The document provides an overview of a teacher professional development workshop covering topics like digital storytelling, copyright guidelines, recording narration using Audacity, creating images, and setting professional development goals. It discusses standards for teachers (NETS-T), components of teacher websites, and an in-class activity on creating a newsletter page for a teacher website.
This document is a syllabus for the course RTF 344M Visual Effects and Motion Graphics at the University of Texas at Austin. It provides details about the course including goals, description, expectations, requirements, schedule, assignments, lectures, policies and more. The course focuses on exposing students to motion graphics design, digital compositing, and visual storytelling through time-based media. Students will learn software like After Effects and complete assignments applying the techniques learned.
The document discusses various "teaching hacks" which are tricks using technology to improve teaching in clever ways that balance pedagogy and technology. It provides over a dozen specific hacks such as using quizzes for attendance tracking, embedding content like presentations, creating student showcases, and using tools like forums and spreadsheets to track grades and provide alerts. The author encourages sharing additional teaching hacks and thanks others for contributing ideas.
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
This document outlines suggestions for designing training for webinar hosts. It recommends limiting classes to 6 participants and having them introduce themselves. The training should demonstrate how to use interaction tools like polling, chat, and application sharing. It suggests practicing with the tools, such as creating breakout rooms. The document provides an example practice assignment for participants to create a session using various tools. It concludes with reviewing the sessions and asking for feedback to improve hosting skills.
The document provides information on several free online resources that can be used to integrate technology in the classroom, including websites for creating slideshows, word clouds, audio comments, comics, and more. Websites like Slideshare, Wordle and Voicethread allow sharing presentations, capturing key points, and collaborating across distances. Pixton and 4Teachers offer tools for creating comics and online lessons, quizzes and projects to engage students and support various subjects.
Expanding The Boundaries Of Teaching And Learning Class 2 For Slideshare 2Reading Public Schools
The document provides an agenda and overview for a graduate level course. It includes goals for the day such as solving technological issues, creating personal websites and Google accounts, discussing assignments, and developing norms for the course. The document outlines assignments including completing an online blogging course and creating an alternative evaluation proposal. It also includes activities for the class such as creating a PowerPoint on blogging and developing norms in groups.
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.
The document describes a proposed online tutorial for instructors on designing courses in the Blackboard learning management system. The tutorial would be hosted on WordPress rather than Blackboard itself. It would include video tutorials, textual explanations, opportunities for learner interaction and practice exercises to build a sample course. The goal is to help instructors understand best practices for course organization and use of tools in Blackboard 9. Instructors' learning would be assessed based on reflections on their practice course and understanding of course design concepts.
The document provides ideas for using multimedia in lessons, including having students create a Glog explaining a current event using audio, video and images. It also suggests using iMovie to analyze science experiments in slow motion and the TimeGlider website to create an interactive WWII timeline with events, sources and pictures. Another idea is using Tagxedo, a word cloud creator, to help students understand research topics. Additional suggestions are having students create blogs to showcase work, and using iPads to make claymation or stop motion videos on concepts learned. The document concludes by recommending three apps - Videolicious, Pic Collage and 30 Hands - to get started with multimedia projects.
This document discusses how educators can use screencasting tools like Jing and Screencast-o-Matic to enrich teaching and learning. It provides examples of how teachers and students can create screencasts for purposes like creating mini-lessons, demonstrating how-to tasks, and collaborating on projects. The document also reviews research that supports the educational benefits of screencasting and how it can develop students' digital, new, and multiple literacies as outlined in standards. Attendees are guided through creating sample screencasts using Jing and Screencast-o-Matic during the workshop.
This document provides information on screencasts including what they are, potential uses, examples, and the screencast creation process. A screencast is a digital recording of on-screen computer activity often with audio narration. They can be used to introduce modules, review concepts, and demonstrate software. Examples provided include Khan Academy and websites demonstrating high-quality screencasts. Creating effective screencasts involves planning, capturing, editing, and publishing the video. Free software like Snip and Screencast-o-matic can be used to create and share screencasts.
This document provides instructions and evaluation criteria for a group activity in an English course. The activity involves students collaborating in groups to: 1) participate in a web conference and forum discussion; 2) create individual introduction videos; 3) ask and answer questions in the forum; 4) have a group video chat; and 5) submit a joint PDF file. Students will be evaluated on their participation, language use, communication skills, and how well their submitted work follows APA formatting standards. The highest possible score is 75 points across seven evaluation criteria measuring collaboration, English ability, and quality of submitted work.
This document discusses strategies for improving the use of PowerPoint in classroom presentations and online learning. It summarizes criticisms of over reliance on PowerPoint from Edward Tufte and others. It then provides recommendations for improving PowerPoint through sound instructional design, visual literacy, message design using principles like contrast and alignment, and leveraging multimedia. It notes the rules change for online presentations where interactivity and file size are more important considerations.
This document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
Screencasting is an easy (and FREE) way of making recordings in your classroom. Whether your students create them as they do project-based learning or you create them as you flip your classroom, you’ll love these relevant ideas and free tools to take screencasting to your classroom.
Attendees should be able to answer these questions after attending this session:
1. What is screencasting?
2. What tools can my students use to create screencasts and what is the process?
3. What are some example ideas for student creations and teacher creations?
This document provides an orientation for a classroom in a Digital Media Design program. It introduces the instructors - Omar Bravo, Lily Yang, Shila Leech, Cathleen Herbert, and Sheila Gardner. It discusses attendance management using the Northstar system, the course-based program structure, textbooks, headphones, flash drives, classroom computers/software, printing, scanning, magazines, student/job information boards, and important announcements. The purpose is to familiarize new students with the classroom resources and policies before beginning their course.
This technology course introduced the student to many tools for classroom and personal use. The student assessed 8 tools, rating them on a scale of 1 to 5. The tools included Moodle (5), Firefox (5), Google Apps (5), LiveBinders (4), Oovoo (3), Voki (4), Slide Rocket (3.5), and Wix (5). The student found some tools like Moodle and Google Apps very useful while others like Oovoo and LiveBinders took more time to learn.
Oasis International School was established to groom children with high moral values in a multicultural environment. Its vision is to set standards in raising a God conscious, knowledgeable, well-balanced generation of lifelong learners. The school aims to achieve this through a holistic curriculum, emotionally safe environment, and emphasis on spiritual and moral development for all students. It has detailed frameworks for curriculum, human resources, pastoral care and monitoring to ensure effective education.
Taylor Middle School Professional Development Action Planandybasche
The Taylor Middle School Professional Development Action Plan contains 3 main activities to increase staff ability to use data and integrate technology in the classroom:
1) Teachers will review a technology survey and develop a plan to address needs.
2) Teachers will receive training to use an educational software program and share experiences.
3) Teachers will participate in technology training for using hardware, websites and applications in lessons. Progress will be evaluated through lesson plans and classroom observations.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
The document evaluates progress made since the 2012 improvement plan. It summarizes that:
1) Children in early years education have exceeded national averages in assessments and entered Key Stage 1 at expected levels.
2) Attainment has risen by 2 sublevels in English and Math in Key Stage 1 since 2012.
3) A £40,000 investment in information technology infrastructure and desktop computers has led to improved access to technology across the curriculum.
Pdnhs school improvement plan (sy 2011 2014) 0014-crajnulada
The document is a school improvement plan submitted by Palaca-Damilisan National High School for approval by the Division of Iloilo Superintendent. It includes an introduction outlining the school's vision, mission and values. It also provides details on the school's personnel, curriculum and special programs. The committee that prepared the plan is identified and the school requests approval of its school improvement plan for 2011-2014.
This document discusses the importance of instructional materials for teachers. It states that instructional materials are essential for teachers in all aspects of teaching, including lesson planning, background knowledge on subjects, and assessing students. Young and inexperienced teachers especially rely on these materials. The document explains that instructional materials help teachers supplement their knowledge and provide suggestions for lesson plans and assessment methods. It argues that it is difficult for teachers to teach effectively without instructional materials.
school accomplishment report per month Reon Zedval
This document contains quarterly reports from Calapan Elementary School in Tarlac, Philippines for the 2013-2014 school year. It summarizes the school's activities in areas of pupil development, teacher development, curriculum development, facilities, and networking. Key events included administering diagnostic tests, participating in competitions and celebrations, conducting teacher trainings, facilitating reviews for exams and activities, supervising cleaning and gardening, and accommodating parents. The reports provide updates on the school's operations and progress over the course of the academic year.
1) School improvement planning is a process where a school community evaluates past performance and develops a written plan to improve student achievement.
2) A school improvement plan establishes goals and strategies over 3 years to achieve the school's vision and address needs identified through data analysis.
3) Developing a school improvement plan involves collecting data, setting goals and strategies with input from teachers, parents, students, and community members.
The document discusses using information and communication technology (ICT) to enhance language learning and raise standards. It provides examples of tools like PowerPoint, Audacity, YouTube, and social media that can be used for lessons, developing students' skills, and sharing best practices. Barriers to using ICT like facilities, staff confidence, and time are also addressed, along with strategies for assessing ICT use and promoting creativity.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
This document provides steps for creating an online video course. It outlines planning the course by choosing a topic, defining the audience and their skill level, learning objectives, and course structure. It also discusses creating course content like introductory videos, presentations, and assessments. Finally, it covers publishing the course online and promoting it through social media, early users, and faculty groups.
1. The document discusses using technology for teaching and learning based on principles of efficiency, effectiveness and enhancement (3Es).
2. It introduces the concept mapping tool Inspiration and shows how it can be used to organize content in an efficient and effective manner to meet learning goals.
3. Students are instructed to find another concept mapping tool, describe its educational value, and reflect on how their Inspiration example meets the 3Es criteria.
This document discusses using technology in training. It covers choosing the appropriate technology based on training needs, and introduces tools like PowerPoint, webinars, and screencasting. It provides tips for using technology effectively and considerations for equipment, environment, and audiences. Examples are given of how to structure PowerPoint slides and create video tutorials using screencasting software.
Digital Literacy Webquest on Digital Etiquettezmt3
This document is a teacher's guide for a student webquest on digital etiquette (netiquette). Students will research netiquette topics, create an informative poster, and develop a video presentation. They will then present their findings to younger students. The teacher provides guidance on standards, resources, evaluation criteria, and concludes that teaching netiquette is important for developing good digital citizenship.
The document discusses National Educational Technology Standards for Teachers (NETS-T) and how they compare to Indiana's academic standards for students. NETS-T specify the technology-related knowledge, skills, and dispositions teachers should have. They include standards around facilitating student learning with technology, designing digital lessons and assessments, being a digital model for students, promoting digital responsibility, and engaging in professional growth. The document provides examples of how teachers can set SMART technology-related professional development goals based on a self-assessment of their alignment with NETS-T.
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
The document discusses ways to develop the use of information and communication technology (ICT) in modern foreign language teaching. It outlines 7 top tools to use with students, such as PowerPoint, Audacity and YouTube. It also discusses 7 tools for sharing good practice, including blogs, Diigo and Twitter. The document provides advice on promoting creativity in the classroom with ICT and strategies for bringing the world into the classroom using multimedia resources. The overall aim is to find ways to inspire teachers, create engaging lessons and share resources using ICT.
Pick Up The Pace: Creating Quality Rapid E LearningEnspire Learning
Business moves quickly. New products hit the market. New skills are needed. Training programs must keep up with the pace of change. Increasingly, organizations are turning to the tools and processes of rapid e-learning. But choosing rapid e-learning to meet your training needs doesn't mean you have to sacrifice quality instructional design and interactivity.
Getting Started with Camtasia-A Seflin Round Table discussionAlyse Ergood McKeal
The document outlines the planning process for creating instructional screencasts at a university library, including determining goals, audience needs, workflow, best practices, evaluation methods, and tips for scripting, recording, editing, and publishing the screencasts online. It also discusses lessons learned and establishing documentation to aid future screencast projects at the library.
This document outlines a staff development lesson plan for teaching 6th-8th grade teachers how to create a Prezi presentation and Screencast using Jing software. The lesson includes introducing the technologies, providing examples, reviewing directions, allowing time for teachers to create their own Prezi and Screencast, and opportunities to share and provide feedback. The goals are for teachers to understand how to incorporate these new technologies into their classroom instruction to enhance learning for visual and audio learners. A reflection notes that receiving immediate positive feedback from teachers suggested the lesson was a success in teaching useful technologies.
The document discusses various topics related to eLearning, including synchronous and asynchronous learning, engagement strategies, learner expectations, different eLearning models, and the purpose and uses of blogs. It provides examples of engaging content delivery methods and questions to consider for designing effective eLearning experiences.
This document discusses teacher professional development and how to create a professional development plan. It recommends both formal options like taking college classes, attending conferences, and participating in committees as well as informal options like reading, experimenting with new ideas, and collaborating with colleagues. Teachers need to earn professional development points to renew their teaching license. The document also provides examples of setting SMART goals for professional development and using a profiler tool to assess strengths and areas for improvement aligned to teaching standards.
This document discusses using webcasting in education. It defines webcasting and outlines features like slides, registration, polling, and chat. It explores how webcasting can be used for distance learning, continuing education, and more. Reasons to use webcasting include being inexpensive, providing easy access and reaching larger audiences. The document provides websites for creating free webcasts and aligns webcasting with education standards. It also discusses experts' views on webcasting and the benefits it can provide for teaching and learning.
This document discusses using blogs and podcasts in language teaching to motivate students and improve skills. Blogs allow students to publish work globally for real audiences. Podcasts allow students to record explanations, roleplays and other audio to reinforce learning outside class. Both blogs and podcasts improve reading, writing, speaking and listening while increasing cultural awareness.
This document discusses using technology in training. It covers using tools like PowerPoint and webinars to deliver content and engage learners. It also discusses screencasting as an option to create video tutorials. The document provides tips on using different technologies and highlights advantages like being cost-effective and allowing for interactive, remote learning. Examples of topics suitable for tutorials are also discussed.
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
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?
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.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Kalyan Matka Kalyan Result Satta Matka Result Satta Matka Kalyan Satta Matka Kalyan Open Today Satta Matka Kalyan
Kalyan today kalyan trick kalyan trick today kalyan chart kalyan today free game kalyan today fix jodi kalyan today matka kalyan today open Kalyan jodi kalyan jodi trick today kalyan jodi trick kalyan jodi ajj ka.
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.
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.
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.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
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.
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
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.
1. 1 . Sign in to: Oncourse Profiler Pro Google 2. Go to: W200 Website 3. Download the Presentation for Week 3 from Oncourse-Resources folder 4. Once you are done, please turn off your monitors… Before we start…
3. Workload and due dates/times? Questions Class-Prep Activities (where, when?) General feedback [quality and submission issues] In-Class Workouts (where, when?) General feedback Check Grades after the class Go to Oncourse – Gradebook Class-Prep #1, #2 and #3 ICW #1 & ICW #2 Instructors can add example student work to communicate expectations and encourage students Digital Story Script, Storyboards HOUSE KEEPING
7. In general, good job! Issues: Script length (Movie 2-2.5 minute) Number of Storyboard Slides Draw images instead of describing Focus (Address topics) Creativity GENERAL FEEDBACK ON STORYBOARDS
8. Creating & Collecting Images Copyright Ways to create images – will be addressed later Recording Narration Audacity AFTER STORYBOARDS
9. COPYRIGHT GUIDELINES (No more than 3 external images for this assignment) purpose : Non-commercial and educational purpose
10. HOW TO COLLECT A CITATION FOR AN IMAGE Demo (Try it on your own as well) Go to a copyright free website e.g. http://search.creativecommons.org/ Enter search word to find images for your story e.g. <computer> Select the image that you like. Right click on the image Save image as Other copyright-free websites are on the W200 Website
11. WAYS TO CREATE IMAGES Be C R E A T I V E … but PROFESSIONAL at the same time… Here are some ways to create your own images… REMEMBER THERE ARE OTHER WAYS AS WELL…
12. HOW TO RECORD YOUR NARRATION USING AUDACITY ULA Demo: Audacity is a free, easy-to-use audio editor and recorder for Windows, Mac OS X, GNU/Linux and other operating systems. You can use Audacity to: • Record live audio • Edit MP3 and WAV sound files • Cut, copy, splice or mix sounds together Go to programs on your computer and type audacity. Start the program.
13. HOW TO RECORD YOUR NARRATION USING AUDACITY Click on the red Record button to begin recording. Click on the blue Pause button to pause the recording. Press it again to continue. Click on the yellow Stop button to cease recording. The cursor will return to its previous position, before the recording was started
14. HOW TO SAVE YOUR NARRATION AS AN MP3 FILE? Click the File menu Click Export As MP3 Click OK on the opening panel Save the file to your flash memory into the narration folder. See the Audacity job aid on the week 3 Important Notes: Quality of the narration is EXTREMELY important You can use TTL to record your narration – not recommended though… Other audio-recording programs can be used as well (MP3) E.g. Digital sound recorder
15. FOR NEXT WEEK (WEEK #4) Create at least 5 of your images. Review how you can create your own images. If you use external online images ( max 3 ). Find them before week 4 and keep them in your flash drive. Make sure to keep the URLs of these files as well. Record your narration using audacity or other audio-recording tools (Remember quality & mp3) Make sure to keep all the files on your flash drive. Bring your flashdrive to week 4 class.
16. IMPORTANT NOTES FOR YOUR DIGITAL STORY Create a main folder in your flash drive, and name it as Digital Story Create subfolders for your: images, music file(s), narration and others All your files need to be saved on your flash drive
17. NETS-T STANDARDS FOR TEACHERS (NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS)
18. PROFESSIONAL DEVELOPMENT COMPONENTS Standards for teachers NETS-T: NETS-T is an acronym for N ational E ducational T echnology S tandards for T eachers Skills-specific standards for teachers
20. (NETS-T) STANDARDS FOR TEACHERS VERSUS INDIANA ACADEMIC STANDARDS I thought Indiana academic standards were for teachers? Why should I care about standards for my technology use as a teacher?
21. STANDARDS FOR TEACHERS NETS-T In education, standards emerge from a variety of sources: District/Local/State/Federal Levels Teacher professional standards Student content standards (Indiana Standards) National Professional Organizations (NCTM, NSTA, NCTE, ISTE) Subject-area professional standards Subject-area content standards Tech/Skills specific standards (NETS-T)
22. Indiana Academic Standards govern what should be taught/ learned in each grade level or course. This affects both what teachers do and what students learn
23. The NETS-T (National Educational Technology Standards for Teachers) are for teachers. They specify what knowledge, skills and dispositions a teacher should have
24. NETS-T WHAT ARE THEY? Facilitate and Inspire Student Learning and Creativity Design and Develop Digital-Age Learning Experiences and Assessments Model Digital Age Work and Learning Promote Digital Responsibility and Citizenship Engage in Professional Growth and Leadership
25. NETS-T WHAT ARE THEY? Think-Pair-Share (5 minutes): Get into groups of 3-4 (one group for each standard) Choose a group leader Read the standard you assigned in detail. Write down three important points. Hint : Think about the keywords mentioned in the standard and provide us a short example/demonstration. What can be done to meet the standard assigned to your group? Your group leader will share them with the class. Open the page NETS-T FOR TEACHERS 2008
26. NETS-T & W200 Let’ s have a look at your e-portfolio NETS-T Standards page.
28. WHERE DO YOU STAND? LET’ S CALL IT…PROFESSIONAL DEVELOPMNET PLAN “ Professional development” is teacher lingo for learning new things: “ Keeping up with the new shift” Professional development is done: Formally: Attending conferences, taking college classes and getting advanced degrees, working and learning on committees Informally: Reading on your own, experimenting with new ideas, getting new ideas from colleagues, etc.
29. PROFESSIONAL DEVELOPMENT -FORMAL OPTIONS MAX. PTS. PT. VALUE SAMPLE VERIFICATION CRITERIA College Credit 90 points 1 credit hour = 15 points Official transcript B ” Accredited college Professional Conference 45 points 1 hour in workshop = 1 point Certificate of attendance Must align with standards and PGP Educational Travel 5 points 5 points per travel Certificate of attendance Must be related to plan Professional Committees 50 points 1 hour = 1 point Documentation Form Must service on formal committee Formal PD is required to renew your teaching license in Indiana (and Georgia) Indiana – must have 90 points in 5 years. No requirements of how much from where… Note: Some states give credit for PD differently
30. Although informal, it is also a platform that conducts formal training for teachers Examples: PBS Teachers ChildTeaching Teacherline Teacher-to-teacher E-learning workshops Annenberg Learner program Center for the Study of Teaching and Policy Teacher-to-Teacher Initiative Professional Development – Informal
31. PROFESSIONAL DEVELOPMENT PROFILER PRO AND PDP Open the profiler pro website and login with your own account. Look at the NETS-T Standards and look at the results of the ProfilerPro survey you took: You ’ll notice that the survey is actually organized by the standards. How to interpret the results…
32. HANDS ON ACTIVITY – PROFILER PRO (15 MINUTES) ULA Demo: Go to your Profiler Pro results. Save a copy of your image onto your desktop. Rename the image as profilerpro-pre Open your E-Portfolio – Professional Development Page From the results of your Profiler Pro, think about your strengths & areas of Improvement and identify 3 goals! Insert your image, strengths & areas of improvement and goals to your e-portfolio - > Professional Development page !
33. PROFESSIONAL DEVELOPMENT GOAL SETTING Example #1 Poor: I want to learn how to do a podcast tomorrow Good: I want to learn how to use Podbean to create a podcast by the end of the semester Example #2 Poor: I want to learn technology to teach my students stuff! Good: I want to learn Inspiration to teach my elementary students how to count before the school year begins. SMART Framework S pecific, M easurable, A ttainable, R elevant, & T imely Remember : You will provide evidence of achieving these goals at the end of the semester!
36. WEBSITES A website or web site is the same thing as a web page. True or False Terms are often used interchangeably Website is actually a collection of webpages In W200, one of the big projects is creating a teacher website. As a teacher, why do you need a website? Let ’s see why…
37. U.S. STUDENTS TODAY Source: Speak Up 2009 Report: Creating Our Future: Students Speak Up About Their Vision For 21 st Learning Students are “free agent” learner using technology tools on their own for learning
39. SO.. WHAT ABOUT TEACHERS TODAY? 21st Century Teacher Write down 3 take-aways from this video
40. EDUCATOR ‘S COMMON CONCERN BUILDING AN ONLINE TEACHER PRESENCE Is it worth the time? Is it difficult to create? Are there any risks involved? Is it educationally beneficial? Source: http://www.teach-nology.com/tutorials/design_site/benefits/
41. RATIONALE FOR A WEBSITE Enhances communication between teachers and students Increased accessibility to the teacher Especially when schools are not in session Increased communication between the teacher and the student ’s parents . Source: http://www.teach-nology.com/tutorials/design_site/benefits/
43. VARIOUS COMPONENTS OF A TEACHER WEBSITE DESIGN a lot has been said about it. So here are a few things to keep in mind: Visually appealing Creative and original Clear page goals Easy to access and use Technically sound (no broken links, ‘under construction’ etc.)
44. Teacher Websites Game “Beauty and the Beast” WHAT ’S YOUR OPINION? 5-Minutes to discuss with your group… Smart Board Activity
45. Teacher Website – What should be included? What webpages or components do you think are important to include in a teacher website?
46. Set 1 A) http://fcweb.bloomington.k12.mn.us/~mrobinson/ B) http://kenn2.bloomington.k12.mn.us/teachers/josh_coval/ C) http://sites.google.com/site/mrschramwebpage/jagcorps-ii D) http://staff.prairiesouth.ca/sites/kcassidy/reading/ Teacher Websites - Set 1 Choose the website you like best?
47. Set 2 A) http://www.mrpiercey.com/ B) http://www.myteacherpages.com/webpages/Ttravis/ C) http://www.bcsd.org/webpages/alinton/index.cfm D) http://cartersclass.info/ Teacher Websites – Set 2 Which of the following website needs most improvement?
48. Set 3 A) http://teacherweb.com/MN/KennedyHS/DavidDoty B) http://www.mrsjumpsclass.com/ C) http://www.mrsrenz.net/ D) http://www.mrsstamp.com/ Teacher Websites – Set 3 Which of the teacher website do you like least?
49. Please look at the first teacher website example in your class prep activity. http://mrscjacksonsclass.com/ Is it legal for the teacher to use those Disney images and animations? We will come to the copyright issue later. Teacher Websites – Copyright
51. ADDING THE SCHOOL WEBSITE LINK REMEMBER THE WHOLE IDEA OF THE TEACHER WEBSITE!!! Now, it is time decide on your school (where you work) If you are going to be an elementary teacher, Google your own elementary school and copy the URL of the school website. If you are going to be a secondary teacher, Google your own high school and copy the URL of the school website.
52. ULA Demo: Open your teacher website Click edit sidebar under the links menu on the left side of your page On the opening page, you will see three navigation boxes. Click “ edit” on the third one (the one at the bottom) You will see a “ school website ” title on the new panel. Double click the school website title and update the URL with your own school website ’s URL. Save your changes. ADDING THE SCHOOL WEBSITE LINK
53. Newsletter (15 Minutes) You first need to write the content of the newsletter. This will be used as a news area for the parents and students. Think yourself as a teacher, and as if this were the first newsletter being sent to the parents. What type of information should be included in a newsletter? Welcome the visitors Contact information About Me (as a teacher) Classroom expectations/rules What else? Tip : Type this in a Microsoft Word file first.
54. NEWSLETTER ULA Demo Copy and paste your newsletter content to the newsletter page in your teacher website. Open the following link: http://maps.google.com/ Search your school ’s address. At the right top of the website, click the link logo. Copy the embed code from the opening panel. Paste the code to the newsletter page - html panel under the newsletter content… Add the URL of your school to Teacher Website>school website Submit the link of the Teacher website- Newsletter page to Oncourse – Assignments – “ ICW #3 ”
55. NEXT WEEK Class Prep #4 Due: Check with your instructor By Class Time: Digital Story Files (bring them to the class) At least 5 images you created, Narration 3 external images with citations
Editor's Notes
Start the video at 10 mins before we start. http://www.youtube.com/watch?v=tahTKdEUAPk 1. Shifts around us – teachers need to be prepared to these changes.
Here is an animation about copyright terms: http://www.cyberbee.com/cb_copyright.swf
NOTE : If needed, we can allow students to use no more than 3 online images if necessary.
[Instructors add feedback on this slide]
ULA explains how to find images for the digital story project. we are going to ask the students to create their own images. However, we are giving the copyright information if they would like to use three of them from free online images.
ULA explains how to find images for the digital story project. we are going to ask the students to create their own images. However, we are giving the copyright information if they would like to use three of them from free online images.
Bring ALL your images & narration mp3 file in your flash drive to the class next week (Week 4)
--Explain the students how they should keep their files before they start producing the actual movie.
To address the rapid changes in technology, instruction, and learning environments, ISTE recently led a collaborative, international effort to refresh the NETS. For more information : http://www.iste.org/standards.aspx
Explain the purpose and expectations of this page.
Formal PD is required to renew your teaching license in Indiana (and Georgia) Indiana – must have 90 points in 5 years. No requirements of how much from where… PGP : Professional Growth Plan How to select the professional development opportunities that are most effective for you as a teacher: Consider the needs and learning styles Present information in authentic contexts with direct links to classrooms and provide feedback while teachers try new strategies in their classrooms Allow time for reflection and experience Social in nature, allowing teachers to interact with colleagues and mentors Present practical step-by-step to solve a problem, not just new ideas that require complete transformation Focus on tools that teachers use for their own productivity Present information in a variety of formats Made at the teachers level. Same grade and content so they don ’t have to revise to use later Continue over time. Once isn ’t enough. Options Maximum Points Point Value Sample Verifications Criteria (goal related, completed) There are two types of PD. This is the formal kind, the kind you have to prove in order to renew your license. Does anybody know how many hours they need to renew? The system is different in GA. A college course, for example, is 3 points there, and you need 10 points every 6 or 7 years. There is also informal PD- reading books and journals, attending teacher collaboration meetings, etc. In GA, you need 20 hours of this kind per year (almost anything counts), and you don ’t have to prove it- just provide documentation of what you did.
AI review these websites- We don ’t have a hands on activity anymore.
Do you need to have an online presence as a teacher? This is where the world is headed. Why should teachers not have a website?
When asked about which technology tools would be a good investment to drive student achievement, only 20 percent of parents identified collaboration tools (such as blogs, social networking sites, wikis, etc.) and only one-third selected communications tools (such as email, IM and text messaging). Yet, the highest ranked technology for investment in the parents ’ perspective was a school website or portal with 60 percent of the parents selecting it as their top choice for driving student achievement.
Homesick: l et him (and others like him) know what the current homework assignment Distant relations. Your students have relatives all over Friends from all over. Connecting with classrooms from around the world is a great way for your students to learn about far away lands and kids from other countries. Reading and Writing and ... A classroom web page gives your students an opportunity to write stories and opinions Parents and Guardians. Is there an important letter going home? A field trip next week? Perhaps you are currently seeking parent volunteers to help out with that art project next month. Events. A web page is a great way to publicize what it is that you are up to -- and why. Links . Did your students find any information on the Internet? Well great! List the links and archive them on a classroom website. It'll come in handy next year. Feedback. A web page lets people from all over see what your students have accomplished and send comments and questions instantly Show and Tell. Strut your stuff! If your students have just finished creating a classroom mural that is, well, magnificent, wouldn't it be a shame to keep that from the rest of the world? Let folks know about it! Memories . Teachers see so many faces coming in and out of their classrooms. Wouldn't it be lovely to keep a visual record of all the wonderful things your students said, did and learned throughout the year? Oh wait ... you can. A classroom web page.
Keep It Simple! Ask students “what is the most simple and useful website of the world?”. Answer: Google But there are a lot more
Keep it professional Google Sites will take care of most of this for you, but… DESIGN a lot has been said about it. This is where it gets tricky: It ’s about your design sensibility – your sense of aesthetics It cannot be taught AND you are NOT a graphic designer or a web designer So here are a few things to keep in mind: Visually appealing Creative and original Clear page goals Easy to access and use Technically sound (no broken links, ‘under construction’ etc.) Provide clear and simple headlines and page titles. Avoid page elements that move constantly. Do not include sounds that play automatically. Minimize scrolling. Never expect users to scroll more than three screen lengths. Keep paragraphs short and page sizes small. Limit image sizes to fewer than 20k each. Avoid overly-busy or multi-colored backgrounds. Leave lots of white space. Limit animations. Use the same font throughout. Stick to universal fonts. Maintain the site and update it regularly.
Use smart board clickers and ask students to find the best and bad website examples. Ask students to take notes why they choose the example as best or bad.
The students are exposed to some teacher website example already. Ask them what components are critical to a teacher website.
Newsletter page will be used as an announcement page for the teacher website.
See the example: https://sites.google.com/site/mjbailsteach/newsletter