This document outlines an agenda for an iPad e-learning teacher training session. The objectives of the training are to raise teachers' confidence in using iPads, teach them about popular teaching apps, and help them integrate iPad tools into their lesson plans. The agenda includes introducing the basic concepts of iPads and learning management systems, two hands-on exercises with interactive apps, and a take-home assignment. The training is designed to introduce teachers to various apps and digital resources that can be used for presentations, assessments, file sharing, and engaging students.
The document discusses e-content development for effective learning. It begins by defining synchronous and asynchronous learning and describes virtual classrooms and adaptive learning. It then discusses various tools for creating, editing, and publishing multimedia content like graphics, audio, video, and more. Authoring tools are presented for developing e-learning content like Adobe Captivate, Articulate Storyline, and iSpring Suite. Learning management systems (LMS) are introduced for administering, tracking, and delivering online courses. Popular open-source LMS like Moodle, Canvas, and Open edX are highlighted. The document concludes by emphasizing engagement and personalization when developing online courses.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
40 ICT within 40 minutes - the presentation behind the session shown at the SSAT conference in June 2008 - file available for download and further discussion at EffectiveICT.co.uk
VSS 2011 Top 10 Tech Tools to Try TomorrowSarah Weston
This document summarizes 10 tech tools for teachers and students to use: Sliderocket, Flash Interactives, Survey Monkey, Google Docs, Glogster, Jing, Vimeo, Voicethread, Chat Badges, and Twitter. For each tool, it provides a brief description, examples of how they are used at the Open High School of Utah, and benefits of using the tools. The document aims to encourage teachers and students to try incorporating these tools into their teaching and learning.
This three-day workshop aimed to familiarize participants with iLife and iWorks tools and help them build a draft professional development plan for their school. On day one, participants explored classroom management in technology-rich environments and lesson design principles. They learned about Mac OSX features and accessibility. On day two, participants showcased technology integration across the curriculum using tools like Pages, Keynote and the shared wiki space. On the final day, tools like GarageBand and iMovie were covered. Participants were asked to finalize their professional development plan, outlining skills for each tool and implementation steps.
This document discusses several educational apps and tools that can be used in the classroom. It summarizes Educreations, an app that allows teachers to create and share lessons with students. It can be used by both teachers and students of any age. The document also reviews Dropbox, a cloud storage tool that provides 2GB of free storage for sharing files. While useful for college students, it may not be appropriate for younger students due to storage limitations. Finally, the document discusses the TED-Ed app, which provides hundreds of educational videos on various topics. Though designed for all ages, the content is more suitable for secondary students.
National education show final presentation (dw) 20.03.2015wooffd
The document discusses technology enhanced learning (TEL) and provides examples of how technology can be used effectively in the classroom. It defines technology enhanced teaching as using technology like PowerPoint to deliver content without requiring student technological interaction, while technology enhanced learning requires students to use technology to access and interact with content. Some advantages of TEL include easily modifiable resources and increased student engagement, while limitations include costs and reliability of hardware/software as well as overuse distracting from learning. Examples provided of TEL tools include QR codes, augmented reality, online quizzes and presentation software.
The document provides guidelines for creating courses using iTunes U Course Manager. It describes how to get started by creating a profile and new course, then editing and organizing content by adding an outline, posts, assignments, and materials. It offers best practices for crafting an effective course, such as including learning objectives and leveraging mobility. It also covers managing enrollment by sharing enroll codes and publishing to an institution's iTunes U catalog.
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
This document outlines goals and plans for integrating e-learning at a school over the next year. The national goals are for students to become successful digital citizens, for principals to lead e-learning integration, and for teachers to effectively integrate e-learning. The school will form teacher groups to focus on key tools and share learning. Surveys will track staff e-learning use and confidence. Options for computer access are discussed, such as distributing desktops among classrooms and adding mobile devices. Progress will be measured through group plans, student work samples, and reflections shared on a wiki.
This document discusses using digital technology like iPhones and iPads in the classroom. It argues that technology, if used properly, can enhance learning by making it more engaging and relevant for students. Several educators are quoted supporting the integration of technology into teaching. Examples are given of apps that can help with organization, tracking, communication, and reference for teachers. The document also describes a hands-on activity where teachers in groups plan a lesson using tools demonstrated.
The document discusses the flipped classroom or flip teaching method of instruction. It describes how the method began in the 1990s with efforts to use technology to move direct instruction outside of class time. This allows class time to be used for hands-on activities, projects, discussions and addressing student questions. The document outlines the key aspects of flip teaching including having students learn new content through online videos and lectures at home, then applying and extending their understanding of the content during in-class activities with teacher guidance. Benefits discussed include improved learning outcomes through differentiated instruction and students receiving instant feedback.
ETUG2015-Mobile Technology Integration in an Applied Science Program: Forestr...Michael Paskevicius
As mobile devices continue to proliferate throughout society, the question of how higher education might take advantage of these devices for use in teaching and learning remains unclear. While many institutions now have ‘bring your own device’ (BYOD) policies, others have mandated access to mobile devices at the program or institutional level.
The purpose of this session is present the case of how our department of forestry went about implementing a tablet initiative. The tablet was a required device for both faculty and students entering the program in September 2014 with the intended goals of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage and enabling collaborative and active learning in the classroom.
In the session we will share what we have learned thus far in supporting the initiative and reflect on feedback collected from faculty and students in interviews, focus groups and observations throughout the program. At the end of the session, participants should be able to identify the challenges, issues and best practices for implementing a tablet initiative at this level.
The document describes the various technologies and methods used by the presenter in their Web 2.0 classroom. It begins by introducing the Pecha Kucha presentation format of 20 slides for 20 seconds each that will be used. It then provides screenshots and descriptions of the wikis, blogs, Google Docs, Edmodo, and online simulations utilized to enhance learning and collaboration. The goal is to demonstrate the presenter's experience integrating new technologies into their classroom, while still seeking to incorporate additional tools in the future like student PLNs, Prezi, and Voicethread.
Gone are the days when students are completely engrossed in what the teacher teaches in the class. To maintain the pace with student’s changing learning habits and exponential growth in technology, the EduCLASS solution was engineered. The application revolutionizes the way students learn, the teacher teaches, hand over the assignments and conduct the exams and parents get access to the children results.
SlideRocket is a cloud-based presentation app that allows users to easily create and access slideshows from any device. Glogster EDU is a tool to create online multimedia "posters" incorporating various elements. Prezi is a zoomable presentation software that allows mapping out entire lessons on one canvas.
Andhra pradesh workshop user manual october 2016OERindia
Subject Teacher Forum workshop for Andhra Pradesh Maths and Science teachers.
This is the handout or the workshop, created by IT for change Resouce center Bengaluru.
Mobile Apps Study Guide H818 conference - Open Star Badge AwardDenise McDonough
Open University's Annual Networked Practitioner Conference 2018. Presented Live over 3 days via Adobe Connect, to an audience of OU Staff, Alumni and current cohort. This presentation was awarded an Open Star Badge for one of the best presentations of 2018. Theme: Innovation - Format: Multimedia.
A link to the Mobile App Study Guide created using Microsoft Sway is provided in the presentation slides. Licensed as an OER CC BY SA 4.0
The H818 cohort work for months researching and creating an education project under 3 Themes: Innovation, Inclusion and Implementation. We are tasked to create them in one of these Formats: Multimedia, Workshop or Paper.
The principal goals are to cultivate an open practice, create our work through peer review inside and outside the module and become Networked Practitioners ourselves and to create a Personal Learning Network for a lifetime.
Everyone provided an interesting and thought provoking project and I proud to have worked with all of my colleagues in this module.
TECHNOLOGY-ENHANCED LEARNING WITH THE IPADMadden-a
In 2015, Kanda Institute of Foreign Languages’ EIC Department (English for International Communication) introduced iPads into the curriculum. iPads were distributed to over 100 EFL teachers and over 1800 students. Embracing technology-enhanced learning has led to many benefits.
The document outlines a three-year renewal project at Kanda Institute of Foreign Languages involving the integration of iPad tablets into the EFL curriculum for both teachers and students. Over 1800 students and teachers have participated in planning, creating materials for, and implementing the digitized curriculum since 2014. The core principles of the project focus on digital learning and teaching, rubrics, vocabulary development, and student-centered learning. Surveys of students and teachers found that the use of technology increased student motivation and engagement and enhanced collaboration, while popular apps included Quizlet, Haiku Deck, and Voice Recorder Pro.
The document provides an overview of useful digital tools for teaching Chinese during a 2012 summer teacher training in Florida. It discusses cloud storage options like Dropbox and Google Drive for sharing files. It also introduces several tools for basic classroom tasks like images (PicMonkey), audio recording (Audacity, Vocaroo), and video (Animoto, Voki). Digital games for learning Chinese are presented, including Quizlet and StudyStack. The document also demonstrates how to create simple eBooks and use Google tools like Forms and Docs for assessments. Online resources from the Global Chinese Network are shared.
Flipping a classroom means giving students content like lectures to learn on their own, typically through videos, and doing activities and problem-solving in class with teacher guidance. It aims to make students more responsible for their learning and engage them with technology. Not every lesson needs to be completely flipped; teachers can flip parts of lessons. While it requires more initial effort from teachers to prepare videos, it saves class time otherwise spent on lectures. The document provides several free digital tools and resources teachers can use to create and implement flipped content.
This two-lesson unit plan uses technology to teach second grade students writing and storytelling skills. Lesson one is a flipped lesson where students listen to a podcast and make story webs using Kidspiration software. Lesson two has students write stories based on a prompt and create digital stories using the Adobe Voice app by adding pictures, recording narration, and publishing online. Both lessons integrate principles of universal design for learning and can be adapted for diverse learners including ESL students. The unit addresses state writing standards and technology standards.
The document discusses the importance and benefits of integrating information and communication technologies (ICT) into language teaching. It provides 3 key reasons why ICT should be used: 1) Today's students are "digital natives" fluent in technology; 2) Using technology keeps teachers up-to-date and makes lessons more engaging; 3) Technology allows learning to happen anywhere, anytime. The document then describes over 10 specific tools that can be used in the classroom, including search engines, Google Docs, online videos, photo sharing websites, and social networks. It provides examples of how each tool can be utilized and the learning benefits. Overall, the document advocates for the strategic use of technology to improve language instruction
Teach Talk: Devices are taking over the classroom - so what next?FrogEducation
The revolution has arrived. Mobile devices are in our classrooms, but after technical issues have been resolved, how do you actually use devices as a teaching resource? Hear how schools are using devices in the classroom to improve learning and increase student engagement.
More information on OnEdu Learning Environment for business and educational institutions: http://www.matleenalaakso.fi/p/in-english.html and http://www.onedu.fi/en/
This document discusses the benefits of using iPads in the classroom. It notes that students can see learning gains from as little as 20 minutes of iPad study per day. The bottom line is that iPads make a difference in improving learning outcomes. The document then provides examples of educational apps that can be used for student engagement, submitting and grading assignments, taking notes, sharing lectures, assessing student understanding, and projecting lessons. It also discusses how apps can support different learning styles and subjects like social studies. Overall, the document advocates for using iPads in the classroom by highlighting their educational benefits and providing examples of useful apps.
This document outlines a 90-minute lesson plan focused on teaching jobs and occupations vocabulary to beginner English students. The lesson uses various online resources, including videos, exercises, and slides to introduce vocabulary, have students practice pronunciation and matching jobs to definitions, and reinforce learning through interactive activities with peers. The plan provides rationales for the online materials selected and outlines the stages, procedures, and interactions for the lesson.
This document outlines the syllabus for a course on using media in English language teaching. The course aims to equip students with knowledge and skills for using different types of media, like e-books, pictures, videos and web tools. Over 15 weeks, students will learn how to adapt materials, incorporate multimedia into PowerPoint, make videos and quizzes, and build a wiki class. Assessment includes individual assignments, group work, and a teaching demonstration. The course aims to enable students to effectively integrate various media into their English teaching.
This document provides an overview of an introductory mobile learning course. It outlines the course topics, assignments, schedule and resources. The course will explore definitions of mobile learning and issues in integrating mobile technologies into education. It will examine instructional design for mobile learning and applications. Assignments include group presentations on trends/issues and applications, participation in online discussions, and a final paper analyzing a mobile learning resource. The course will be delivered synchronously via weekly Adobe Connect sessions and include breakout activities for discussion.
The one-computer classroom allows teachers to create lessons that blend traditional in-person instruction with online activities using tools like videos, chats and collaborative documents. These blended lessons provide opportunities for discovery, participation and interaction that take students' learning outside the classroom. By regularly introducing new technologies and topics, the one-computer classroom promotes learner autonomy and empowers students to publish their work online.
This document provides an overview of flipped classrooms, including definitions, benefits, teacher responsibilities, lesson planning steps, and examples of in-class activities. A flipped classroom model moves lectures outside of class, typically in the form of videos for students to watch at home. This frees up class time for active learning activities like discussions and projects. The teacher is responsible for ensuring students understand the material before class and monitoring participation during interactive activities. Effective lesson planning involves determining learning objectives and sorting content into material for home versus in-class work. Sample in-class activities described are discussions, applications, problem-solving, and using student responses to tailor instruction. Tips for implementing flipped teaching and addressing potential obstacles are also outlined.
This document discusses tools that can be used to make teaching more efficient. It recommends several tools: Schoology for course management; Remind101 for communicating with students; and Anymeeting for live online classes. The document demonstrates how these tools can be used to post assignments, conduct quizzes/tests, share grades, send reminders to students, and teach live online classes. It also provides some example online physics demonstrations and simulations that can supplement teaching.
Similar to CCC Heep Woh Primary School - Teacher Training (Apr 2014) (20)
Expanding Customer Base through an Increasingly Interconnected EconomyJeff Ng
Analysts are predicting a continual shift to online commerce, while the consumer confidence is declining amidst global trade and stock. Competition has never been tougher. A silver lining is the HKSAR and HKMA's drive to leverage technology - Open API for Banking, Virtual Banking, IoT, AI - which will create an Interconnected and shared Data economy. The session speaker will discuss (1) how these (seemingly finance) initiatives will actually impact the cross industries, what it means to the customers and to the Retail business, across the local, Greater Bay Area, mainland and global consumer markets; and (2) in today’s world of ever-expanding interconnectivity, what Enterprises can do today to get on the wagon - if not already- to develop a new business model in today’s digital economy, while preserving security.
https://live.insideretail.hk/retail-marketing-class-2/
1. The WebOrganic Mentorship Programme 2015-16 outlines a schedule of activities and responsibilities for mentors to guide underprivileged youth in developing digital portfolios and broadening their learning horizons through online resources.
2. The schedule includes mentor trainings in September, a kick-off ceremony in October, and at least 4 meetings between mentors and mentees from October to December to complete the youth's e-portfolios.
3. Mentors are responsible for attending trainings, organizing meetings with mentees, learning about challenges faced by underprivileged youth, and encouraging them to use online learning platforms. Community partners will provide at least 2 follow-ups to mentors.
The document discusses the Mentorship for Active Internet Learning (MAIL) project supported by an IBM Centennial Grant. The project aims to provide mentorship and internet access to 1,000 low-income students in Sham Shui Po, Hong Kong. IBM volunteers helped obtain software licenses and provided skills and knowledge. The project seeks additional volunteers and core team members to help expand mentorship opportunities and contribute to addressing social issues in the community.
The document is from the Internet Learning Resource Centre (ILRC) and contains their copyright notice. It discusses a teacher from Caritas school named Mr. Andy Lee and mentions small group discussions. It also contains sections on playlist management, learning activities, tracking, and assessment as well as initials that possibly stand for parents, teachers, and assessment.
WebOrganic Sharing on Digital Inclusion at Wofoo Leaders’ NetworkJeff Ng
This document discusses creating a digitally inclusive city and tackling digital divide. It provides background on Tony Lee and his experience leading social enterprise WebOrganic. It then covers topics like global ICT development, digital divide in Hong Kong affecting disadvantaged groups, and examples of initiatives to increase access, skills, and inclusive design and content to reduce the divide. The document advocates for digital rights and inclusion to prevent economic and social exclusion.
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.
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
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
Article: https://pecb.com/article
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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.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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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.
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
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?
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
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.
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 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.
CCC Heep Woh Primary School - Teacher Training (Apr 2014)
1. 11
8th April, 2014
Enquiry: info@weborganic.hk
WebSite: WebOrganic.hk
iPad e-Learning teacher training
for
CCC Heep Woh Primary School
Teacher Training Session #1
iPad Apps Introduction and
Basic iPad Usage in Class
3. 3
Overall Training Objectives
1. Raise teachers’ confidence in using iPad for
conducting classes
2. Basic understanding of popular teaching apps
(ability to assess and select apps)
3. Ability to integrate lesson plan with teaching
resources (e.g. paper textbook, worksheet, e-textbook, LMS, electronic
whiteboard, iPad, apps, etc) to facilitate learning
4. 4
Training Design
Session 1 : iPad Apps Introduction and
Basic iPad Usage in Class (7-April)
Session 2 : Discuss & Integrate T&L for
e-learning (Optional)
Session 3 : e-Learning Try-out Rehearsal
(Optional)
5. 5
Teaching Resources
1. Projector
2. Electronic Whiteboard
3. Ebooks / Web-based Learning Materials
4. iPad
5. iPad Apps (Mindmap/ Clicker/ Presentation Tools/ Editor/ Game / etc)
6. Learning Management System (e.g. Edmodo)
7. Apple TV (for presentation)
16. 16
Your Tasks
1. Say hi to the group
2. Take a photo and submit as
assignment
3. Answer question in quiz
4. Feedback on polling question
5. Check class announcement
17. 17
• Group Code : hsi6pf
• Group Member :
2 x Teacher
3 x Student
Nic
Jeff
31. 31
Popplet
Ideas Sharing through mind-mapping
• iPad only
• Can attach photo
• Free / Paid
• Usually used in subjects require sharing of ideas in
structured / un-structured ways
35. 35
Explain Everything
• Explain Everything is an easy-to-use design,
screencasting, and interactive whiteboard tool
that lets you annotate, animate, narrate,
import, and export almost anything to and
from almost anywhere.
http://www.youtube.com/watch?v=j1Q5trmzA5Q
36. 36
Skitch
• Express yourself with fewer words, emails and
meetings…with Skitch! Use shapes, arrows,
sketches and text annotation to get your point
across fast.
39. 39
Take-home Exercise 1
1. Educreations
– Teacher A takes a 30s Video about Algebra
– Retrieve a photo from Dropbox about Algebra
2. Edmodo
– Teacher A copies the lesson link and pastes in Edmodo
3. Edmodo
– Teacher B clicks the lesson link view the video
40. 40
Take-home Exercise 2
1. YouTube
– Search a Video tutorial about volume calculation
2. Socrative (or Nearpod)
– Teacher A opens a room and use “Short Answer” to
collect comment on such video
– Teacher B login as student to give comment
– Teacher A captures screen as evidence
3. Email
– Using ipad to send the captured screenshots to
teacher.wo.01@gmail.com
41. 41
Take-home Exercise 3
1. Camera / Safari
– Find 5 cylindrical items and take a photo
2. Skitch
– Label the length but do not write the unit of measure
3. Popplet
– Add two popplets (one with cm3 and one with m3)
– Link the 5 items with correct units of measure
4. Edmodo
– Submit to Edmodo as assignment #3
42. 42
Take-home Exercise 4
1. Lino
– Share your favorite travel destination using 9 memos
– Hint: Culture / Weather / Attractions / Activities / Festival /
Accommodation / What special thing to do?
– Capture a screen
2. Edmodo
– Post to Edmodo as a note
– Comment on another teachers’ note
43. 43
Take-home Exercise 5
(Optional)
1. Camera
– Record your class teaching
2. iMovie
– Add opening text (about subject) and ending text (school
name)
– Add a photo
– Add background music
– Upload to YouTube
44. 44
Recommendation for
Next Step
1. Develop 5 lesson plans
2. Identify additional content apps for teaching
decimal number
3. Prepare video editing and sharing through FB
/ YouTube
4. Refine and confirm questionnaire for
teachers and students
46. 46
10 iPad Tips
1.Directly Access Apps
2. Tap to Scroll Up
3. Keyboard Shortcuts
4. Speed from App to App
5. Take Screenshots
6. Swipe to Search
7.Read Websites More Easily
8. A Smarter Camera (iPhone)
9. Digital Picture Frame (iPad)
10. Mute or Screen Lock (iPad)
http://online.wsj.com/article/SB1000087239639044444350457760339166275
5170.html
49. 49
Resources
• Finding and Using Additional Education
Content
– iTunes U
– Khan Academy—an ever-growing library of videos on biology, algebra, calculus,
chemistry, and many more topics.
– KQED (a PBS affiliate)—a variety of videos and other materials for use in the classroom;
topics include Digital Storytelling and The Physics of Baseball.
• Creating Your Own Content
– Producing Multi-Touch Books with iBooks Author
50. 50
Resources (Cont.)
1. Apple - Explore a collection of video tutorials, classroom guides, and web pages for
educators.
http://www.apple.com/education/resources/
2. Apptivities—Apple Distinguished Educators present activities to support teachers
in using apps to improve student learning
www.apptivities.org
3. Education Apps Review
www.iear.org
4. Teach with Your iPad—wiki about using iPad in the classroom
teachwithyouripad.wikispaces.com
5. iPad Academy—training, tips, and tutorials
ipadacademy.com
52. 52
Sample Rundown
(Lesson Design)
Briefing Teacher 10 mins Teacher-centric
Task one Student 15 mins Student-centric
Task two Student 15 mins Student-centric
Student presentation Student 25 mins Student-centric
Conclusion/ Survey Teacher 15 mins Teacher-centric
Remark : 40 mins + 40 mins