The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
Academic Libraries & Open Educational Resources: Developing PartnershipsHeather Blicher
This document summarizes a panel discussion on developing partnerships between academic libraries and open educational resources (OER). The panelists discussed how their institutions partner with faculty to adopt, adapt, and create OER to reduce costs for students. They highlighted challenges like textbook companies pushing back and securing long-term funding. Panelists saw trends in statewide OER initiatives and K-12 adoption of OER. Data showed that OER can save millions for students over several years while maintaining academic outcomes.
The document discusses various internet and Web 2.0 tools that can be used for language learning and teaching in classrooms, including social media, blogs, wikis, podcasts, video sharing sites, and more. It provides examples of educational websites and apps for each tool, and suggests ways teachers can incorporate the tools into classroom activities and assignments to enhance student engagement and language practice.
This document introduces open educational resources (OER). It defines OER as educational materials that can be freely shared, adapted, and reused. It discusses how OER are enabled by changes in philosophy around openness, the affordances of the Internet, alternative copyright licensing like Creative Commons, and various financial models. Examples of OER repositories, textbooks, videos and courses are provided. The benefits of OER in terms of access, collaboration and new opportunities are highlighted.
Educational tools of Web 2.0 like Flickr, Delicious, and Bubbleshare can expand curriculum by supporting a new collaborative learning environment. Web 2.0 represents a shift from static to social web where users can create and share knowledge. Common Web 2.0 tools for classrooms include social bookmarking sites to share research bookmarks, photo sharing sites to post presentations, and wikis or blogs for collaborative document writing and discussion.
1. OpenCourseWare projects aim to advance learning globally by freely sharing open educational resources organized as courses.
2. They involve institutions committing to openly share some of their educational materials like text, videos, and other materials developed for online learning.
3. Open education is part of a larger open movement, which includes open content, open educational resources, and open courseware, all of which freely share knowledge and education.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
Using Web Tools To Enhance Teaching & Learningguest64acb3a
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
The document provides information on different technology tools that can be used for writing, including social bookmarking sites like Delicious and Diigo, blogs, wikis, and ePortfolios in Blackboard. It summarizes the key features and capabilities of each tool, when each might be best used, and some tips and considerations for integrating these tools into teaching. Screenshots and links are provided to demonstrate the tools.
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
The document describes the origins of the first modern Massive Open Online Courses (MOOCs) offered by Stanford University in 2011. It explains that these MOOCs, which attracted over 100,000 students each, built upon years of experimentation with online and blended learning by Stanford researchers like Daphne Koller and Andrew Ng. They were influenced by pioneers in online education like Sal Khan and lynda.com. While MOOCs achieved widespread popularity in 2011, their development into highly scalable online learning platforms that could reach large, global audiences was the result of gradual innovation over many years by an international community of educators.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Tesol 2010 - Sustainable Professional DevelopmentCarla Arena
Carla Arena (NNEST-IS) addresses the issue of sustainable professional development for EFL professionals, focusing on communities of practice, tools that help teachers to be connected to other educators, and e-learning opportunities for EFL educators.
The EFL Teacher and Techonology: Who is the Boss? by Mady Cascomadycasco
The document discusses the relationship between EFL teachers and technology. It defines key terms like ICT and multimedia. It explores teachers' attitudes towards new technologies, including fear of change. Frameworks like TPACK and post-method pedagogy are presented as ways to help teachers integrate technology by developing their knowledge and emphasizing reflection and autonomy. Teachers are encouraged to see technology as an opportunity rather than a threat.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
This document discusses the knowledge and competency base of English as a foreign language (EFL) teacher training programs. Traditionally, programs focused on transmitting knowledge through many theory courses and little practical experience. Currently, programs take a competency-based approach where teachers learn through meaningful practice in real school contexts and collaboration between universities and schools. The document also examines the role of teaching materials in developing both knowledge and skills, and outlines criteria for evaluating materials including focusing on both theory and practice, considering the local culture, and allowing teachers to construct knowledge through experience.
PD Workshops - their purpose? Improved through the use of social networking t...Jim (James) Buckingham
A look at how current approaches to promoting PD for EFL instructors in the UAE may not be that effective. The author suggests the use of social networking tools to support sharing, testing, and collaborating amongst instructors as an alternative. This may also help realize a "community of best practice" for UAE based EFL instructors. On a micro level this can be accomplished through reflective practice and Journaling via blogs. On a macro level this might be accomplished through social networking tools such as Ning, Twitter and Facebook. Efforts are under way to join TESOL Arabia SIGs via such tools.
Using Tesol Standards for Personal and Professional Development Boston 2010 S...Silvia Laborde
This document discusses using TESOL standards for teacher professional development. It provides an overview of a session on the TESOL Technology Standards Framework and the Standards for ESL/EFL Teachers of Adults. It then describes a research project where EFL teachers used the standards to self-evaluate and reflect on their teaching practice. The teachers found the experience enriching and were able to identify strengths and areas for growth. They saw the standards as useful tools for personal and professional development at any stage of their career.
This document discusses language learning resources and materials that can be used in teaching English as a foreign language. It defines didactics as the study of teaching techniques, procedures, strategies, and methods. A variety of traditional resources are described, such as the blackboard, visual aids, textbooks, and audio/visual equipment. The document also discusses how computers, the internet, and digital tools can be leveraged as ICT (information and communication technology) resources. Different views are presented on the role of materials in the classroom, ranging from them being a helpful scaffold to a debilitating crutch. A table provides examples of how specific resources like the learner, board, visuals, and worksheets can be used and their purpose
The document provides information about various educational programs and schools, including:
1. An EFL educators workshop with presentations on topics like bilingual education models, ESL programs, and learning disabilities.
2. Details about different bilingual education models like dual immersion programs that teach content in both English and Spanish.
3. An overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English learners, including its components and effectiveness.
4. Information about specific schools like the Lab School of Washington that uses arts integration to teach students with learning disabilities.
Noone can deny the importance of continuing professional development for ELT instructors.It helps teachers to stay up to date with the new methods and procedures of teaching and learning which leads to the improvement of their classes output.Learning was and is still always linked to travel but the only difference between past teachers and actual ones, seeking professional development, is that in the past educators take long real journeys .However , traveling for knowledge in the modern era can also be virtual with same or better results in various aspects.
Implementing teacher portfolios for professional development tesol france 2...Caroline Campbell
The document discusses the implementation of teacher portfolios for professional development in Malta. It begins with facts about Malta and outlines the structure required for teacher portfolios by the EFL Monitoring Board, which includes an updated CV, summaries of development interviews, feedback on observations, lesson/course plans, and other relevant material. It then describes how one school implemented the policy, including an informative meeting to explain the purpose of portfolios, providing templates and support, and follow-up meetings. Teachers have found that maintaining a portfolio helps them reflect on their teaching and professional development.
Teacher Assessment: A Formative Path to Teacher DevelopmentJosé Zapata
In Venezuela, teacher assessment has been always based on the amount of students who pass or fail subjects, but is that a serious teacher performance assessment? Teacher assessment can permit to rethink teacher training and teacher performance, that is, from an analytical perspective that can allow teachers to enhance and improve their skills, capacities and knowledge. In a few words, the objective of this research paper is to demonstrate the importance of evaluating TEFL quality in Venezuela from the pre-service teacher’s perspective to the in-service teacher’s perspective. Therefore, the results of a research done by the author of this paper will be shown in order to demonstrate how important is to evaluate college graduates in TEFL in order to see the strengths and weaknesses of teacher training. This research was done to 14 students of the university UPEL in Maracay, the TEFL Bachelor’s degree, and also to 14 students of the same career and university but in Maturin. This study is based on a field study, which is merely descriptive. Due to this characteristic, the results of the research permitted to analyze the root of the problem of teacher training in ELT at UPEL Maturin.
The document discusses using blogs in English as a foreign language (EFL) classes. It outlines the benefits of blogs for teachers and students, providing examples of how teachers can use blogs to share materials, assignments and student work, and how students can use blogs for writing assignments, collaborating with peers, and maintaining a portfolio of their work. The document also provides instructions for teachers on setting up blogs for their classes and encouraging students to use blogs.
[AsiaTEFL 2016] Flipped Classroom as a Paradigm Shift for Teaching EFL in Koreaheyoungkim
The document discusses issues with English education in Korean schools and proposes the flipped classroom model as a potential solution. It provides the following key points:
- According to surveys of Korean students, they are dissatisfied with their English classes which overly emphasize grammar and do not meet their needs for speaking practice.
- The flipped classroom model moves direct instruction outside of class time, using online lectures, videos and readings for homework. This frees up more class time for interactive activities, discussions and feedback.
- Two case studies show how the flipped classroom was implemented successfully in a college English course and subject class on technology in language learning. Students reported benefits like convenience, flexibility and increased interaction/discussion times.
The document discusses principles and strategies for teaching English as a global language and teaching English language learners. It covers topics such as language teaching principles, pedagogy skills, international examinations, principles for teaching ELL students, and sampling of teaching strategies. Specific strategies mentioned include cooperative learning, shared writing, modeling academic language, incorporating students' native culture and language, using visual aids, culture study projects, and using realia or real-world objects.
This very short document discusses pedagogy and didactics of English as a foreign language. It welcomes the reader to an upcoming course and encourages them to enjoy it. The document provides a welcoming introduction to a course on teaching English as a second language.
The document discusses various reading approaches that can be used in the EFL Emirati classroom, including phonics, look-say, choral reading, reading aloud, shared reading, reader's theatre, sustained silent reading, and the language experience approach. Each approach is defined and examples are provided of how to implement the approaches in the classroom, such as using word walls, games, and group activities. The role of the teacher in facilitating the approaches is also addressed.
Blogs, Wikis, and Podcasts. Language Learning Resources discusses social software tools for language teaching including blogs, wikis, and podcasts. It provides definitions of each tool, how to implement them in language courses, advantages and disadvantages, and implications for teaching and learning. Blogs allow students to practice writing and receive feedback. Wikis enable collaborative writing and show the evolution of content. Podcasts make learning portable and allow students to access recordings outside the classroom. These tools offer low-cost ways to engage students and make education more accessible if implemented properly with clear guidelines.
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
This is the powerpoint presentation given at a Workshop called "Using Social Software for Language Learning" at Eurocall 2007 in Coleraine, Northern Ireland. The presentation will soon be integrated with screenshots from the actual presentation.
The document discusses bringing technology into the English language classroom. It introduces several Web 2.0 tools that can be used, including blogs, wikis, Twitter, YouTube, Flickr and podcasts. It provides examples of how these tools can be used pedagogically, for example having students create podcasts or set up a private Facebook group. It also discusses both the advantages and disadvantages of incorporating technology and learning tools into the classroom.
The document summarizes the use of various Web 2.0 technologies for online classroom learning, including wikis, blogs, social networks, podcasting, video sharing, and more. Specific classroom assignments using these tools are described, such as having students collaboratively write a job posting using a wiki or creating individual social networking sites. Both benefits and drawbacks of each tool are outlined from a classroom perspective.
This document provides an overview and comparison of several Web 2.0 tools - wikis, podcasts, and blogs - and how they can be used for educational purposes. It discusses what each tool is, how they are used in the classroom for collaboration, communication, and sharing information, and compares their features to more traditional websites. It also addresses safety considerations for using these tools and engaging students online.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
This document provides an overview and introduction to several Web 2.0 tools - wikis, podcasts, and blogs - and how they can be used for educational purposes in the classroom. It describes what each tool is, how teachers and students can use them, advantages and disadvantages compared to traditional websites, and safety considerations for using these tools.
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to distribute educational audio content that students can listen to anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites may pose privacy risks, so some schools ban their use or only allow controlled access through sites like ClassPress. Overall, these new technologies help teachers and students stay connected while enhancing learning opportunities.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to deliver educational content that students can access anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites also pose some risks if personal information is shared, and finding relevant information online remains challenging. Overall, these new technologies are helping to make educational resources more accessible.
The document discusses how digital technologies have changed the way students learn and how teachers can leverage these technologies. It outlines 7 principles for effective teaching, including active learning, collaboration, and feedback. It then provides examples of how technologies like YouTube, social networks, blogs, wikis, podcasts, and games can be used to support these principles and improve learning outcomes.
This document discusses various social software tools that can be used in education, including their definitions and potential educational applications. It covers RSS/Atom feeds, social bookmarking, blogging, wikis, photo sharing, video sharing, podcasting, and some tools developed at Kaunas University of Technology. Some key ideas discussed are using these tools for collaboration, sharing resources, conducting research, and enhancing classroom learning.
This document discusses various offline and online learning resources that can be used for teaching, including traditional resources like textbooks as well as digital resources. It covers e-resources like e-books, e-journals, and search engines that provide easy retrieval of information. Social networking, educational blogs, podcasting, e-learning, and web-based learning are also discussed as effective digital learning tools. The key benefits of these resources include increased access to information, convenience, collaboration, and preparation of students for future employment.
This document introduces several emerging technologies that have the potential to improve teaching and learning in the 21st century, including podcasting, YouTube, wikis, blogs, social bookmarking, and Google Docs. It provides an overview and examples of how each tool can be used, benefits and potential drawbacks, as well as resources for learning more.
The document discusses various communication technologies that can be used to enhance language learning, such as blogs, Voicethread, and wikis. It provides details on how each technology can be used, including having students keep blogs to write informal responses to class topics, using Voicethread for multimedia slideshows, and creating wikis for collaborative class projects. The document also addresses considerations for integrating these technologies and gives instructions on setting up a wiki.
This document discusses using podcasts in school libraries. It provides examples of how librarians can use podcasts as users, curators, and creators. Librarians can find podcasts on various topics for professional development. As curators, they can select third-party educational podcasts and make them accessible to students. Librarians also create their own podcasts to promote the library and support literacy instruction. The document offers guidance on planning, recording, editing, publishing and promoting original podcasts.
This document provides an overview of various Web 2.0 tools and how they can be used for educational purposes. It discusses blogs, RSS feeds, wikis, social bookmarks, and podcasting. It emphasizes that these tools support collaborative, constructivist learning and allow students to actively create and share content. The document suggests teachers should explore how to harness these tools to engage students and make learning more authentic.
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.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
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.
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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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
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The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
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?
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Lesson 11 - On Happiness. Introduction to Philosophy of a Human Personpptx
Blogs, wikis, and podcasts.slides
1. Blogs, Wikis, and Podcast.
Language Learning Resources
University of Caldas
School of Arts and Humanities
Foreign Languages Department
Master in English Language Teaching
Instructor:
Yamith José Fandiño Parra
Presenters:
Paola Andrea Lizarralde Duque
Luz Dary López Chica
Maria Eugenia Martinez Tabares
Luz Alieth Naranjo Cardona
2. Blogs, wikis, and podcast
Social software
Blogs in language teachings
How to start using blogs with learners
Wikis in language teaching
How to start using a wiki with learners
Podcasts in language teaching
How to create learner podcasts
3. Social Software
“Computer tools which allow people to connect, to
communicate, and collaborate online”.
Gavin Dudeney and Nicky Hockly (p. 86)
Conversational
interaction
Social networks
Social feedback
groupsIndividuals
Estimates
contribution to a
group
Visible links
between groups
and individuals
Group communication
software
4. Previous knowledge
Match
Blog An audio or video file that is
broadcast via the internet and can be
downloaded
Wiki A web page with regular diary or
journal entries.
Podcast A collaborative web space,
consisting of a number of pages that
can be edited by any user.
7. Blogs in Language Teaching
Tutor blog Student blog Class blog
Set homework Personal and family
information (including
photos)
Reactions to a film,
article, class topic,
current affairs.
Provide a summary of
class work
Extra writing practice
on class topics.
Things learners
like/don’t like doing in
class.
Provide links to extra
reading/listening
material.
Regular comments on
current affairs.
Class project on any
topic.
Question and answer
(e.g. about grammar,
class work)
Research and present
information on a topic
(e.g. an English
speaking country).
Exam/Study tips A photo-blog on
learners’ country, last
holiday.
8. Advantages and
Disadvantages of blogs
Advantages
“Real-world” tool to practice
English
Opportunity of interacting with
other students
It is publicly available on the
internet
Comments can be selected only
for invited members
Disadvantages
It is time demanding editing
students writings
Students can feel insecure due to
the public accessible.
Teachers need to establish a clear
rubric to assess the students
entries.
9. How to start using blogs
with learners
• Setting up a sample blog (1-2 hours)
Teacher’s model illuminates students.Step 1
• Setting up student blog (1 hour)Step 2
• Posting to and visiting blogsStep 3
• Follow-up (2 or 3 hours or several lessons)Step 4
11. Set up your own blog
https://www.youtube.com/watch?v=zvd7F9Tlvz0&nohtml5=False
12. What is a wiki ?
A wiki is a Web page that can be viewed and modified by
anybody with a Web browser and access to the Internet.
Wikis are able to incorporate sounds, movies, and pictures; they
may prove to be a simple tool to create multimedia presentations
and simple digital stories.
Open editing.
Non linear structure.
Links pages.
14. Who’s doing it?
Educators and students, as well as amateurs and
professionals (artists, writers, collectors).
15. Why are the wikis
important?
Collaborative communication tool for developing
content-specific Web sites.
People can address a variety of pedagogical needs
student involvement, group activities, and so on.
Easy access.
Automatically saved.
16. What are the wikis pros
and cons?
It may have some risks.
Time-consuming
Over time, the values, perspectives, and opinions of
its users can become embedded in a wiki.
Bias.
17. Where are they going?
Since wikis are easy to edit, they carry an inherent
potential to change how we construct knowledge
repositories on the Web. Wikis allow groups to form
around specific topics.
The low barrier to entry makes them the equivalent of
shared digital paper—literally anyone with access to
the Web can post, modify, and delete content on that
site.
18. What are the implications
for teaching and
learning? A wiki’s versioning capability can show the evolution of
thought processes as students interact with the site and its
contents.
wikis are being used as e-portfolios, illustrating their utility
as a tool for collection and reflection.
Wikis might also prove to be an ideal vehicle for soliciting
ongoing input for research or projects where community
input can help inform and direct subsequent investigation.
Wiki enabled projects can provide various levels of site
access and control to team members, offering a fine-tuning
element that enhances the teaching and learning
experience.
19. How to start using a wiki
with learners?
• Preparation before the lesson: Setting up
the first page of a wiki (30-60 minutes).Step 1
• Descriptions: Ss write a description of a
famous person (some factual errors) (1 hour)Step 2
• Corrections: Allocate one description to
each pair. Edit and correct (1 hour).Step 3
• Alternative: (3 or 4 hours or several
lessons)Step 4
22. Podcasts
what is it?
“Podcasting” is a term inspired by Apple Computer Corporation’s iPod-a
portable digital audio player that allows users to download music from their
computer directly to the device for later listening. The term is no longer
specifically related to the iPod but refers to any software and hardware
combination that permits automatic downloading of audio files (most
commonly in MP3 format) for listening at the user’s convenience.
It differs from broadcasting and Webcasting in the way that content is
published and transmitted via the Web. Instead of a central audio stream,
podcasting sends audio content directly to an iPod or other MP3 player.
“Podcasting’s essence is about creating content (audio or video—vodcasts)
for an audience that wants to listen when they want, where they want, and
how they want.”*
23. Who is doing it?
Podcasting can involve practically anyone with an Internet
connection. With its roots in the blogging world, part of the appeal
of podcasting is the ease with which audio content can be
created, distributed, and downloaded from the Web.
26. Why is it significant ?
Allows education to become more portable than ever before. Podcasting
cannot replace the classroom, but it provides educators one more way to
meet today’s students where they “live”—on the Internet and on audio
players.
Barriers to adoption and costs are minimal.
The tools to implement podcasts are simple and affordable.
Podcasting is predicted to soon become a mainstream application, much like
video-on demand recorders (such as TiVo).
Recordings of lectures for those students unable to attend the lecture in
person;
Audio recordings of textbook text by chapter, would allow students to “read”
or review texts while walking or driving to class (significant aid to auditory
learners)
27. What are the downsides of
podcasting?
Users must have sufficient bandwidth to download the podcast.
Beyond access, there are potential issues with the format.
Podcasting is primarily an audio delivery technology and, as such, has
limited usefulness for the hearing impaired.
Podcasting is not designed for two-way interaction or audience
participation. Podcasters are essentially “sound amateurs” producing
and publishing audio feeds.
The quality of speakers’ voices, speech patterns, intonations, and
other sound effects may not be the same as those of a professional
broadcast. Faculty who wish to record their lectures or other
instruction for podcasts may need some training, both in handling an
audio-only medium and using the technology
28. Where is it going?
Podcast enthusiasts see no limit to the potential uses of this technology,
particularly in education, and the number of podcast aggregators (sites
that collect, categorize, and then make available podcasts for subscribers)
is growing. It is possible that specialized higher education–based
aggregators will emerge, offering students access to missed lectures,
instructions for laboratory experiments, and so forth. Interlacing podcasts
with video applications—listening to a podcast while viewing related
material on the Web—is another area of experimentation in education.
29. What are the
implications for
teaching and learning?Podcasting allows students to use their technology-based entertainment
systems (iPods, MP3 players) for educational experiences.
Students are already familiar with the underlying technology, podcasting
broadens educational options in a nonthreatening and easily accessible
manner. For example, podcasting allows lectures or other course content to be
made available to students if they miss class.
Podcasting can provide access to experts through interviews. Podcasting is not
limited to content delivered to the student, however; students can create their
own podcasts—as a record of activities, a way to collect notes, or a reflection
on what they have learned
34. References
Dudeney, G., & Hockly, N. (2007) Blogs, wikis, and podcasts. In
How to teach English with technology (pp 86-102) Pearson
education, series editor:Jeremy Harmer.
https://www.youtube.com/watch?v=-dnL00TdmLY
https://www.youtube.com/watch?v=zvd7F9Tlvz0&nohtml5=False
http://en,wikipedia.org/wiki/Podcast
https://audioboom.com/
http://www.educause.edu/ir/library/pdf/ELI7003.pdf
https://www.youtube.com/user/edublogssuport