A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
This document is a preface to a textbook titled "Think Java" that teaches computer science concepts using the Java programming language. The preface discusses the philosophy and goals behind the book's design. It aims to introduce concepts minimally and clearly so students can practice each one in isolation before moving on. It also emphasizes debugging and uses a "objects late" approach to teaching object-oriented programming. The book is released freely under an open license.
Presentation for Exeter University and A.L.L.Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how these tools can be used, including having students create podcasts to practice grammar explanations or record mobile videos giving directions around the school. The document emphasizes that these tools can increase student motivation, engagement, and independence by allowing learning to extend beyond traditional classroom exercises.
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
Integrating technology into the teaching of elahzick
The document discusses integrating technology into teaching English Language Arts (ELA) for grades K-5. It provides examples of how to use the websites Blabberize and Movie Maker to enhance ELA instruction and have students demonstrate their learning. Teachers are encouraged to use these tools to engage students and help meet technology standards, while continuing to focus on ELA content. Success is measured through increased test scores and achievement of technology standards.
Thinking Outside The Classroom Box Language Show 2008joedale
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
ICT- thinking outside the classroom box at Language Show 2008Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way for students to document projects and language use outside of class.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way to extend learning beyond the classroom.
This document provides an overview and preface for the book "Think Java" by Allen B. Downey. Some key points:
- The book was originally written by the author to teach an introductory computer science class using Java as the language, as existing textbooks were too large or abstract.
- It takes a "minimalist" approach, focusing on core concepts over language details. Each chapter is about 10 pages to encourage reading.
- Object-oriented programming is introduced later in the book to first establish other foundational ideas.
- The book is freely available under an open license allowing copying and modification. It has been translated to other languages and adapted by many teachers.
1. The document discusses using various Web 2.0 tools like blogging, podcasting, and mobile phones to enhance language learning. Blogs allow students to share work, comment on each other's writing, and engage in projects with international partners. Podcasts allow students to record speaking exercises and grammar explanations to practice listening and speaking skills outside the classroom. Mobile phones can be used to record videos and audio for projects while extending learning beyond lessons.
2. Concerns about using these tools include whether they will take too much time to implement and whether students will engage with the content. Child protection issues must also be considered when using student-created media online or mobile phones. The document provides examples of how different tools have
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
This document contains a final project portfolio submitted by Lissette Armijos, Karen Cañizares, and Roger Flores to the Faculty of Communication, Linguistics and Literature at the Pontificia Universidad Católica del Ecuador. It includes their responses to 12 questions about incorporating technology into language teaching and learning. Some key benefits they identified are increasing student autonomy, supporting different language skills, and enabling authentic interaction. Challenges include not all students being able to use technology and reliance on stable internet connections.
This document outlines best practices for effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are provided. Effective online learning incorporates various styles, balanced assessments, and universal design principles.
This document provides information about an optional orientation webinar for the course LIST 5373. The webinar will take place on June 8, 2015 from 8:00-8:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions on how to enter the webinar from a desktop or mobile device. It also provides the technical support number in case students have issues entering the webinar or viewing recordings. The webinar will review course objectives, assignments, and Blackboard. It will allow students to participate and ask questions in real-time.
1) A third grade teacher had her students create autobiographies and record themselves reading them to include in a slideshow for parent-teacher conferences.
2) Students went through a writing process that included prewriting, drafting, revising, typing their work into PowerPoint, and recording their voices.
3) The finished product was a movie file saved to a DVD that played during conferences, and parents enjoyed seeing and hearing their children's work.
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
The document discusses a research project examining the experiences of disabled learners in higher education and their use of technology. It presents case studies of several disabled university students that illustrate both barriers they face, such as inaccessible technologies and stigma, as well as ways technologies can promote inclusion through increased independence, literacy, and positive impacts on learning and productivity. The cases demonstrate complex relationships between learners, technologies, and educational experiences.
This document summarizes a student's reflections on their learning about new technologies throughout their course. The student discusses what they were able to do with technology at the beginning versus the end of the course. They express that teachers should be proficient with technology and resources like blogs and podcasts. The student notes how the course helped them understand the importance of technology in teaching. They provide summaries and reflections on several educational technology websites and resources. Overall, the document reflects on the student's growth in technological skills and perspective on effective educational uses of technology.
The pure heuristic search algorithm maintains an open list of generated nodes that have not been expanded and a closed list of nodes that have. It begins with the initial state on the open list and at each cycle expands the node with the minimum heuristic value, generating its children and placing them on the open list in heuristic order. This continues until a goal state is expanded. Heuristic search sacrifices completeness for efficiency by using heuristics to guide the search towards the goal. Examples given include the 15-puzzle, maze navigation, and the missionaries and cannibals river crossing problem.
By integrating new techniques in data mining and operational research, we develop a novel travel planning system to design multi-day and multi-stay travel plans based on geo-tagged photos. Specifically, a modified Iterated Local Search heuristic algorithm is developed to find an approximate optimal solution for the multi-day and multi-stay travel planning problem using points of interests (POIs) and recurrence weights between POIs in a travel graph model, which are discovered from photos. To demonstrate the feasibility of this approach, we retrieved geo-tagged photos in Australia from the photo sharing website Panoromia.com to design experimental multi-day and multi-stay travel plans for tourists. The travel patterns that are mined using flow-mapping technique at different geographical scales are used to evaluate the experimental results.
Heuristics provide estimates of the distance to the goal that can help guide search algorithms like A*. Good heuristics are admissible (never overestimate cost) and consistent (monotone). Relaxed problems can provide heuristics by ignoring constraints of the full problem. Heuristics can also be learned from experience by using state features and regression on training data.
This document summarizes a presentation on a new bidirectional A* search algorithm with shorter post-processing for solving 8-puzzle problems. It introduces bidirectional A* search and balanced heuristics. The new algorithm uses an inequality to reject nodes during search and trim the post-processing phase. Experimental results on the 8-puzzle and 15-puzzle show that the symmetric heuristic outperforms the balanced heuristic, reducing the number of states generated and solving problems faster.
This document provides an overview of various informed search algorithms including best-first search, greedy best-first search, A* search, local search algorithms like hill-climbing and simulated annealing, and genetic algorithms. It discusses concepts like heuristics, admissible heuristics, consistent heuristics, and how they relate to the optimality of A* search. Examples are provided for route finding and solving the 8-puzzle and n-queens problems.
This document discusses various heuristic search techniques, including generate-and-test, hill climbing, best first search, and simulated annealing. Generate-and-test involves generating possible solutions and testing them until a solution is found. Hill climbing iteratively improves the current state by moving in the direction of increased heuristic value until no better state can be found or a goal is reached. Best first search expands the most promising node first based on heuristic evaluation. Simulated annealing is based on hill climbing but allows moves to worse states probabilistically to escape local maxima.
16890 unit 2 heuristic search techniquesJais Balta
The document discusses heuristic search techniques for artificial intelligence. It covers greedy search which uses a heuristic function f(n) = h(n) to choose the successor node with the lowest estimated cost to reach the goal. An example of the travelling salesman problem is provided to illustrate greedy search.
This document discusses heuristic search algorithms. It begins by introducing heuristic search as trying to be smarter in how alternatives are chosen during search. It then discusses best-first search, which exploits state descriptions to estimate how promising each search node is using an evaluation function. The document focuses on constructing admissible heuristic functions and how A* search uses both the cost of the path found so far and an admissible heuristic estimate to guide its search. It proves that A* is complete and optimal if the heuristic is admissible and consistent.
Heuristic search algorithms use heuristics, or problem-specific knowledge, to guide the search for a solution. Some heuristics guarantee completeness while others may sacrifice completeness to improve efficiency. A heuristic function estimates the cost to reach the goal state from the current state. For example, in the 8-puzzle problem the Manhattan distance heuristic estimates this cost as the sum of the distances each misplaced tile would need to move to reach its goal position. The example shows applying the Manhattan distance heuristic to guide the search for a solution to instances of the 8-puzzle problem.
Solving problems by searching Informed (heuristics) Searchmatele41
This document discusses various informed (heuristic) search strategies for solving problems, including greedy best-first search, A* search, and memory-bounded variations. Greedy best-first search uses the heuristic function h(n) alone to select nodes for expansion. A* search combines the path cost g(n) and heuristic estimate h(n) to select nodes, guaranteeing an optimal solution if h is admissible. The document provides examples of applying these searches to route finding between cities in Romania. A* search is identified as finding the optimal solution for this problem if using an admissible heuristic like straight-line distance.
This presentation discusses various optimization heuristics, including genetic algorithms, hill climbing, tabu search, simulated annealing, and swarm intelligence. It defines heuristics as experience-based problem solving techniques and notes they are commonly used for optimization problems that are NP-hard or NP-complete. Each heuristic is explained, with examples like the traveling salesman problem provided to illustrate applications and techniques like local neighborhood searches, probabilistic acceptance of solutions, and mimicking natural processes through algorithms.
Lecture 14 Heuristic Search-A star algorithmHema Kashyap
A* is a search algorithm that finds the shortest path through a graph to a goal state. It combines the best aspects of Dijkstra's algorithm and best-first search. A* uses a heuristic function to evaluate the cost of a path passing through each state to guide the search towards the lowest cost goal state. The algorithm initializes the start state, then iteratively selects the lowest cost node from its open list to expand, adding successors to the open list until it finds the goal state. A* is admissible, complete, and optimal under certain conditions relating to the heuristic function and graph structure.
Constraint satisfaction problems (CSPs) define states as assignments of variables to values from their domains, with constraints specifying allowable combinations. Backtracking search assigns one variable at a time using depth-first search. Improved heuristics like most-constrained variable selection and least-constraining value choice help. Forward checking and constraint propagation techniques like arc consistency detect inconsistencies earlier than backtracking alone. Local search methods like min-conflicts hill-climbing can also solve CSPs by allowing constraint violations and minimizing them.
The document discusses various search techniques used in artificial intelligence including:
- Informed and uninformed searches that can use heuristics to guide the solution process.
- Common problems that use search techniques include pathfinding, constraint satisfaction, and two-player games.
- Depth-limited search avoids failures of depth-first search by limiting depth to avoid infinite loops.
- Backtracking search is a modified depth-first search used for constraint satisfaction problems that prunes unpromising branches.
- Adversarial search models multi-agent systems and is useful for games, employing techniques like minimax to determine the best move.
The document describes the firefly algorithm, a metaheuristic optimization algorithm inspired by the flashing behaviors of fireflies. The firefly algorithm works by simulating the flashing and attractiveness of fireflies, where the brightness of a firefly represents the quality of a solution. Fireflies move towards more bright fireflies and flash in synchrony in order to find near-optimal solutions to optimization problems. The document outlines the assumptions, formulas, pseudo-code, applications, and comparisons of the firefly algorithm to other algorithms like particle swarm optimization.
This document discusses various heuristic search algorithms including A*, iterative-deepening A*, and recursive best-first search. It begins by introducing the concept of using evaluation functions to guide best-first search and preferentially expand nodes with lower heuristic values. It then presents the general graph search algorithm and describes how A* specifically reorders nodes using an evaluation function that considers path cost and estimated cost to the goal. Consistency conditions for the heuristic function are discussed which guarantee A* finds optimal solutions.
The document provides an overview of problem spaces and problem solving through searching techniques used in artificial intelligence. It defines a problem space as a set of states and connections between states to represent a problem. Search strategies for finding solutions include breadth-first search, depth-first search, and heuristic search. Real-world problems discussed that can be solved through searching include route finding, layout problems, task scheduling, and the water jug problem is presented as a toy problem example.
This document discusses problem solving as a state space search. It covers defining the problem as a state space, production systems, search space control strategies, heuristic search techniques like best-first search and branch-and-bound search, problem reduction, constraint satisfaction, and means-ends analysis. It uses chess and a water jug problem to illustrate representing problems as state spaces and defining the rules and operators to solve them through searching the problem space.
The document discusses various aspects of problem solving and production systems including:
- Problem characteristics like decomposability and recoverability impact the appropriate problem solving approach.
- Production systems consist of rules, databases, and a control strategy to apply rules.
- Well-designed heuristics can efficiently guide search toward solutions without exploring all possibilities.
- Different problem types like classification and design are suited to different control strategies like proposing and refining solutions.
This document discusses the use of technology in language teaching. It addresses challenges teachers face when incorporating new technologies, such as internet connectivity issues. Benefits of technologies like collaborative blogging are outlined, such as improving reading and writing skills. The document also examines the types of technologies available in schools in Ecuador and how technology use has changed over time to provide more opportunities for authentic interaction and access to online resources.
Students will complete language arts assignments by working collaboratively in groups on wikis. They will discuss questions, vocabulary, quizzes and tests and create a final book project on their wiki. In the second lesson, students will create a PowerPoint presentation using the work they created on their wiki to share with peers. While this incorporates technology, collaboration, and life skills, some students may lack access to technology at home, requiring more time in the computer lab.
Students will complete language arts assignments by working collaboratively in groups on wikis. They will discuss questions, vocabulary, quizzes and tests and create a final book project on their wiki. In the second lesson, students will create a PowerPoint presentation using the work they created on their wiki to share with peers. While this incorporates technology, collaboration, and reinforces language arts skills, drawbacks include not all students having access to technology at home and potential for technical difficulties. The teacher will provide instruction and support for using the various technologies.
Students will complete language arts assignments by working collaboratively in groups on wikis. They will discuss questions, vocabulary, quizzes and tests and create a final book project on their wiki. In the second lesson, students will create a PowerPoint presentation using the work they created on their wiki to share with peers. While this incorporates technology, collaboration, and life skills, some students may lack access to technology at home, requiring more time in the computer lab.
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
Online resources, educational sites and portalstcc_joemarie
Digital storytelling is a process of telling a story using digital means. It is an easy way to integrate technology into the classroom across subjects. The document provides examples of websites and apps that can be used for digital storytelling, including Tellagami for creating animated videos, VoiceThread for multimedia presentations and discussions, and Comic Creator for creating comic strips. It also shares guidance on how to use VoiceThread for different educational purposes. The source website provides resources for educational tools, apps, and technology integration for teachers. It emphasizes having an open mindset to learn about tools and adapt to changes as technologies evolve over time.
Computer Assisted Language Learning - Using websitesBüşra Durbin
This document provides guidance for teachers on using the internet and websites in the classroom in three main ways:
1) It discusses how websites can be used as printed pages, with one computer and internet connection, or in a computer lab.
2) It recommends that using the internet be an integral part of learning rather than an occasional activity. Both ELT and authentic websites have benefits depending on the teaching goals.
3) It provides examples of search engines and categories of websites for images, video, audio and podcasts that can be used for different classroom projects. Specific ESL website resources are also listed.
Group 2 internet based work, email, chatQurrot Ainy
This document discusses using internet-based projects, email, and chat in language learning. It provides guidance on setting up internet projects, the benefits of using email for communication, and how to structure chat lessons. Key points include choosing clear topics and outcomes for projects, using email to facilitate collaboration and communication outside of class, and ensuring chat lessons have a warmup, main task, and closing activity with a focus on language practice.
Differentiating Instruction with Technologybianca22slg
This document provides an overview of various digital tools that can be used for differentiation, content creation, and assessment. It discusses tools like ThingLink that allow adding interactive content to images, Educreations and Explain Everything for creating videos, Haiku Deck and Popplet for presentations, and Blendspace for creating learning pathways. It also covers tools for developing writing like Boomwriter and Storybird, creating digital stories with apps like iMovie and MovieMaker, and building ePortfolios using Google Drive, blogs, and other platforms. Recommendations and resources for using these tools in the classroom are provided.
1) The document outlines a plan to address writing skills issues through the use of technology in a Bangladeshi English Language Teaching (ELT) course.
2) The plan identifies weak academic writing skills, such as poor paragraph structure, as an issue and proposes using Padlet and Nicenet to provide exercises and feedback opportunities to help students improve their paragraph writing.
3) Exercises and assessments will be provided through Padlet, students will write paragraphs and provide peer feedback through Nicenet, and progress will be measured by comparing paragraphs written at the start and end of the course housed in an online portfolio.
A collection of online resources to support taking teaching and learning online in education, a collection of Tweets from Open practitioners around the world, curated and detailed by the Open Education Influencers at Nelson Mandela University.
Apologies for the mis-spelt website address on the cover, missing an 'n',
Slideshare doesn't allow document edits, only replacements, which then deletes all prior engagements with it. So we're living with it, with side-eye, of course.
The correct website address is: http://openedinfluencers.mandela.ac.za
This document provides information and resources related to digital literacy and responsible online behavior. It discusses how content posted online can have long-lasting effects and be difficult to remove. Guidelines are presented for posting content responsibly and respectfully. The document also covers personalized start pages, webinars, podcasting, and assigning related projects for digital literacy surveys and podcast creation. Resources include tutorials, examples, and assignment details.
The document provides advice for students on various topics to help them succeed in their studies. It discusses developing good study skills like note taking, getting help when needed, managing stress, and getting to know classmates. Tips include learning to type, treating studying like a job, having faith in what is being taught, keeping a notebook, using the library resources, and changing one's relationship with exams.
The document discusses online resources, sites, and portals that can be used for digital storytelling. It provides examples of iPad apps, Android apps, and web tools such as Tellagami, VoiceThread, and The Comic Creator. It emphasizes the importance of the right mindset for teachers in using digital tools, such as having an openness to learn and explore features, and adapting to changes in technology over time. The overall document provides recommendations for digital storytelling tools and discusses developing a growth mindset in order to effectively integrate technology into lessons.
The document appears to be a survey for students in an HDip in Computer Science course, asking about their experiences and opinions on various aspects of the online delivery of the course. Some of the key topics covered in the survey include the usefulness of onsite workshops, the module structure, use of technologies like Slack, quality of tutors and videos, and preparation for jobs in ICT. Many student responses praise the course delivery and technologies used, though some provide suggestions like having all lectures at the start of modules or increasing certain content areas.
This document contains a student's final paper for a module on using technology in education. It includes charts comparing the advantages and disadvantages of blended learning, Education 2.0, Web 2.0, and IT. It also explains how the student would design an online lesson plan using WebQuest and how they would deal with teaching in a classroom without technology. The student provides examples of digital resources they would use to improve their personal learning environment and professional learning network, including Facebook, Twitter, LinkedIn, YouTube, Skype, Gmail, Blogger, Zunal, VocabSuchi and BBC Learning English.
How to integrate technology into your classroomtnjestes
This document provides an overview of a workshop on integrating technology into K-8 classrooms. The workshop will introduce educators to reasons for and methods of technology integration, and provide resources to help develop lesson plans incorporating technology. Educators will learn about ideas like using PowerPoint, online games and simulations, virtual field trips, and more. They will be asked to modify an existing lesson plan to integrate one of the workshop concepts. The goal is to help educators prepare students for an increasingly technology-focused world.
How to integrate technology into your classroomtnjestes
This document provides an overview of a workshop on integrating technology into K-8 classrooms. The workshop introduces teachers to reasons why technology is important, ideas for incorporating it, and resources to support lesson planning. Teachers will learn about standards for technology use, participate in a lesson planning activity, and provide feedback through an evaluation. Suggestions are given for daily technology integration like using online resources and creating ebooks. Specific programs like PowerPoint, gaming sites, and virtual field trips are also discussed.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
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.
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.
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
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
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.
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.
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.
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.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
2. Online learning tools should be primarily used for
homework and self-study. not only!
• They are great tools for homework and self-study
• BUT! there are several ways you can use the
tools in the classroom or for lesson planning this
is what we are going to show you today
• you can even use these tools if you haven’t got
access to internet there are several offline
applications e.g. youtube downloader, printing
quizlet cards, etc.
Opinion dictation – our opinion
3. Lessons that use technology require more prep-
time. at first: maybe, but then: NO!
• You should have a plan B
• You might need a bit longer time for prep in your
first lessons, but as you do more of it, you can use
the same things over and over again
won’t be lost like a piece of paper you copy from
a resource book
Opinion dictation – our opinion
4. I feel confident when I use gadgets in the
classroom. you can!
• Did you feel 100% confident on your first grammar or
functions lesson?
this is also just a trick of the trade you can learn,
and it will get easier and easier
• If you have a class of teenagers or tech people, feel
free to ask for their help
kids will be able to solve whatever problem you
have with pleasure
Opinion dictation – our opinion
5. I use technology more often for lesson planning
than for actual teaching.
• If you have never used technology for teaching,
lesson planning can be a safe and easy way to
start it you have ‘unlimited’ time and you can
plan everything
Opinion dictation – our opinion
6. It’s only a good idea to use internet-based
materials with higher levels, lower levels can’t
benefit from them.
• You will be amazed by the amount of material
online! Enthusiatic teachers all around the world
prepare lesson plans and materials for all levels.
There are many sites where you can find
elementary podcasts for instance.
Opinion dictation – our opinion
7. LISTENING
Podcast vs. Course book recording
1) Which could provide more relevant material for a particular class or student?
Recordings in a textbook are thematically linked to the topic of each unit
But sometimes you want to work with something more relevant to the students
Podcasts:
Offer a variety of topics that can be easily adjusted
They may even come with a written transcript or other additional materials.
2) Which type of text (and task) resembles more real-life situations?
Textbook recordings have quite unrealistic interviews or conversations
sometimes
Podcasts can range from 100% authentic up-to-date radio talk shows, mini
lectures or interviews to more or less authentic ones aimed at language learners
Authenticity can train students to be more ambiguity tolerant
Pay attention to the students' level - a podcast may provide more relevant and
interesting material but if it's too challenging to understand, it may backfire.
Comparing classical and
technology-based tools for teaching
8. READING
Recent online article vs. Course book article
1) Which could provide more relevant material for a particular class or student?
A course usually has a pre-designed course plan with the accompanying textbook
that comes with its own selection of readings.
If you want something different, online articles can be better because:
they may be more relevant to your chosen topic
they are more recent
2) Apart from the text, what else is there that you can exploit?
The reading sections in course books usually follow a predictable pattern
Online materials can integrate other skills:
writing when they are replying to an article in the comment section
listening if there is an attached video that expands the story
By following embedded links, students can read more on a topic that interests
them
In case of unfamiliar expressions, they can turn to an online dictionary.
Comparing classical and
technology-based tools for teaching
9. VOCABULARY
Handwritten flashcards vs.
Web-based flashcard generator (e.g., Quizlet)
1) What can you do with actual flashcards that you can't do online?
Since most online flashcard generators enable you to print your flashcards, there
is no such thing :)
2) What can you do online that you can't do with actual flashcards?
Web-based flashcard generators will store your sets online
You can search for a particular collection
Self-study is made more enjoyable by playing different games, such as a space
race :)
You can listen to the pronunciation of each item
Or insert a picture instead of a long definition if that works better for you
Keeping track of your progress is easier because the website records the sets
you have completed and the sets you still have ahead of you
Comparing classical and
technology-based tools for teaching
10. WRITING
Handwritten assignment vs. Assignment via email
1)When is one better than the other?
Online:
Readable, searchable
stays there forever (unless you or the student deletes it :)
Handwritten:
can be useful in exam prep courses where the students have to pay
attention to time constraints, legible handwriting, enough pen supplies,
etc.
However, the question arises: how long is the reign of paper-based
exams going to be? :)
Comparing classical and
technology-based tools for teaching
11. WRITING
Handwritten assignment vs. Assignment via email
2) What options are available for marking each text/assignment type?
Handwritten:
underline and correct each mistake, just underline them and ask the student to correct
them on their own, or only focus on content and add your relevant comments
but students hardly ever go through their written assignments after all this hard work :(
Online:
start a chain of emails where you could track their progress with "track changes"
you can give more personalized comments from time to time
it makes written reformulation much easier too because you can just simply copy the
text and rewrite it in your word processor
you can also set up an online portfolio from their written works by the end of the
course
and by using Google Docs you can get students to collaboratively create, peer
evaluate and peer correct texts
Comparing classical and
technology-based tools for teaching
12. One laptop is not enough for a bigger group to use, I
think technology is hard to implement in large classes.
• Use the TVs to have a bigger screen that everyone can see
• you can use videos, games, etc. as an input for pairwork or group speaking
activities
• Divide the class into two or more smaller groups and design the tasks in such
a way that there is always one group that uses the computer and the others
are doing other tasks (follow-ups).
• some services/applications are specifically designed for groupwork and
collaboration (e.g. quizlet, googledocs, etc.)
• Russel’s idea of the living projector: only some students can watch the video
and they have to act it out for the others.
Your problems from the needs
analysis – some possible solutions
13. My laptop is too heavy, I do not want to carry it around.
• Many times (especially in business courses) students have
laptops that you can borrow and use. When you prepare, you just
have to use GoogleDocs, Dropbox or just email yourself the links
and open them from there. This way, you don’t have to use the
same computer that you used for lesson prep.
• More and more students have smartphones, too - the majority
of the websites can be accessed using those.
Your problems from the needs
analysis – some possible solutions
14. The wireless internet is unreliable in the school/the
venue where I teach.
•You can use a lot of offline applications, e.g. Youtube
downloader, printing quizlet cards, saving the article in a pdf/doc
format
•You can ask your students with smartphones to share their
network as a portable hotspot. Don’t worry if you don’t know
what that means, your students definitely will!
Your problems from the needs
analysis – some possible solutions
15. I’m afraid that using technology takes away from face-
to-face teaching.
• Start with baby steps and see how it can actually add to face-to-
face teaching
• Mix technology-based tasks and classical offline tasks
• Start with assigning homework based on technology, so that
students can familiarize themselves with the technical learning
environment
Your problems from the needs
analysis – some possible solutions
16. My students are not open to technical advances.
• This is often the case when the students don’t use technology in
their everyday life and they don’t feel confident about it. It is
advisable to start with very easy services/websites/applications,
that give a student a sense of achievement.
• If they are not open because they think using technology isn’t an
efficient way of learning, show them some everyday examples,
e.g. podcasts, news and demonstrate how you can learn
everyday, real-life English using those.
Your problems from the needs
analysis – some possible solutions
17. What is the right approach if some students are
enthusiastic but others aren’t?
•Give the students different tasks. If for example you are making
an online video, some less enthusiastic students can write the
script while more enthusiastic ones can work on the actual
creation of the movie.
Your problems from the needs
analysis – some possible solutions
18. http://en.akinator.com/
The web genius - he can find out basically any famous
person you can think of :)
Great for practising question formation
Websites we looked at:
Akinator
19. http://lyricstraining.com/
A great page for practicising listening and gap fill tasks
with loads of songs.
Tutorial:
http://www.youtube.com/watch?v=YL-hBYOW0HU
Websites we looked at:
LyricsTraining
20. http://breakingnewsenglish.com/
A website full of up-to-date news articles and reading tasks
designed for them.
Tutorial:
http://www.teachertrainingvideos.com/breakingNewsEnglish/
Since the creation of the tutorial, there has been a lot of new
functions and options added to the site, check them out! :)
Websites we looked at:
Breaking News English
21. http://moviesegmentstoassessgrammargoals.blogspot.hu/
An amazing collection of grammar areas and movie
segments that can be used to teach/practise them.
Be careful - it's addictive! :)
The creator of the page has another (similarly useful)
page:
http://warmupsfollowups.blogspot.hu/
Websites we looked at:
Movie Segments to Assess
Grammar Goals
22. https://goo.gl/hZXjO
Feel free to add more webpages of the categories:
READING
LISTENING
GRAMMAR&FUNCTION
VOCABULARY
MISCELLANEOUS
The next step: IH Budapest
Collection of Educational Websites