Keynote: Innovation Paths in technology-mediated human networks", Petros Kava...HelleniceTwinning NSS
This presentation discusses two technology trends in education: dynamic network-embedded learning and computer-assisted project-based learning. Dynamic network-embedded learning involves open access to knowledge through open educational resources and massive open online courses. This disrupts traditional teaching and allows flexible, personalized learning. Computer-assisted project-based learning uses digital tools to support project work including data gathering, research, documentation, collaboration, and output sharing. The growth of technology-mediated networks is driving innovation in education, requiring the design of efficient learning systems through measuring community engagement and performance.
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
Curriculum pathway to curriculum innovationJune Wall
This document discusses digital literacy and its importance in curriculum innovation. It defines digital literacy as the ability to understand, use, and create information in multiple formats from a variety of online sources. The document argues that digital literacy is less about specific tools and more about developing ways of thinking, seeing, crafting narratives, and applying skills across disciplines. It suggests integrating technology and pedagogy to build teachers' and students' knowledge, skills, and abilities through collaboration and open sharing of new ideas. The goal is for digital literacy to become a norm across curriculums through professional development and informal learning.
The document discusses how digital technologies are changing how people read, write, and communicate. It asks essential questions about how to define "text" and "digital" in this new context, and implications for how writing is taught. A key point is that the properties and dynamics of the digital landscape, not just the tools, are important to consider to evolve education. Case studies are presented showing how learning networks can facilitate real, networked, and participatory learning through blogs, forums, and other digital platforms and texts. Resources for further reading are also included.
Educational Technology and Digital LearningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of now obsolete media provided. Educational technology is defined as the application of technology in education. Computing and internet history are briefly outlined, and examples of media and technology applications in schools are given. The implications of web 2.0 technologies like blogs and their role in education are also discussed. The document considers what digital learning is and debates whether a dedicated "Digital Learning Day" is needed.
1) Engagement is key for e-learners to succeed in online learning. Effective e-learning requires designing instruction sensitively to respect and support learners.
2) Technologies have evolved learning from classroom-based to incorporating web tools, social media, and user-generated content. Web 2.0 offers rich opportunities for collaboration and communication.
3) Success in the 21st century requires skills like problem-solving, collaboration, and lifelong learning - the ability to learn, unlearn, and relearn. Literacy depends on understanding multiple media effectively.
Change Management: Leadership in Digital Age Educationdigimuve
This document discusses developing a strategic process for digital-age education. It addresses the current state of digital education and factors to consider for school improvement, including digital learning pedagogy, curriculum design, learning spaces, teacher skills, and moving beyond old methodology. It also discusses crowdsourcing, cloud-based technologies, school-wide improvement, and questions schools should ask regarding their roadmap for change management and integrating technology and thinking.
Collaborative tools in the digital world
REFERENCE:
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
The document discusses the Illuminating Learners District's focus on getting students and staff "plugged into" learning for the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses reinventing and reshaping the learning experience for students and all staff through connecting learners inside and outside of classrooms using various digital tools and resources.
The marriage between language and digital literacies in the 21st centuryRichard Brummer
The document discusses the importance of digital literacy in education in the 21st century. It summarizes two articles about mobile learning and the US Department of Education's Future Ready initiative. The initiative aims to ensure 99% of students have broadband access and access to digital resources. It outlines seven tenets for schools to implement, including providing digital tools and content for personalized learning. The articles argue the focus should be on what students can do with mobile technology through verbs like communicate and collaborate, rather than just the devices themselves. An ideal learning experience is described as social, untethered, and digitally rich.
Teen Tech Week 2013: A library thing or aJohan Koren
This document discusses Teen Tech Week, a national initiative sponsored by libraries to help teens become competent and ethical users of digital media. It explores how libraries are key in helping teens develop 21st century skills through technology. The document also examines potential partnerships between libraries, schools, families, and community groups around supporting teens' technology needs and skills development.
This presentation discusses new learning paradigms and technologies. It begins by noting that the future is unpredictable and students today may not realize how much their professional lives will change. It then discusses trends like the technological singularity, increasing connectivity through devices and the internet of things, and how information abundance has replaced scarcity. The presentation advocates preparing students for this unknown future by focusing on skills like social skills, creativity, and lifelong learning rather than only transmitting knowledge. It also promotes active, collaborative, and constructionist approaches to learning over passive absorption of knowledge.
Digital Citizenship PowerPoint-Group Ochoguesta79ffd
The document discusses various aspects of digital literacy. It defines digital literacy and provides examples. It discusses browsers, search engines, and email. It covers evaluating online resources and understanding URLs. It then discusses what students and teachers should know about digital literacy and technology, including basic computer skills, applications, networking, and troubleshooting for students, and ISTE technology standards and professional development for teachers.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners today have access to more information resources and can create and share digital content, and that collaboration and sharing knowledge is expected. Finally, it discusses connecting learners inside and outside of classrooms through various technologies.
This presentation kicks off by discussing the need for change in the business model of traditional universities. Subsequently several signs/examples of disruption within the educational system are highlighted. The presentation is wrapped up by introducing three opportunities that universities can utilize as a starting point to innovate their business model.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners have access to more information resources and can create and share digital content, and that collaboration and sharing knowledge is expected. Finally, it discusses connecting learners inside and outside of classrooms through various online and wireless technologies.
The document discusses the Illuminating Learners District's focus on getting students and staff "plugged into" learning for the 2010-2011 school year. It envisions students as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners today have greater access to information and opportunities to create and share digital content. Learners are expected to share what they know and collaborate. The document promotes teaching less and learning more, and connecting learners everywhere through various devices and online resources.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
This document summarizes a presentation about incorporating digital tools and activities to promote digital literacy skills in students. It discusses how today's students are constantly connected multi-taskers and how educators can engage them using social media and mobile apps. It provides examples of apps like QR code scanners and ZeeMaps that can be used for activities. It also discusses the importance of digital literacy skills like creating and sharing content, and how students can demonstrate these skills through projects like TalkTech where they collaborate internationally on multimedia projects about technology topics.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
This document provides an introduction to BYOD (Bring Your Own Device) and describes MLP12C's journey with BYOD implementation. It discusses the context of digital learners today and how they are more technology-oriented. It then explains what BYOD is and provides two case studies on BYOD programs at schools in the US and Australia as examples. The document aims to outline considerations for adopting BYOD and how giving students access to their own mobile devices can help empower independent learning.
This document summarizes research on the diffusion of mobile devices in education. It discusses how diffusion occurs through communication over time within a social system. Mobile devices provide benefits like anytime access to content and enhanced interaction, but also challenges like easier cheating and isolating non-technical students. Research found mobile devices can support 21st century skills if barriers to adoption are addressed. Key factors that influence diffusion include the perceived advantages, compatibility with current practices, and complexity of implementation. The document advocates for a decentralized approach led by teachers and targeting early adopters to reach critical mass.
The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
This document discusses the need for Nigeria to develop a digitally literate workforce and citizenry to cope with rapid technological changes. It proposes adopting the Internet and Computing Core Certification (IC3) as a global standard for digital literacy in Nigeria. IC3 helps validate basic computing knowledge and prepares individuals for further ICT certifications. The document outlines challenges around existing skills gaps and mismatches, and proposes solutions like establishing an ICT training and certification roadmap based on IC3 and other globally recognized certifications. This would help raise Nigeria's workforce competence and make them job-ready and competitive in a global digital environment.
The document discusses the future of education. Key points include:
- Teaching, training, and learning are changing substantially with technology and innovation driving new educational approaches.
- Skills like digital literacy, creativity, problem solving, teamwork and communication will be essential in the 21st century.
- Learning is increasingly happening individually beyond formal educational settings, requiring teachers to facilitate learning rather than just impart information.
- Predictions for the future of education include competency-based learning, personalized learning through technology, and a shift to more online corporate learning.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Frog 13 - Microsoft - Innovative teaching and learning with BYODFrogEducation
Education continues to be the bell weather for innovation and opportunity to do things differently with technology. Consumerisation is driving change and consequently there is a demand for new ways of working, from BYOD to Flipped Classroom to MOOCs (Massive Open Online Courses).
Amongst this opportunity we need to ensure that technology is indeed going to serve teaching and learning appropriately; Teachers need to be trained on how to apply these innovations in and outside the classroom.
In this session, we will share our observations on what it means to introduce BYOD to your school, the challenges, the opportunities and how to bring this all together in a well formed teaching and learning package, where you are using Microsoft technologies and services (such as Windows 8 and Office 365).
Digital literacy expresses the skills needed to live, learn and work in a digital society. While students are comfortable with technology in their personal lives, they struggle to apply those skills to academic tasks. Developing digital literacy requires meaningful experiences where technology enhances learning. Universities need to change by involving students, integrating technology into learning spaces, and preparing students for technology-enhanced learning. Developing digital literacy is a sector-wide effort to promote coherent strategies across institutions.
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
The power of adaptive learning media in the classroom. Learning is social. Bring the real world into the classroom and apply the learning to our real world life experiences. Make the learning real.
Technology buffet for new teachers march 2012Karen Brooks
This document provides information about new teacher training opportunities and classroom technology resources. It discusses a technology proficiency self-assessment, effective habits of 21st century teachers including adapting, communicating, collaborating and leading, and emerging technology trends like smaller mobile devices, self-driving cars, and digital tattoos. Videos are recommended for educators to stay informed on technology integration and innovations impacting K-12 students.
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
The Science of Learning: implications for modern teachingDerek Wenmoth
Keynote presentation to the Educational Leaders hui Kōkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
Let's push some boundaries for education in the futureDerek Wenmoth
Workshop slides from my presentations at the Masterton Schools TOD on Tuesday 4 June, 2024. Focusing on providing tools and strategies for teachers to use when looking to become more future focused in their work, and anticipate the changes ahead etc.
Dynamic Education Leadership in a Changing WorldDerek Wenmoth
Keynote presentation to the Manawatu Principals Association, May 2024. Explores three key questions about principalship as a system leadership responsibility.
Agency By Design Masterclass - USBE, March24Derek Wenmoth
Slides used for the USBE Masterclass held in Salt Lake City, March 2024. This masterclass used a variety of activities to engage participants in unpacking the contents of the book: Agency By Design: An Educator's Handbook.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
This document discusses pushing boundaries in education. It introduces Ultralab, an educational research institute dedicated to working at the "bleeding edge" of technology in education. Several projects aimed at pushing boundaries on issues like equity, inclusion, and learner agency are mentioned. The document argues that traditional models of schooling focused on compliance and conformity must change. It suggests envisioning education that truly prepares students for the future in inclusive, equitable ways focused on discovery and learning rather than fear of failure. Educators are empowered to transform education by nurturing their own growth and believing in students' potential.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
This document outlines a framework for facilitating friction-free transformation in organizations. It is presented over three stages: 1) Build buy-in by engaging others, eliminating resistance, and mapping the landscape. 2) Remove roadblocks by overcoming inertia, generating confidence, and removing "sludge". 3) Embrace experimentation by scaling, sharing, and sustaining changes through a culture of experimentation, subtraction of unnecessary processes, and sharing of successes. Each stage contains modules to break challenges into tasks and tools to dissolve resistance. The goal is to establish an environment where transformation can occur through distributed, community-driven efforts rather than traditional bureaucratic change programs.
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
Learners as Leaders in a Changing WorldDerek Wenmoth
This document discusses the need for change in education systems to better prepare learners for an uncertain future. It promotes seeing possibilities instead of problems, sharing ownership of learning between teachers and students, and developing students as leaders rather than followers. The document argues that education must leverage digital tools to create a coherent learning experience both in physical and online spaces. It provides examples of making the learning process transparent, giving students control over their learning, and assessing their ability to thrive in an interconnected world. The overall message is that simply continuing traditional education is depriving young people of their future and true innovation is needed to develop learners who can face disruption and create positive change.
DLL -Shifting the Ownership of LearningDerek Wenmoth
Slides used in the Insight workshop at the NPDL Deep Learning Lab in Anaheim, April 2023. The focus of the workshop was on the shifts we need to make in order to enable truly agentic learning in our schools and classrooms.
Deep learning innovation in challenging timesDerek Wenmoth
Mobilizer presentation to the NPDL Deep Learning Lab (DLL) in Anaheim, April 2023. Explores the innovative approaches taken by three New Zealand teachers when classes were disrupted by COVID and extreme weather events.
The document outlines the goals and key discussions from a professional development day for teachers at Cashmere Ave School. It began with reflections on the previous day's learning. The goals for the current day were then presented: to understand the New Zealand Curriculum, Te Whare Tapa Whā model, and the Understand-Know-Do framework; to apply these understandings to Cashmere Ave's existing curriculum; and to identify collaboration plans for 2023. Various curriculum topics were then unpacked and applied using the Understand-Know-Do structure, including the school's values connected to Te Whare Tapa Whā. Teachers provided a review of their learning and an evaluation was conducted at the end.
This document summarizes a professional development session for teachers focused on student-centered learning. The session covered several key topics:
1. The history of standardization in education and a move towards understanding each student's "jaggedness".
2. Understanding what motivates students and giving them more choice, control, challenge and collaboration in their learning.
3. Getting to know students on a personal level to better support their learning and development.
4. Framing student wellbeing and learning as interconnected, and the importance of teacher empathy, compassion and high expectations.
The document discusses shifting the ownership of learning to students to develop learner agency. It identifies ten conditions for learner agency, including having learners at the center of their learning, building relationships and partnerships, developing cultural responsiveness, empowering leadership, viewing teaching as inquiry, ensuring curriculum and pedagogy support agency, using assessment for and of learning, integrating technology, and creating innovative learning environments. The document encourages reflecting on which conditions to act on and provides resources to develop strategies that give students more control and ownership over their learning.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Ko Wai Au - Culturally Responsive EducationDerek Wenmoth
The document discusses the history of education for indigenous peoples in New Zealand (Māori) and North America (Native Americans/First Nations). It describes how traditional indigenous systems of learning were replaced by colonial education systems aimed at cultural assimilation through suppressing indigenous languages and cultures. Specific practices discussed include banning te reo (the Māori language) in NZ schools, cutting indigenous children's hair, and renaming them with English names in boarding schools. The cumulative impact of these policies was devaluing of indigenous knowledge and inequitable educational and life outcomes for indigenous youth.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
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.
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.
(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
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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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.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
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.
3. Overview
1. Changing role of teachers and learners
2. Internet capable, mobile devices for learning
3. Globalised learning
4. Ubiquitous compuGng
5. Cyber ciGzenship
6. Digital literacy
7. Open educaGon resources
8. Cloud compuGng
9. Advanced networks and school ‘loops’
10. Assessment pracGces
5. Changing role of learners
Once they were… Now they are…
• Consumers • Creators
• Contributors
• Communicators
• Collaborators
• Coordinators
In an “architecture of
par0cipa0on”
6. Competing philosophies
Philosophy A Philosophy B
EducaGon Broken, but can be fixed Long term investment in the
(quickly) future
Technology Drives change Enables, supports and
accelerates change
Teachers Another problem to be fixed Supported professionals
Learners The future workforce More than just the future
workforce
InnovaGon Let a thousand flowers Got to be scalable and
flourish sustainable
Success Input targets and aXainment Wider long‐term benefits
Curriculum Don’t trust teachers ‐ Guidance and support for
‘package’ it up teachers
7. Instructional coherence
“…teachers’ success in
making coherent
instrucGonal decisions
depends on developing a
posiGon or stance on six
dimensions :
1.knowledge,
2. professionalism,
3. collaboraGon,
4. instrucGon,
5. agency,
6. authority,
‐ that is focused on
learning and the learner.”
8. Teacher roles in a networked learning
environment
1. Amplifying
2. CuraGng
3. Wayfinding and socially‐driven sensemaking
4. AggregaGng
5. Filtering
6. Modelling
7. Persistent presence
http://www.connectivism.ca/?p=220
9. Take-aways
• social and technological networks subvert the
classroom‐based role of the teacher ‐ How can we
achieve clear outcomes through distributed
means?
• In what ways do we regard teachers and students
as learners in a dynamic system?
• Is school reform possible without a change in the
role of teachers?
• What sort of conGnuing professional development
is most effecGve for teachers to adapt?
11. Pockets of Potential
More than half of the world’s
populaGon now owns a cell
phone and children under 12
consGtute one of the fastest
growing segments of mobile
technology users in the U.S.
“It is no longer a ques0on of
whether we should use these
devices to support learning, but
how and when, to use them.”
Michael H. Levine
http://joanganzcooneycenter.org/pdf/pockets_of_potential.pdf
12. More than a phone…
• Phone (obviously)
• Appointments Calendar
• Alarm Clock
• Game device
• Music player
• SGll Camera
• Video Camera
• Video player
• Address Book
• To Do List Reminder
• Voice Recorder
• Calculator
• Email Tool
• Text Messenger
• Satellite NavigaGon System
13. • Gartner prediction that mobiles will overtake
PCs as the most common web browsing
device within 3 years -
http://lisadawley.wordpress.com/2010/01/16/
thoughts-about-mobile-learning/
17. Take aways…
• Do you know what the ownership of mobile
technologies is by students at your school?
• What policies do you have in place regarding
the use of mobile technologies in your
school?
• Is your school network prepared to
accommodate student‐owned mobile
devices being connected?
19. Their future?
• Growing up in a world that is
increasingly globalised
• Where interacGons with other
cultures, other languages and other
ways of doing things will be the
norm
• Where the ability to move
smoothly between and among
these contexts will differenGate
those who are successful.
20. Connected
– Able to relate well to others
– EffecGve users of communicaGons tools
– Connected to the land and environment
– Members of communiGes
– InternaGonal ciGzens
Source: NZ Curriculum, 2007
21. Global communications
Modern technologies have reduced, and in
some cases removed the boundaries for
learning.
We now live in a 'globalised' world of
communications, news feeds, interaction
etc. where our actions at a local level have
implications at a global level.
22. Borderless learning
Our education is no longer confined to the
school we live in - we can access
courses/subjects from almost anywhere
and at any time. The world is our
classroom! Global connectivity now
enables student driven niche learning
projects - if schools and teachers allow
and enable them to happen.
23. Global awareness
Putting learning in a global context
involves supporting young people to make
sense of their lives by understanding the
global interconnections we all have. It
helps pupils understand how they are
affected by events around the world and
to recognise that what they do affects
people and the environment in other
countries. This learning can help counter a
sense of helplessness in the face of ‘global
forces’.
24. Take-aways
• How are the issues of being a part of a global
village reflected in your school; in the student
body, in the programmes of learning?
• In what ways are ICTs being used in your school to
enable parGcipaGon in the global classroom?
• Do you agree that global learning can help counter
the sense of helplessness in the face of ‘global
forces’.
28. Take-aways…
• How do your programmes of learning enable
students to conGnue learning outside of the
classroom and school hours?
• To what extent are staff and students able to go
online anywhere in your school environment?
• What expectaGon do you, your staff, your students
have of being able to connect to the internet at
any Gme, from anywhere, with any device?
30. What’s it all about?
• Digital CiGzens will adapt
their exisGng knowledge to
face new challenges.
• Digital CiGzens make their
own decisions on how much
risk they will expose
themselves to.
• Digital CiGzens contribute
to the safety of their fellow
ciGzens.
http://blog.netsafe.org.nz/2010/02/22/is-digital-citizenship-just-marketing-spin/
31. What are the issues?
• Sharing personal • FuncGoning effecGvely in
informaGon a digital world
– Skills
• Online predators
– Knowledge
• Inappropriate content – Integrity
• Piracy • Being discriminaGng
• Social networks • Social parGcipaGon
• Cyber‐bullying • Social responsibility
35. Take-aways…
• Are your school cyber safety policies based
on ignorance and fear, or understanding?
• How are the pracGces of cyber ciGzens being
modelled in your school?
• What would be the response of your staff to
a breakdown in this area?
38. 21st Century learners need to…
• Develop proficiency with the tools of technology
• Build relaGonships with others to pose and solve problems
collaboraGvely and cross‐culturally
• Design and share informaGon for global communiGes to
meet a variety of purposes
• Manage, analyze and synthesize mulGple streams of
simultaneous informaGon
• Create, criGque, analyze, and evaluate mulG‐media texts
• AXend to the ethical responsibiliGes required by these
complex environments
41. General Principals - OER
• free, or very nearly free,
• easy to use, get and pass around,
• editable so teachers can customize content,
• cross-platform compatible,
• printable,
• and accessible so it works with adaptive technology.
44. Take-aways…
• What use do your and your staff currently
make of open educaGon resources
• Do you have policies and pracGces in place
regarding the use of resources obtained
online?
• Do you have policies and pracGce in place
regarding the development and sharing of
student and teacher created resources?
50. Advantages to schools
• Reduced capital outlay
• Reduced support costs
• Expert support
• AutomaGc sorware updates
• Addresses licensing issues
• Back‐up and fail‐over
• Ubiquitous access
• CollaboraGon potenGal
51. Take aways
• How would you describe the concept of the
cloud to your staff or board of trustees?
• What do you understand to be the
advantages and risks of storing school data
in the cloud?
• What services currently owned and
managed by your school would most easily
be provided in the cloud?
53. What is an advanced network?
• An Advanced Network is a very high speed communicaGons
network of regional “meet me” points (referred to as
GigaPoPs) that are in turn linked to internaGonal networks.
• They typically use opGcal fibre infrastructure as opposed to
copper wire telephone network systems such as those used
by ADSL (Asymmetric Digital Subscriber Line).
• Advanced Networks are also know as Next GeneraGon
Internet (NGI) networks and, in the USA, as Internet2.
54. What makes an AN different?
• An Advanced Network offers significantly greater
access speed:
– Dial up connecGon ‐ around 50kbit/sec (50,000 bits per
second)
– 'High Speed' internet ‐ typically 2.5Mbit/sec (2.5 million
bits per second)
– Advanced Network ‐ from 1Gigabit/sec (1000 million
bits per second) forecast to rise to around 40Gbit/sec
within the next few years.
59. Take-aways…
• Do you know how much your current ICT
systems actually cost (including staff Gme
for support and maintenance etc?)
• Are you acGvely seeking to work with
local/regional councils and business groups
to find soluGons in your area?
• Who in your school/community is charged
with understanding and leading this?
62. Methods of assessment
All assessment involves making comparisons:
• Standards‐based assessment
– Compares with an established standard
• Achievement‐based assessment
– Uses progressively more demanding descriptors
• Competency‐based assessment
– Must meet pre‐determined level of competency
• Norm‐reference assessment
– Compares achievement of a specified group of learners
63. Key Principles
• Purpose should always be explicit
• Best interests and progress of students paramount
• Should be an integral part of the learning process
• InformaGon should be shared with the student at the Gme
of the event – or shortly arerwards
• Form of assessment should be appropriate for the
knowledge, skills, attudes to be assessed
• Takes into account learning styles and cultural expectaGons
64. Planning for assessment
• Purpose – diagnosGc, formaGve, summaGve?
• ObjecGves – what objecGves are being assessed?
• Methods – how can the evidence be obtained?
• Task – what will the learner do to demonstrate?
• Recording – how will the informaGon be collected, analysed, recorded?
• ReporGng – how/when will feedback be given?
67. Take-aways
• What are the range of diagnosGc, formaGve
and summaGve assessment pracGces you
currently use in your school?
• Which of these could be or are enabled by
the smart use of ICTs?
• How are you using data to support reporGng
of student progress against naGonal
benchmarks?