Learner at the Center of a Networked World
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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
DESIGN EDUCATION for SUSTAINABILITY (I) a Survey of Product Design Students’ Attitude Toward Environmental Consciousness
Research report Received January 12, 2016; Accepted May 30, 2016 DESIGN EDUCATION FOR SUSTAINABILITY (I) A Survey of Product Design Students’ Attitude Toward Environmental Consciousness Edilson Shindi UEDA* * Chiba University Yayoi-cho 1-33, Inage-ku, Chiba 263-8522, Japan Abstract: In order to disseminate and promotion of design education in the sustainable (DES) context in the academic and professional field, this research introduces the theoretical study of DES and a case study of 620 product design students' attitude, knowledge and viewpoint toward environmental consciousness. According to the results of the survey, the students' strong consideration of socio-cultural principles is the most important factor for solution of the present environmental issues, showing a pro- environmental consciousness that was also evident in the students' capacity as consumers since they consider environmental aspects when purchasing products. The majority of 491 students who did not receive environmental education expressed a strong desire to receive environmental information, with the primary topics related to examples of environmentally friendly products (eco-products). Key words: EcoDesign, Design Education for Sustainability, Environmental Education 1. Introduction figures in product and services development for many The main title of this study is part of a series related to companies. Industrial designers play a significant role in design education for sustainability (DES), which is a new seeking alternative solutions to the wasteful lifestyles of field for industrial design educators and design professionals contemporary society, and in influencing positive change [1-4]. through the creation of more responsible goods and services. The objective of the series is to disseminate and promote Toward those facts, experts [8-9] have stressed that current design education in a sustainable context in the academic design education should be redirected to the development and professional fields. -
Best Practices for Using Technology with Multilingual Families Toolkit
Best Practices for Using Technology with Multilingual Families Toolkit 2020 BEST PRACTICES FOR USING TECHNOLOGY WITH MULTILINGUAL FAMILIES TOOLKIT 2020 Gayle Pauley Assistant Superintendent of Special Programs and Federal Accountability Prepared by: Alyssa Ibañez, Title I, Part A and Learning Assistance Program (LAP) Program Supervisor [email protected] | 360-725-6172 Guadalupe “Lupe” Ledesma, Migrant Education Program Supervisor [email protected] | 360-725-4464 Shannon Martin, Bilingual Education Program Supervisor [email protected] | 360-725-4476 Penélope Mena, Title I, Part A and Learning Assistance Program (LAP) Program Supervisor [email protected] | 360-725-6069 Minerva Pardo, West Valley Yakima School District Family Engagement Coordinator [email protected] | 509-972-5547 Sylvia Reyna, Migrant Education Program Supervisor [email protected] | 360-725-4474 Page | 2 TABLE OF CONTENTS Introduction ......................................................................................................................................................................... 4 Notes ...................................................................................................................................................................................... 5 The Multilingual Adult Learner ..................................................................................................................................... 6 Knowles’ Six Key Characteristics of Adult Learners .............................................................................................. -
Los Angeles Institute of Architecture and Design
CATALOG Los Angeles Institute of Architecture and Design 3580 Wilshire Blvd. Suite 1180. Los Angeles, CA 90010 www.laiad.com 213 251 4500 January 1, 2018 – December 31, 2018 Page 1 of 28 TABLE OF CONTENTS MISSION & OBJECTIVES ................................................................................................................ 4 STATE OF CALIFORNIA .................................................................................................................. 4 FACILITIES AND EQUIPMENT ........................................................................................................ 4 ADMISSION POLICIES AND PROCEDURES ................................................................................. 5 FOREIGN STUDENTS .......................................................................................................... 5 NON-DISCRIMINATION POLICY .......................................................................................... 5 NOTICE CONCERNING TRANSFERABILITY OF CREDITS AND CREDENTIALS EARNED AT OUR INSTITUTION: .......................................................................................................................... 6 TRANSFERABILITY OF CREDIT TO LAIAD ................................................................................... 6 LICENSURE ...................................................................................................................................... 6 PROGRAMS .................................................................................................................................... -
ESL And/Or Bilingual Education
Endorsement or Approval in ESL and/or Bilingual Education Are you a committed licensed teacher who is excited about making the educational landscape more inclusive for English language learners? Earn an approval or endorsement in ESL and/or Bilingual Education at Dominican University. Our country’s learning communities are increasingly diverse, and more and more districts are requiring teachers to obtain this endorsement. Dominican offers a convenient and affordable route to earning this high-demand endorsement and/or approval. Many districts have an immediate need for educators with these credentials. If you have a valid Learning Behavior Specialist (LBS) I endorsement on your current educator license, you are eligible to complete an English as a Second Language or Bilingual approval. The difference between the approval (9 semester hours) and the endorsement (18 semester hours) is that the approval allows individuals with an LBS I endorsement the ability to work with English language learners who hold an Individualized Education Plan (IEP); whereas, the full endorsement applies to the full age range that you are endorsed to teach. Upon completion of the endorsement, you will have the option to take additional coursework and earn a Master of Arts in Education degree. Our Program was Designed with Busy Our Faculty Is Here for You Educators in Mind • You will receive mentorship throughout the program • Courses are completed online in 7.5-week sessions. from a faculty advisor. • Individual courses are implemented asynchronously: you • Courses are taught by experienced experts in the ESL/ don’t need to be logged into the computer at a set time Bilingual field. -
Education for Adult English Language Learners in the United States
Education for Adult English Language Learners in the United States Trends, Research, and Promising Practices CAL-002-V7.indd 1 03/2/2010 8:01:08 AM CAL-002-V7.indd 2 03/2/2010 8:01:08 AM Education for Adult English Language Learners in the United States Trends, Research, and Promising Practices CAL-002-V7.indd 1 03/2/2010 8:01:10 AM This work is in the public domain and may be reprinted and distributed without permission. Printed in the United States of America Copyediting: Vickie Lewelling and Julia Bozzolo Design and layout: Frank Sheehan, based on original design by Pottman Design The preparation of this paper was supported with funding from the U.S. Department of Edu- cation (ED), Office of Vocational and Adult Education, under Contract No. ED-07-CO-0084. The opinions expressed in this paper do not necessarily reflect the positions or policies of ED. Suggested citation: Center for Applied Linguistics. (2010). Education for adult English language learners In the United States: Trends, research, and promising practices. Washington, DC: Author. Table of Contents Acknowledgments .............................................................................................................. V Executive Summary ........................................................................................................VII I. Overview ...................................................................................................................1 II. The Foreign-Born Population in the United States ..................................................3 -
The Culture of Wikipedia
Good Faith Collaboration: The Culture of Wikipedia Good Faith Collaboration The Culture of Wikipedia Joseph Michael Reagle Jr. Foreword by Lawrence Lessig The MIT Press, Cambridge, MA. Web edition, Copyright © 2011 by Joseph Michael Reagle Jr. CC-NC-SA 3.0 Purchase at Amazon.com | Barnes and Noble | IndieBound | MIT Press Wikipedia's style of collaborative production has been lauded, lambasted, and satirized. Despite unease over its implications for the character (and quality) of knowledge, Wikipedia has brought us closer than ever to a realization of the centuries-old Author Bio & Research Blog pursuit of a universal encyclopedia. Good Faith Collaboration: The Culture of Wikipedia is a rich ethnographic portrayal of Wikipedia's historical roots, collaborative culture, and much debated legacy. Foreword Preface to the Web Edition Praise for Good Faith Collaboration Preface Extended Table of Contents "Reagle offers a compelling case that Wikipedia's most fascinating and unprecedented aspect isn't the encyclopedia itself — rather, it's the collaborative culture that underpins it: brawling, self-reflexive, funny, serious, and full-tilt committed to the 1. Nazis and Norms project, even if it means setting aside personal differences. Reagle's position as a scholar and a member of the community 2. The Pursuit of the Universal makes him uniquely situated to describe this culture." —Cory Doctorow , Boing Boing Encyclopedia "Reagle provides ample data regarding the everyday practices and cultural norms of the community which collaborates to 3. Good Faith Collaboration produce Wikipedia. His rich research and nuanced appreciation of the complexities of cultural digital media research are 4. The Puzzle of Openness well presented. -
The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers’ Success and Self-Efficacy Beliefs
South African Journal of Education, Volume 37, Number 3, August 2017 1 Art. # 1395, 17 pages, https://doi.org/10.15700/saje.v37n3a1395 The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs Cigdem Hursen and Didem Islek Division of Curriculum and Instruction, Ataturk Faculty of Education, Near East University, Turkey [email protected] The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the implementation of the education programme. The study, which utilised a mixed method of qualitative and quantitative data collection, lasted for seven weeks. The results demonstrate that the developed programme is effective. At the end of the study, a significant difference was revealed in terms of the participant teachers’ knowledge and skills regarding the approach as well as their self-efficacy belief levels in relation to the use of museums and the outdoors as teaching environments. Face-to-face interviews conducted with the teachers who participated in the experimental practice revealed that they were satisfied with the experience. Keywords: Edmodo; mixed method; school-based outdoor education; teacher’s views; visual art Introduction Outdoor education in teaching and learning is being increasingly used as an effective approach for the realisation of activities related to active learning and for the instruction of abstract concepts (Bilasa & Arslangilay, 2016; Çelik & Kasapoğlu, 2014; Öztürk Aynal, 2013; Preston, 2014; Price, 2015). -
Privacy Included: Rethinking the Smart Home
Internet Health Report *Privacy Included: Rethinking the Smart Home Special Edition November 2019 1 Internet Health Report Special Edition Internet Health Report *Privacy Included: Rethinking the Smart Home Special Edition November 2019 2 Internet Health Report Special Edition Credits Editorial team: Solana Larsen, Sam Burton, Kasia Odrozek, Stefan Back, Jairus Khan Illustrations: Xenia Latii Print design: Agency of None Thank you to all the topic experts and allies from a wide variety of disciplines who generously contributed ideas to this publication through interviews and in writing. Stefan Baack, Owen Bennett, Cathleen Berger, Peter Bihr, Ashley Boyd, Lyall Bruce, Georgia Bullen, Sam Burton, Jen Caltrider, Bofu Chen, Irvin Chen, Kelly Davis, Selena Deckelmann, Ame Elliott, Felipe Fonseca, Ben Francis, Kathy Giori, Tony Gjerulfsen, Davide Gomba, Max von Grafenstein, Lisa Gutermuth, Jofish Kaye, Jairus Khan, Solana Larsen, Xenia Latii, Ben Moskowitz, Kasia Odrozek, Steve Penrod, Abigail Phillips, Bobby Richter, Becca Ricks, Chris Riley, Jon Rogers, Christiane Ruetten, Nicole Shadowen, Genia Shipova, Kevin Su, Peyton Sun, Mark Surman, James Teh, Michelle Thorne, Sofia Yan, Tammy Yang, Sarah Zatko Copyright Rights and Permissions: This work is available under a Creative Commons Attribution 4.0 International license (https://creativecommons.org/licenses/by/4.0/), excluding the six product images displayed on pages 9, 13, and 13, which are owned by third parties. Under this license, you are free to copy, redistribute, and adapt the material, even commercially, under the following terms: Attribution — Please cite this work as follows: Mozilla, Internet Health Report *Privacy Included: Rethinking the smart home. CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/) Adaptations — If you remix, transform, or build upon this work, please add the following disclaimer along with the attribution: “This is an adaptation of an original work by Mozilla. -
Exploring Teachers' Use of Technology in Classrooms
GIST EDUCATION AND LEARNING RESEARCH JOURNAL. ISSN 1692-5777. NO. 6, NOVEMBER 2012. pp. 97-110 Exploring Teachers’ Use of Technology in Classrooms of Bilingual Students1 Mayra C. Daniel and John E. Cowan2* Northern Illinois University Abstract This article presents results of an investigation that documents teachers’ perceptions of the contribution of technology use in classrooms of bilingual learners. Study questions asked how teachers perceive teacher-made digital movies impact learning, and what situational factors delimit technology infusion. Data gathered in focus groups and surveys indicate teachers perceive appropriate technology gives bilingual students greater access to academic language. Results strongly suggest that school administrators control access to technology. Keywords: Technology, multi-modal instruction, bilingual learners, academic language Resumen Es articulo presenta los resultados de una investigación sobre las percepciones que tienen los docentes frente a la contribución de la tecnología en el aprendizaje de estudiantes bilingües. Las preguntas de investigación pretenden conocer la apreciación de los docentes sobre el uso de material digital diseñado por ellos mismos, el impacto que estos generan en el aprendizaje de los estudiantes y los factores situacionales que limitan el uso de la tecnología. Los datos obtenidos a través de los grupos focales y las encuestas aplicadas a los participantes revelan que los docentes perciben que el uso adecuado de la tecnología permite a los estudiantes bilingües ampliar el acceso al lenguaje académico. Los resultados sugieren que los directores de las escuelas controlan el uso de la tecnología. Palabras Claves: tecnología, enseñanza multimodal, estudiantes bilingües, lenguaje académico. 97 1 Received: July 28th, 2012 / Accepted: August 15th, 2012 2 Email: [email protected], [email protected] No. -
Creating Trustworthy AI a Mozilla White Paper on Challenges and Opportunities in the AI Era
Creating Trustworthy AI a Mozilla white paper on challenges and opportunities in the AI era December 2020 Draft v1.0 foundation.mozilla.org Established in 2003, guided by the Mozilla Manifesto, the Mozilla Foundation believes the internet is a global public resource that must remain open and accessible to all. The Mozilla Foundation is a not-for-profit organization that exists to support and collectively lead the open source Mozilla project. It views its work as part of a global movement for a digital environment that aims at putting people in charge of their own data and that makes the internet a more democratic place by mobilizing a critical mass of conscious internet users. Many staff, fellows, and allies of Mozilla generously contributed data and ideas alongside countless readers who participated. The report was written by Becca Ricks and Mark Surman. Contributing authors included: Abigail Cabunoc Mayes; Ashley Boyd; Brandi Geurkink; David Zeber; Frederike Kaltheuner; Ilana Segall; J.Bob Alotta; Jane Polak Scowcroft; Jess Stillerman; Jofish Kaye; Kevin Zawacki; Marshall Erwin; Martin Lopatka; Mathias Vermeulen; Muriel Rovira Esteva; Owen Bennett; Rebecca Weiss; Richard Whitt; Sarah Watson; and Solana Larsen. This work is licensed under the Creative Commons Attribution 4.0 (BY) license, which means that the text may be remixed, transformed and built upon, and be copied and redistributed in any medium or format even commercially, provided credit is given to the author. For details go to http://creativecommons.org/licenses/by/4.0/ Creative Commons license terms for re-use do not apply to any content (such as graphs, figures, photos, excerpts, etc.) not original to the Open Access publication and further permission may be required from the rights holder. -
Public Wikis: Sharing Knowledge Over the Internet
Technical Communication Wiki : Chapter 2 This page last changed on Apr 15, 2009 by kjp15. Public Wikis: Sharing Knowledge over the Internet What is a public wiki? A public wiki refers to a wiki that everyone can edit, that is, it is open to the general public on the Internet with or without a free login. Anyone is welcome to add information to the wiki, but contributors are asked to stay within the subject area, policies, and standards of the particular wiki. Content that does not relate to the subject or is not of good quality can and will be deleted by other users. Also, if a contributor makes a mistake or a typo, other users will eventually correct the error. Open collaboration by anyone means that multiple articles can be written very fast simultaneously. And, while there may be some vandalism or edit wars, quality of the articles will generally improve over time after many editors have contributed. The biggest public wiki in the world, with over 75,000 contributors, is Wikipedia, "the free encyclopedia that anyone can edit" [1]. Wikipedia has over 2.8 million articles in the English version, which includes over 16 million wiki pages, and is one of the top ten most popular websites in the United States [2]. There are versions of Wikipedia in ten different languages, and articles in more than 260 languages. Wikipedia is operated by the non-profit Wikimedia Foundation [3] which pays a small group of employees and depends mainly on donations. There are also over 1,500 volunteer administrators with special powers to keep an eye on editors and make sure they conform to Wikipedia's guidelines and policies.