemented a Bring Your Own Device (BYOD) program for over five years. For a 6th grade visual art class, printing from wireless devices will be a new challenge this year as students will be required to create digital artworks. The school has provided 35 laptops for the art classroom, as well as access to Chromebooks, iPads, and iPods to ensure all students can access technology. Students will work individually, in pairs, and in groups using apps like Paper Slides, ArtHD, and Sketchbook Express to create tutorials, research artists, and develop their own artistic styles through digital drawing and photo editing.
Powerpoint technology in the k 12 classroom inst 6031TLDarnell
This document discusses how technology is increasingly being used in K-12 classrooms to engage today's digital learners. It outlines several technologies used, including computers, laptops, interactive whiteboards/smartboards, tablets, iPads, iPhones, Nooks, and Kindles. These devices provide internet access, e-books, educational apps and games. They allow more flexible instruction, student-led learning, communication between teachers/students/parents, and preparation for students' digital futures.
"Sitting up and taking notes": Using the iPad for reading and writingCIT, NUS
By Johan Geertsema
In this presentation I will share some of my experiences teaching with the iPad, focusing in particular on its usefulness for taking notes. I will share how I have been using the iAnnotate app for marking up class readings and commenting on student work. Academic articles and books can be loaded and read in class. Annotating articles and essays in PDF format and backing them up to a computer is very useful, as is the ability to find passages instantaneously. When it comes to writing, while the device has inherent limitations due its size, which militates against extensive text production (e.g. lengthy papers), nevertheless it is ideal for providing feedback on student papers. Additionally, I will briefly look at the advantages and drawbacks of apps such as Bluefire Reader and Kobo, which allow one to read and annotate DRM-protected ePub files. Finally, I will highlight my use of apps such as Soundnote and Evernote, which are helpful for the kind of writing at which the iPad excels: taking notes.
The document summarizes the Building Schools for the Future (BSF) framework project in England. The goals are to rebuild or renew every secondary school by 2020, provide inspiring learning environments, and position schools as community hubs. Local authorities lead strategic partnerships and ensure education visions meet standards, while considering community input. Example local projects integrate curriculum and facilities, demonstrate sustainability practices, and engage students in the design process.
This presentation was given to Year 7 2013 parents during an information evening about the Year 7 2013 BYOiPad program at St Luke's Grammar School by Mr. Jason Arruzza, Director of ICT.
Ähnlich wie iPads/iphones in teriary education. (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
iPads/iphones in teriary education.
1. PRESERVE RENEW INVENT
Lesley Kaiser
Senior Lecture, Bachelor of Design (Graphics)
AUT University
Graphic Design Community of Practice
[GD CoP 2012]
Report on individual iPad / iPhone initiatives
Combining old and new technologies
in tertiary teaching [19 July 2012]
CFLAT Latent grant
2. Objectives of the Project
1] Long term objective is to integrate new technology such
as Ipads/iphones, in delivering content for BDes Graphics
papers, and in research.
2] Interest in exploring epub formats, and integrating
computer teaching in Graphic Design Studies (GDS 1), with
Issues, theory and formats [21st Century Bookworks] brief in
the History Culture and Context I (HCC1 Bookorks) theory
paper
3] Combine old and new technologies in the book bindery
3. Objectives of the Project
Papers taught 2012 [L. Kaiser] involving epublication and
traditional bookbinding:
Elective project 11: Bookbinding for limited edition
publications. [20 year 2 BDes Graphcis students]
HCC1– Issues Theory and Formats [21st Century
Bookworks] [137 first year year BDes Graphics students].
Assessed Output – hardcopy bookwork and epublication or
pdf. for iPads
Creative Process – individual student interests
4. George Howes: Year one Creative Process. Concept and design
The Go Eco app at goecoapp.com/
8. IPad connected by VGA connector or HD connector –
recorded tutorials etc. available on Bindery website. iPad in Kiosk
needed for permanent all hours access.
22. 22 July 2012 update
Elective Project starts 26 july 2012 in bindery
CANVAS students inspired and enthused by old and new
book technologies in bindery
[Professor Welby Ings]
This research will be the basis of a paper on combining old
and new technologies in tertiary education
Other Graphics staff in the iPad GD CoP latent grant group
are doing very interesting ipad initiatives this year, and we
form the starting platform of a new Graphics research hub
To be continued … Lesley Kaiser