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.
ICT in Practice Technology and Education Online Magazine Issue 8Yasemin Allsop
ICT in Practice is an online education and technology magazine. It contains articles about mobile learning, game based learning, digital literacy, computing, coding and much more. The magazine is non-profit and created by educators from around the world.
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.
New Research: Digital Tools and Personalized Learning, Today and TomorrowDreamBox Learning
This web seminar provided an overview of digital tools and personalized learning. It discussed key findings from the Speak Up research project, including how students, teachers, and administrators are using technology to support learning. It also looked at trends in blended learning, online learning, mobile learning, and the use of digital games and adaptive software in K-12 classrooms. Examples were given of how different districts are implementing these tools to enhance instruction.
This document provides definitions and examples of digital literacy. It defines digital literacy as having working knowledge of current digital technologies and the ability to use them to locate, organize, and create information digitally. It describes digital literacy as a component of information literacy and provides examples of digital technologies like the internet, computers, and cell phones. It also discusses the history and importance of digital literacy for teachers and students.
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.
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.
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).
The document discusses using digital tools like a Book Rap to create collaborative online learning environments. It explains that today's students need skills to navigate the vast amount of online information critically and design their own digital learning spaces. A Book Rap allows students to curate resources, learn copyright and attribution, reference materials, engage in reflective learning, and use tools like embedding multimedia. This helps teach digital citizenship, inquiry skills, and engage students with topics like Australian history in a relevant online context.
Digital media and technology are ubiquitous in the lives of today's youth ("Gen M" and "Gen Z"). Nearly all youth use cell phones, laptops, and the internet, with many engaging in social networking, online shopping, and digital remixing. Educators must help youth develop new 21st century literacies and skills for collaborative learning using digital and cross-cultural approaches. Curricula are emerging that leverage youths' engagement with digital media to explore issues of power and messaging in a standards-aligned but non-neutral way through tools like video, storytelling, and documentary. Digital technologies can bridge cultural relationships, though ensuring youth remain connected to their own cultures remains important.
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 potential of mobile learning to transform education. It explores how mobile technologies can help address issues like the digital divide, and enable learning that is personalized, contextual, collaborative and lifelong. Examples are provided of several projects that used mobile phones and location-aware apps to support situated, authentic and socially-connected learning in both formal and informal settings. The document encourages reflection on how mobile approaches could be adopted in other contexts.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
The document discusses how information and communication technologies (ICT) are changing education. It finds that ICT have had a positive impact on education, especially higher education, by making learning more accessible and flexible. While face-to-face instruction remains important, online and blended learning are gaining ground. Younger students, known as the "Net Generation", are heavily using technologies and have different learning needs and expectations. Effective implementation of ICT in education requires aligning technologies with pedagogical approaches. Looking ahead, education will increasingly focus on collaborative and personalized learning supported by more visual and ubiquitous technologies.
From Passive User To Active ParticipantKevin Hodgson
The document discusses how Web 2.0 technologies like blogs, wikis, podcasting, video sharing, and social networking can be used in education to encourage collaboration, creativity, and global awareness. It provides examples of how these tools have been used successfully in classrooms and argues that students today need 21st century skills like communication, problem solving, and digital literacy that Web 2.0 is well-suited for developing. While some teachers may fear trying new technologies, the document urges embracing them for benefits to student learning.
Trends in technology and media continuation of lesson 5miss yhda
The document discusses various trends in educational technology including the continuing role of traditional media alongside new technologies, evolving uses of computers in schools, expanding distance education and mobile learning, and emerging technologies like digital cameras, e-books, blogs, and wikis. It also examines changing teacher roles and the potential for technologies like pedagogical agents and charter schools to impact education.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
This document discusses the changing role of education and teachers in the 21st century due to advances in information and communication technologies (ICT). It notes that skills like problem solving, communication, and lifelong learning will be increasingly important compared to memorization. Teachers will act as guides rather than sole sources of knowledge. ICT allows for unlimited access to information, interactive and individualized learning, and opportunities for collaboration. Examples are given of learning management systems and useful educational websites that take advantage of ICT.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
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.
This document discusses digital citizenship and its applications for English language teaching. It defines digital citizenship as the norms of behavior regarding technology use. The 9 elements of digital citizenship are outlined, including digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, and security. The role of teachers is to foster digital citizenship skills like critical thinking, ethical use, and understanding social reasons for technology policies. Examples of how to teach digital media safety, raise awareness of digital footprints and reputation, and foster literacy competencies like copyright are provided. Developing a culture of online interaction and sharing relevant experiences can help students become safe and effective digital communicators.
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 discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
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.
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 provides an overview of Common Sense Media's Digital Passport program. The Digital Passport is a free, interactive curriculum that teaches digital literacy and citizenship skills to 3rd-5th grade students. It covers topics like privacy, security, cyberbullying, and more through mini-games. Students earn badges for completing modules and can print a certificate upon finishing all topics. The document discusses implementing Digital Passport in a school library and the resources available to educators to support digital citizenship education.
This document summarizes trends in eLearning and provides guidance for schools. It discusses how technology can enhance pedagogy by facilitating connections, shared learning, and supportive environments. It also outlines changing student and teacher roles, issues of cyber citizenship, and emerging technologies like mobile learning and cloud computing. The document advocates developing a shared eLearning vision and focusing on collaborating with other schools while supporting student learning.
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.
The document discusses the need for increasing literacy through Web 2.0 technologies in order to prepare students for the 21st century. It notes that today's students are digital natives who are comfortable with technologies like social media, videos, and multi-tasking. However, they still need to develop true digital and visual literacy. The document advocates for teachers to develop these literacies by using participatory media, embracing a remix culture in the classroom, and becoming 21st century educators themselves.
Empowering teenagers for a safer usage of Social Media in the family and in the schools. (PPT by Manuel Villalobos)
An educational program:
• to Promote the rights of teenagers through a training program in the use of the media.
• to Empower their character for a safer usage of Social Media in the family and in the schools.
• to make Sustainable their relation with ICT
Educational Futures: personalisation, privatisation and privacy debbieholley1
The document discusses several key trends in education for the class of 2030 including increased personalization of learning through tools like AI and collaboration platforms, the growing role of private industry in education, and important issues around student privacy with emerging technologies like augmented and virtual reality. Personalized learning approaches using data about student progress and tailored content will be important while balancing student privacy and appropriate use of student data. Strong policies and design approaches will be needed to ensure new technologies enhance education without compromising privacy or well-being.
EdTech World Forum 2022
In this presentation, Professor Debbie Holley reflects on the digital solutions proposed to scale and solve our digital educational requirements of the future. What are the challenges and opportunities afforded by technologies, and who will benefit and how? In a time where education becoming increasingly commercialised, what are the changing balances between public and private funding, the requirements for a different set of workforce skills, and the needs of those wishing to access education? The recent pandemic has resulted in rapid change and innovation, and the contested role of where learning will take place is receiving unprecedented attention.
This document discusses how Web 2.0 technologies and participatory culture can support 21st century learning. It outlines the learning profile of digital natives and describes national educational technology standards. Web 2.0 applications like RSS feeds, blogs, wikis and social networking are presented as tools that can engage students by allowing creation, collaboration and participation online. The document advocates harnessing these technologies to develop skills like communication, research, problem solving and digital citizenship.
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 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.
How to Handle the Separate Discount Account on Invoice in Odoo 17Celine George
In Odoo, separate discount account can be set up to accurately track and manage discounts applied on various transaction and ensure precise financial reporting and analysis
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.
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.
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 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.
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.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
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.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
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
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. Teacher roles in a networked learning
environment
1. Amplifying
2. CuraGng
3. Way‐finding and socially‐driven
sense‐making
4. AggregaGng
5. Filtering
6. Modelling
7. Persistent presence
http://www.connectivism.ca/?p=220
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.”
10. 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?
12. 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
13. 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 (ref: GPSXC.)
14. • 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/
www.engadget.com/.../gartner-forecasts-phones-overtaking-pcs-as-most-common-web-brows/
18. 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?
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
23. Where will this take us?
hkp://www.ted.com/talks/hans_rosling_on_global_populaGon_growth.html
24. 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.
25. 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.
26. 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’.
28. 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’.
32. 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?
34. 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/
35. 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
39. 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?
42. 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
• Akend to the ethical responsibiliGes required by these
complex environments
45. 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.
48. 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?
53. Benefits to schools
Backup and Automatic
failover software
Reduced updates
capital
outlay
Ubiquitous
Reduced access
support costs
Expert Addresses
support Collaboration licensing
potential issues
54. 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?
56. 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.
63. 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?
66. 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 aterwards
• Form of assessment should be appropriate for the
knowledge, skills, autudes to be assessed
• Takes into account learning styles and cultural expectaGons
67. Two key issues
1. How to cater for a personalised approach
to learning and assessment, including
diagnosGc, formaGve and summaGve
pracGces
2. How to record assessment data and
evidence in an ongoing manner.
68. Role of ICTs in assessment
• Large‐scale, generaGve standardised
tests ‐ eg e‐asTTtle
• Next‐step suggesGons ‐ eg MathleGcs
• Tracking contribuGons ‐ eg wikis
• Customisable‐ eg online quizzes and
surveys
• Personalising assessment ‐
eg e‐porvolios
69. 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?
This presentation will provide a ‘birds-eye’ view of ten trends that we’re likely to see impact on our use of ICT in education in NZ through 2010. These trends are posted on the CORE website, and will form the basis of ongoing discussion during the year as we see and experience the impact of them.
A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer. Most importantly, the teacher offers a narrative of coherence of a particular discipline. Selecting a textbook, determining and sequencing lecture topics, and planning learning activities, are all undertaken to offer coherence of a subject area. Instructional (or learning) design is a structured method of coherence provision.
Technology - constantly changing, understanding of hardware, software, applications, student use etc Curriculum (content) - inquiry, thinking, competencies, 21st century learning Pedagogy - literacy, assessment, collaboration etc
There are now more hand-helds sold world-side every year than desktops, and in New Zealand there are now more mobile phones sold than the size of our population!
Mainframes - computers shared by lots of people Personal - individual owned and use Ubiquity - computers fade into the background of our lives - learning anywhere, from any device, at any time