This document discusses using blended learning to develop digital literacy, English language, and workplace skills aligned with India's National Skills Qualification Framework (NSQF). Blended learning utilizes both online and in-person resources to provide autonomy, expert guidance, and connections between classroom and real-world settings. An "ecology of resources" approach interacts learners with a network of knowledge, tools, people and environments. Learner-generated contexts further personalize learning around interests. This prepares learners for 21st century careers through acquisition of language, digital literacy, and lifelong learning abilities in authentic contexts.
Visual literacy is defined as the ability to interpret and generate visuals to communicate ideas. It involves input strategies like interpreting visuals and output strategies like creating visuals. Visuals are useful in instruction as they are universal, motivate learners, simplify complex ideas, and allow some learners to comprehend visually. Elements of visualization include data, information, concepts, strategies, metaphors, and compound visuals. It is important to teach visual literacy as visual elements are used in many texts, can communicate information more clearly than words, and are important for interpreting media. Teachers should provide environments and materials to develop visual skills while allowing students to create their own visual messages.
Visual literacy involves understanding visual forms of communication like photographs, television, and the internet. Students are exposed to many more visual messages than textual messages. Incorporating visual literacy instruction in the classroom can help students learn critical thinking skills to interpret visual data and messages. Some key aspects of visual literacy include understanding still images, moving images, audio codes, and reading and interpreting visual texts using various comprehension strategies.
The document discusses visual literacy and provides resources to help develop visual literacy skills. It defines visual literacy as having four components: code breaker, meaning maker, text user, and text analyst. As visual forms of communication become more prevalent, it is important for students to learn how to think critically about visual information. However, few schools currently have an explicit curriculum to teach these skills. The document then provides several websites and resources from museums, government education departments, and publishers that offer classroom materials and information related to visual literacy.
Visual Literacy And 21st Century SkillsMargo Sickele
The document discusses the importance of visual literacy and 21st century skills. It defines visual literacy as the ability to interpret and create visual messages. Developing visual literacy skills is important because visual communication is how many people process information. Additionally, 21st century skills like collaboration, digital literacy, and multimedia communication are essential for students to develop in order to be prepared for future careers and civic participation. The document provides examples of how to incorporate visual literacy instruction into the classroom through activities having students navigate, evaluate, and create visual content.
This document discusses digital literacy and computing education in primary schools. It makes three main points:
1. Computing education teaches students computational thinking and how to use technology to understand the world. It focuses on computer science and programming.
2. Students should become digitally literate - able to use and express themselves through technology. They should understand how and when digital tools are useful.
3. The goals of computing education are for students to understand computer principles, solve problems computationally, evaluate technology, and be competent and creative users of IT.
Using Technology to Support Writing as a Complex ActivityTDWolsey
This document discusses using technology to support writing as a complex activity. It explores how digital tools can be used to incorporate images into the writing process. Participants will learn how online tools allow students to draw or reuse images in their writing. Examples of digital stories combining images and words will be shared. Tools demonstrated include SketchUp, Artpad, and Pixlr for images, and Animoto, Voicethread for digital storytelling. The presentation emphasizes how linking visual and language centers of the brain through images can improve writing and learning.
This document summarizes a case study on the impacts of multimodal pedagogy in a Mandarin immersion classroom. It found that multimodal learning strengthened student collaboration and communication. It allowed students to co-construct knowledge through engaging activities and team-based projects. The use of digital tools and games also improved language skills while reversing traditional student-teacher roles, with students taking more ownership over their learning. Overall, the study showed multimodal approaches can effectively support heritage language learning in an immersion setting.
Towards a Framework for Visual Literacy ThinkingDavid Jakes
This document discusses visual literacy and its importance in today's digital world. It defines visual literacy as having three key skills: navigating, evaluating, and communicating visually. It then discusses how visuals are processed biologically and how emotion and visuals are closely linked in communication. The document emphasizes that individuals are powerful producers of visual imagery and have tools like smartphones, social media, and the internet to create and share visual content globally. It highlights principles of visual learning and multimedia design and argues that visuals allow individuals a voice when combined with other media.
This document discusses digital writing and its importance in education. Digital writing includes any writing that requires a computer to access, such as creative writing, hypertext, role playing, blogging, and multimedia compositions. Teachers should teach digital writing because students need skills in analyzing, learning, exploring, and problem solving using technology. The benefits of digital writing include providing broader audiences, encouraging creativity, and enabling more collaboration. While teachers don't need to change everything, they should rethink assignments to incorporate different tools, genres, audiences, and purposes.
Presented on Brock University Teaching Assistant Day, September 7, 2013. This hands-on-workshop was designed to exercise participants' visual brains to tap into creative ways of listening and communicating. We covered note taking strategies for teachers and students and how to use visuals in seminar as a creative tool for engagement.
Plenary presentation at University of Mary Washington Faculty Academy 2012, Virginia. An exploration of visual practice in our daily practice as teachers, learners and global citizens as a form of sense-making and information sharing.
Conference Site: http://blog12.facultyacademy.org/giulia-forsythe/
Recording: http://vimeo.com/42419735
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
C5 - Shelley Tracey (Queens): Crossing thresholds and expanding conceptual spaces: using arts-based methods to extend teachers’ perceptions of literacy
This document discusses Universal Design for Learning (UDL), which aims to make education accessible and engaging for all students by presenting information in multiple ways, allowing for diverse modes of student expression and engagement, and incorporating assistive technologies. UDL is based on brain research showing there are three networks involved in learning - recognition, strategic, and affective. The document provides examples of how UDL principles can be applied in the classroom and resources from the Center for Applied Special Technology to help educators implement UDL.
The document discusses skills needed for the modern workforce and strategies for incorporating internet resources into the classroom. It advocates supplementing textbooks with tools that develop skills like collaboration, communication, critical thinking and problem solving. Specific strategies are proposed, like using online tools for writing assignments, projects and discussions to prepare students for careers that require adaptability, teamwork and managing information. The document argues that technology should be integrated pedagogically, not as a special task, to cultivate multiliteracies through activities involving instruction, practice and reflection.
Universal Design for Learning (UDL) is an educational framework that provides flexibility in how content is presented, how students demonstrate their knowledge, and how students are engaged. The goal is to reduce barriers and maximize learning for all students. UDL is based on research about how the brain functions and recognizes there are multiple ways for students to be engaged and motivated to learn. UDL principles aim to present information through various means and provide multiple options for expression and navigation so all students have an equal opportunity to learn.
Permission to Tell Stories: Digital storytelling, Glogs, and More Fate 09Susan Wegmann
The document discusses how digital storytelling can be used to engage students and invigorate learning. It provides examples of how teachers have used digital storytelling to teach vocabulary words and literary elements. Resources for digital storytelling like software, tutorials and example student projects are shared. The benefits of digital storytelling for students include improving writing, speaking, technical and personal skills through an authentic and collaborative process.
Digital media arts curriculum building foundations in art and digital designNAFCareerAcads
Digital/Media/Arts (DMA) is a two-year curriculum for academies and pathways
focused on digital media. DMA prepares students to enter college and media careers by
integrating academic standards and career-technical learning. This hands-on session
focuses on how the DMA curriculum can be used to strengthen the arts and media
component of AOIT offering a specialty in digital media.
Maggie Garrard, the Curriculum Manager at the Australian Children's Television Foundation (ACTF), gave a presentation about the ACTF and its educational resources and programs. The ACTF is a national non-profit organization funded by the government to provide entertaining and educational media for Australian children. It has screened programs in over 100 countries and won over 100 awards. The ACTF focuses on using media to encourage learning in areas like critical thinking, language development, and values. It aligns its resources to the Australian curriculum and considers theories of learning.
The document provides guidance on using technology and digital tools to support language teaching. It discusses how today's students prefer learning through teamwork, flexibility, student-centered projects, and having their voices respected. The document then recommends using resources to develop communication, digital literacy, critical thinking, web-based projects, student-created media, and collaboration. It also discusses supplementary materials, digital literacy, flipped classrooms, blended learning, and various web 2.0 tools that can be used to engage students in activity-based language learning.
The document discusses the use of the World Wide Web in education. It begins by outlining the history and growth of the WWW from the 1990s. It then describes the main educational functions of the WWW, including content delivery, instruction delivery, communication support, and creation support. Various models of implementing the WWW in education are presented, including content-oriented models, virtual educational configurations, and communication-based models. The document concludes by examining current technological and pedagogical approaches, finding that while websites have grown, many do not fully utilize the interactive and collaborative potential of the WWW.
Lesson plans for activity based language teaching Kshema Jose
The document contains several quotes and perspectives on planning:
1. Many see planning as essential for success but too much can be restrictive, while spontaneity has advantages.
2. Effective planning requires intelligent thought and focused effort to achieve goals and productivity.
3. Planning prepares one for challenges by anticipating problems and charting a course of action. However, it is not guarantees and one must be responsive to change.
The document lists English words containing the vowel sounds /æ/ and /a/. For each vowel sound, it provides 2-3 example words. In total, it shows about 30 words divided between the two vowel categories.
The document provides an overview of some key beliefs and practices in Islam:
1) Muslims believe in six core beliefs - Allah, angels, holy books, prophets, resurrection, and divine destiny. They also follow five pillars - profession of faith, prayer, fasting, charity, and pilgrimage.
2) The six beliefs and five pillars form the foundation of Islam. Some key practices include praying five times a day, fasting during Ramadan, giving annual charity, and completing the hajj pilgrimage once in a lifetime if possible.
3) The document seeks to clarify misconceptions about concepts like jihad, polygamy, and hijab and explains their meaning and role
The document discusses game-based learning and how incorporating games and ICT resources can make learning fun. It outlines several benefits of game-based learning such as defined learning outcomes, real-world application of skills, feedback, and an immersive environment. It also discusses considerations for teachers in implementing game-based learning such as matching games to curriculum, time availability, and associated activities. The document provides examples of games that can be used and the roles of teachers and students. Challenges of game-based learning including curriculum integration and assessing learning are also presented.
1. How can international scientific engagement assist diplomacy, advance science, and help solve global problems in a better and faster pace? 2. What can we, and by we I mean young scientists, do (in addition to what senior scientist are already doing) to help facilitate this engagement?To answer these two questions, the paper benches out into three sections, embarking on three main concepts: 1) the challenges and interplays between politicians and scientists’ communication during the process of transforming the evidence based-scientific knowledge into applicable policies that have tangible impact on the laymen’s lives; 2) the modes and functions of leadership in the science policy-making process and interaction between the two bodies: scientists and politicians; and 3), the paper will be concluded with highlight of some of the areas that both decision makers and scientists need to invest more ways and means in order to leverage tangible solution to cross-cutting societal challenges though science diplomacy.
This presentation discusses homework and provides guidelines for teachers on assigning and checking homework. It defines homework as tasks assigned to students to be completed outside of class time to reinforce skills and concepts learned in class. The presentation outlines the objectives, types of homework including practice, preparation, extension and creative work. It provides tips for assigning homework such as ensuring students understand the purpose and can succeed on the tasks. Benefits include better retention and understanding, while drawbacks include loss of interest and pressure on students. A homework schedule is suggested to help organize assignments.
Learning and teaching with Moodle-based E-learning environments, combining le...mrc12
- 91% of youth ages 13-17 surf the internet, and 95% do so to play games. 70-77% use the internet to do homework. 70% watch online videos.
- The most common online activities for both youth and adults are reading news/magazines, viewing videos, and downloading software/files. Youth are more likely than adults to use instant messaging and play games.
- The top reasons people go online are to search for information, expand knowledge, and for health information. Youth are more likely than adults to search for travel information, company information, and sports information.
Observing The Observation: Towards A Reflective Classroom Peer ObservationAbdeslam Badre, PhD
The document discusses peer observation in teaching. It defines peer observation as when a teacher is observed by a fellow teacher rather than a senior administrator. The purpose of peer observation is formative, to improve teaching skills through feedback, rather than summative evaluation. Effective peer observation involves pre-observation planning, objective observation during the lesson, and constructive discussion of strengths and areas for growth after the lesson.
Classroom management presentation kevin aliShelly Santos
Classroom management provides security to students by sending a clear message that the teacher is interested in students' academic success and allowing students to know what to expect. An effective teacher with strong classroom management skills will have detailed lesson plans, present information creatively to engage students, ensure understanding is occurring, be passionate about student success, maintain structure by starting and ending on time and explaining rules clearly, and treat students fairly. These practices provide students security that allows learning to take place.
This document provides an overview of case study research. It defines case study as an in-depth examination of a phenomenon in its real-world context. The document differentiates between types of case studies such as explanatory, exploratory, and descriptive. It also discusses the relationship between theory and case studies, noting approaches can be theory-building, theory-testing, or theory-generating. The document shares examples of case study issues and methods of conducting case study research.
The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
The document discusses the potential benefits of information and communication technologies (ICT) in education, including improving access to information, supporting lifelong learning, and redressing inequalities. It outlines six pillars that form the foundation of South Africa's White Paper on e-Education, which are infrastructure, connectivity, ongoing professional development, educational portal and content development, research and evaluation, and human resources. The Thutong Education Portal was created to provide teachers and education officials access to curriculum-aligned resources and enable sharing of ideas through online communities.
Striving for Digital Equity: Re-conceptualizing the digital divide for teache...Heather Tillberg-Webb
This document discusses strategies for teacher educators to promote digital equity among students. It suggests moving beyond just access to technology and focusing on effective and culturally relevant use. Key recommendations include establishing relationships with community organizations to expand access, encouraging students to critically analyze and create online content, and ensuring curriculum applies technology standards and addresses diverse learner needs. An example is provided of having students produce a culturally relevant math video that reflects on the importance of math in their lives.
The document outlines Lucy Renton's role as Faculty Blended Learning Co-ordinator and discusses strategies for enhancing the student learning experience through educational technologies and blended learning approaches. It also addresses challenges and opportunities in developing innovative teaching methods that engage students and develop key skills for a changing media landscape.
BARRIERS TO BL & AI ADOPTION IN AFRICA 14092023 RITA KIZITOB.pdfRita Ndagire Kizito
In a world of rapid technological change, how can we ensure that the benefits of digital education are accessible to everyone?
Are we read to embrace these changes in African higher education? This presentation explores the role of diversity and inclusivity in shaping the future of digital learning in Africa
The document discusses the history and concepts of digital literacy. It analyzes frameworks of literacy and presents a case study of the Open University's digital and information literacy framework. The framework includes 5 competencies and a taxonomy of learning activities. It aims to provide a common reference point for curriculum development and evaluating progression in digital literacy. The document concludes with a discussion of issues around conceptualizing and integrating digital literacy into formal education.
The document discusses implementing an online Foundations of Technology (FOT) course for alternative education students. It provides details on:
1) 35 students enrolled in the FOT course through alternative programs, with instructors facilitating an online version;
2) The course being developed using various web 2.0 tools to encourage engagement, collaboration, and skills aligned with curriculum standards;
3) A wiki being used as the online platform to encourage communication, self-reflection, and collaboration between students.
Hybrid online learning: An Introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in classrooms. Hybrid learning involves adding online delivery of content and instruction to traditional face-to-face teaching. It can provide students with greater flexibility, engagement, and access to knowledge beyond what is taught in the classroom. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, media literacy, and use of technology that hybrid learning supports. The document provides examples of online learning platforms and guidelines for creating collaborative online learning communities.
Hybrid online learning: An introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in face-to-face classrooms. Hybrid learning combines online and in-person instruction, allowing students to access resources and knowledge beyond the classroom. Standards from the American Association of School Librarians and Common Core emphasize students' need to use technology as a learning tool. Research suggests hybrid models provide individualized learning while maintaining social support from classmates and teachers. The document provides tips for collaborative online learning and lists popular platforms to integrate online content and activities into face-to-face courses.
The document discusses Qualcomm's funding of an academic program called the Institute for Innovation and Educational Success. The program focuses on developing 21st century skills in students through course redesign efforts. Faculty fellows participate in development programs to redesign high-enrollment courses incorporating blended learning approaches. Over 45,000 students have been exposed to 21st century skill development through redesigned courses, and the program has served as a model for course redesign initiatives in the CSU system.
Digital Transformation Strategies at organizational level for universitiesDiana Andone
Presentation as keynote speaker by Dr. Diana Andone at the CONFERENCE DIGITALIZATION OF UNIVERSITIES on April 12, 2023
ONLINE https://university-conf.com/Digitalization_of_universities/ . With the topic Digital Transformation Strategies at organizational level for universities, the presentation included the European University Association report on Strategy and Organisational Culture (2022) adn teh Politehnica University of Timisoara experience.
This document outlines goals and strategies for an exploration of effective e-learning pedagogy. It discusses motivating staff through ICT integration, sharing understanding of quality teaching with technology, and setting goals for the upcoming school term and beyond. Specific strategies are provided around electronic communication, maintaining an online class presence, facilitating cyber safety learning, using online resources to support te reo Māori, extending personal professional learning, leading learning through ICT, enhancing planning through collaboration, ensuring purposeful technology use, activating beyond-classroom connections, facilitating student-led use of ICT, responding to student interests with technology, understanding learning in a bicultural context, and using online tools to support data management.
The Digital Practitioner in Context and PracticeJisc Scotland
The document outlines an event aimed at broadening understanding of the digital practitioner in the context of further and higher education. The event aims to engage participants in a practical approach to determining the skills and knowledge required to become an effective digital practitioner and give an overview of learning technologies. Through hands-on sessions, participants will gain experience using technologies like mobile devices. The document then provides examples of case studies highlighting innovative uses of technology for learning, outlining challenges of becoming a digital practitioner and strategies various institutions have implemented to support digital literacy.
The document discusses the benefits and guidelines for implementing hybrid online learning in K-12 classrooms. It argues that hybrid models can provide students with greater engagement, flexibility, and access to knowledge beyond the classroom by combining online and face-to-face learning. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, analysis, collaboration, and use of technology that are well-suited to hybrid environments. Recommendations include building an online community, using various technologies to encourage interaction, and assigning collaborative tasks.
The document introduces the concepts and goals of integrating internet tools and online content in instruction and learning. It discusses topics like instructional design, defining learning objectives, and internet-based instructional events. It also outlines models for e-learning design, implementation, and usage scenarios that incorporate online content, assessments, collaboration tools, and more. The overall aim is to facilitate self-directed learning through the use of information and communication technologies.
The document introduces the concept of integrating internet tools and online content in instruction and learning. It discusses key topics like instructional design, 21st century skills, and digital solutions for education. Various online tools are presented that can be used for tasks like publishing, collaboration, content delivery, assessment, and more. Implementation involves teachers, subject matter experts, and various online applications and services.
The digital learning landscape is being transformed by new media and communications technologies. Key trends include the rise of social media, Web 2.0 tools, and virtual spaces where people can socialize, learn, work and play. This shifting landscape has implications for how youth learn and socialize, challenging traditional schooling approaches. Effective digital pedagogy incorporates social learning, virtual environments, blended learning models, and learning networks that extend beyond institutional walls. Teachers must develop new digital literacy and technology skills to design engaging learning experiences in this new digital age.
Renee Hobbs, Julie Coiro and Yonty Friesem talk about digital literacy and their efforts to advance the professional competencies of educators, librarians and media professionals.
Similar to Blended English programmes for National Skills Qualification Framework (20)
Technology and the 21 century esl classroom. March 2 3.2016Kshema Jose
The document discusses using technology to support formative assessment practices. It outlines how teachers can use tools to observe student performance, have constructive feedback conversations, and assess student work products. Some key points made are:
1) Technologies like interactive quizzes and reading assessments can scaffold conversations to provide feedback and guide learning.
2) Tools like VoiceThread and Padlet allow for feedback through comments and discussions to better inform students.
3) Portfolio platforms and collaboration sites engage students in self-assessment and peer review through multimedia projects.
4) Collecting a variety of evidence through observations, conversations, and student work products gives a holistic picture of learning.
The document discusses a study examining how language ability and prior knowledge affect comprehending online texts. The study aimed to identify factors contributing to successful reading comprehension of web texts and provide insights into how hypertexts can develop reading skills. It investigated whether self-navigating hypertexts are equally effective for readers with different language abilities and levels of prior knowledge, and whether support aids can help overcome deficits. The study involved think-aloud protocols, interviews, recall tests and summaries to collect data from participants with high and low language abilities reading familiar and unfamiliar texts.
This document discusses the concept of affordances and functionalities in relation to technology and pedagogy. It defines affordances as the pedagogical activities or practices that a technology enables. While functionality describes what a technology can do, affordances depend more on how the technology is used. The document outlines several frameworks for analyzing the affordances of technologies, including categories of Web 2.0 affordances, the DiAL-e framework, and taxonomies proposed by various researchers. It suggests some tasks for applying these concepts, such as exploring the affordances of specific tools and plotting examples on the DiAL-e matrix.
This document discusses factors that affect how readers, especially those learning English as a second language, comprehend hypertext documents. It explores how reader characteristics like language proficiency and topic familiarity interact with text characteristics like linear structure and available reading aids to influence comprehension. The research aims to identify which text factors can disrupt or support comprehension for ESL readers and whether hypertexts can promote deep understanding in those with lower language abilities or background knowledge. Specifically, it examines the roles of reader and text variables in determining different levels of comprehension from hypertexts.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, 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: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Blended English programmes for National Skills Qualification Framework
1. Digital literacy matters.
Designing blended English language programmes
to meet
National Skills Qualifications Framework criteria
Kshema Jose
kshema@efluniversity.ac.in
4th International Conference MAGIC
(Methods, Aesthetics and Genre in Communication)
An Initiative to Support Skill India
Centre for Professional Communication, University of Petroleum and Energy
Studies , Dehradun, Uttarakhand, India
10th and 11th of November, 2016.
6. 21 century workplace skills
social and communication skills
sift through information
analyse, judge, evaluate,
collaborate, construct, create,
use information technology/ digital tools
(European University Association)
Transferable and interdisciplinary skills incorporated in the curriculum (BVR Chawdari, National
University of Singapore)
•
9. 21 century workplace skills Digital literacy skills
(Dudeney, 2015)
Pedagogical practices
(Warschauer, 2011)
Comprehend
Write
Search
Retrieve
Store
Analyse
Evaluate
Critical thinking
Problem solving
Use information technology/
digital tools
Language
Information
Content
Communicate
Collaborate
Connect Community
Construct
Create
Design Construct
Compose
10. NSQF and Skill India
• Launch of Digital India
• President’s address to Central Universities/ Institutions
• Launch of Skill India
• National policy on skill development and entrepreneurship
• National Skills Qualification Framework – Ministry of skill development and
entrepreneurship
11. Level 05 Processes
required
Professional
knowledge
Professional
skill
Core skill Responsibility
job that
requires well
developed
skill, with clear
choice of
procedures in
familiar context
knowledge of
facts,
principles,
processes and
general
concepts, in a
field of work
or study.
a range of
cognitive and
practical skills
required to
accomplish
tasks and solve
problems by
selecting and
applying basic
methods,
tools, materials
and
information
Desired
mathematical
skill,
understanding
of social,
political and
some skill of
collecting and
organising
information,
communication
Responsibility
for own work
and learning
and some
responsibility
for other's
works and
learning
12. NSQF Core skills
• Professional development: reading, writing, and speaking, social skills,
presentation skills, ability to collect and organise information, and
conduct development of self and others, plan self-study, ability to solve
problems, and taking strategic decisions in unpredictable and complex
situations.
• Personal development: arithmetic, financing, environment, hygiene and
social, political and economic awareness
13. Core skills (NSQF) New literacies/ digital literacies/ workplace skills
Reading and writing
Ability to collect and organise information
Speaking
Ability to solve problems
Reading and writing in the digital mode
Collecting and organising information in the digital
medium
Speaking using digital channels
Speaking and presentation skills using digital tools
Problem solving in unpredictable complex situations
via digital collaboration
Social skills
Presentation skills
Interact with a wider community using digital
modes of communication
Negotiate; create; re-create ideas, knowledge, and
artefacts
Conduct development of self
Plan self-study
Arithmetic, financing, hygiene
Environment, social, political and economic
awareness
Lifelong learning and Learner autonomy
Self-development through digital means
Functional skills
Cultural and social understanding
Understanding diverse socio-economic-cultural
patterns through digital interactions with a wider
community
14. Instructional methodology: use of context
• Utilise all available opportunities to develop a unique education system taking
into account the socio-cultural context of the country
• Making use of students’ existing knowledge levels
• Making apprenticeships and on the job training an integral part of the training
process
• Promote close linkages with industry and facilitate placement.
• Leverage existing public infrastructure
• Allow creation of learner specific learning settings
(NSQF)
16. We self-engineer to think
and perform better in the
world where we find
ourselves in. Clark, 2008.
17. The Ecology of Resources
(Luckin, 2010)
in blended classrooms
Digital literacy, English and context-embedded
resources
20. Skill training using blended learning
• Autonomy in terms of pace, place, content and time of learning,
• Learning under expert human eyes
• Learning possible both inside and outside classroom settings
• Reduces disconnect between classrooms and social settings
• Multiple innovative and highly personalised methodologies
• Facilitate interactions of various types with a number of agents
21. EoR in blended learning – advantages of
interacting with resources using technology
• Knowledge and skills
• Tools and people
• Environment
– Contributes to an increase in the resources available in a learner’s context
– Facilitates higher order thinking
– Alters the constraining effect of filters
– Enables more involved interactions
– Promotes advantageous linking between components in the network of
resources
– Increases conducive learner-resources interaction
22. Learner generated contexts
• Highly personalised learning contexts
• Created by a group of learners
• Choose and order resources available to suit their needs
• Based on their interests
23. Learner generated contexts
• E-portfolio
• Voicethread
• Padlet
• Spiderscribe
• Facebook
• Blog
• Wiki
• krita.org and lunapic
• bookr
24. EoR in blended learning for skill development - advantages
• Wider zone of proximal development
• Acquisition of language, digital literacy and content literacy
• Context-dependent learning events that are learner needs-specific
• Values of freedom, individualism and participation
• Close the digital divide by “ownership, control, and content” to all
(Ernest J Wilson III)
• Allow lifelong learning opportunities and build autonomy
25. Implications • help teachers realize the potential benefits of using
technology and context, so that they move from simple
use of technology to quality use of technology
• make training more powerful by creating learning
opportunities that are engaging and relevant to
learners’ lives, and prepare them for success in the
workplace and society.
• continuous learning in authentic knowledge and
sustainable learning environments by providing
knowledge development and knowledge sharing
opportunities with professionals, practitioners, experts,
and users in their fields.
• creating tools with user interfaces that allow and
accommodate multiple interaction pathways with
content and people – for manipulation, design,
aggregation and curating of content.
• threshold of English and digital literacies for learner-
generated contexts
Teacher
Learner
Learning technology
design experts
Researcher
26. Preparing learners for a life of careers
EoR framework and blended learning.
Implementing NSQF.
Editor's Notes
For client communication; team communication; wider/ overseas communication; lesser training costs; brand reputation; business profits; high employee morale; high productivity;
We self engineer to think and perform better in the world where we find ourselves in. We self engineer worlds in which to build better worlds to think in. We build better tools to think with and use these very tools to discover better tools to think with. We find better ways to use these same tools..we devise better envionemnts that help build better environemtns…Clark, 2008. p 168
like apprenticeships, on the job training, linkages with industry to deliver unique and industry specific training modes in the skills development sector.
According to Freedman (1995), the amount, quality and types of interactions can be increased when they are mediated by tools like language, and non-verbal tools like technology and artefacts.
ranging from highly involved to relatively uninvolved, and consequently the depth of learning also varies
content is presented in multiple perspectives and using multiple modes, and, there is scope for more and active interaction with content (Hooper and Rieber, 1995).
Freedman (1995) observed that the most highly involved classroom interaction occurred when students were involved in curriculum making, and the least involved and most superficial interactions occurred while preparing for exams. When accessed through technology, knowledge and its filters like curriculum become more tangible and malleable objects.
Deleterious effects of filters can thus be reduced and filters even overcome in digital modes of interaction.
A larger number and types of tools and people are available and accessible when learner interaction is facilitated through technology.
. Digital tools can also be employed as workhorse to deliver expertise in skills that require routine and repetitive practice, activities that are not practical in classroom settings.
So is the case with regard to people. In a face-to-face classroom we might have experts visit, give a lecture, interact and leave
. Digital tools can also be employed as workhorse to deliver expertise in skills that require routine and repetitive practice, activities that are not practical in classroom settings.
So is the case with regard to people. In a face-to-face classroom we might have experts visit, give a lecture, interact and leave
Luckin points out that various resource elements in a learner’s context are linked, encouraging and making use of these connections can help scaffold learning.
Temporal and spatial filters that prevent availability of various environment resource components are a huge setback to skill-based learning. Through the use of virtual reality, tangible technology, embedded reality, augmented reality, digital artefacts, etc. such filters can be overcome.
Digital literacy skills empower learners with the capacity to create highly personalised learning contexts, or Learner Generated Contexts (Luckin, 2010). A learner-generated context is defined as a context created by a group of learners interacting, in an environment that encompasses teachers, academics, designers and policy makers, but goes beyond them with a common, and highly specific, self-defined goal. A learner generated context is created by a group of learners who choose and order resources available to them in their ZAA to create an ecology that meets their needs.