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Getting Real with the Library
Getting Real with the Library Samuel Putnam, Sara Gonzalez Marston Science Library University of Florida Outline What is Augmented Reality (AR) & Virtual Reality (VR)? What can you do with AR/VR? How to Create AR/VR AR/VR in the Library Find Resources What is Augmented and Virtual Reality? Paul Milgram ; Haruo Takemura ; Akira Utsumi ; Fumio Kishino; Augmented reality: a class of displays on the reality- virtuality continuum. Proc. SPIE 2351, Telemanipulator and Telepresence Technologies, 282 (December 21, 1995) What is Virtual Reality? A computer-generated simulation of a lifelike environment that can be interacted with in a seemingly real or physical way by a person, esp. by means of responsive hardware such as a visor with screen or gloves with sensors. "virtual reality, n". OED Online 2017. Web. 16 May 2017. Head mounted display, U.S. Patent Number 8,605,008 VR in the 90s By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, Attribution, https://commons.wikimedia.org/w/index.php?curid=32899409 By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, By Dr. Waldern/Virtuality Group - Dr. Jonathan D. Waldern, Attribution, Attribution, https://commons.wikimedia.org/w/index.php?curid=32525338 https://commons.wikimedia.org/w/index.php?curid=32525505 1 2 3 VR with a Phone 1. Google Daydream View 2. Google Cardboard 3. Samsung Gear VR Oculus Rift ● Popular VR system: headset, hand controllers, headset tracker ($598) ● Headset has speakers -> immersive environment ● Requires a powerful PC for full VR OSVR Headset ● Open Source ● “Plug in, Play Everything” ● Discounts for Developers and Academics ● Requires a powerful PC for full VR Augmented Reality The use of technology which allows the perception of the physical world to be enhanced or modified by computer-generated stimuli perceived with the aid of special equipment. -
Staff Guide to Google Classroom
Staff Guide to Google Classroom Preston Lodge High School March 2018 Preston Lodge High School Connected Learning Contents Logging in 3 Setting up Google Classroom on your mobile device 4 Google Classroom main pages 5 Creating a class 6 Invite other teachers to a class 6 Archiving and deleting classes 7 Adding students to your class 8 Making an announcement 9 Sharing resources with your classes 10 Creating Assignments 13 Marking assignments 14 Annotating pupil assignments on mobile devices 15 Creating a Question 16 Using Google forms for surveys and assignments 18 Checking responses from Google Forms 21 Reuse a post 22 Communicating with guardians / parents 23 Using Google classroom as a markbook 24 Getting more help 25 Gareth Evans Staff Guide to Google Classroom Page 2 / 26 Preston Lodge High School Connected Learning Logging in To make use of Google Classroom, you need to login to Google using your Edubuzz account. Personal Google Accounts (such as your home @gmail.com account) will not have access to GApps for Education, which includes Google Classroom. Most browsers are compatible with Google Classroom, although Google Chrome is highly recommend. You will find this in the Applications folder on the Desktop of your school computer. Once opened, you can pin it to the taskbar (bar at the bottom of a Windows PC) by right clicking on the icon as selecting Pin this program to taskbar. Internet Explorer, the default browser on school PCs, isn’t the best browser for Google Apps. You can login to Google by visiting http://www.google.com and selecting the Sign in button at the top right of the screen. -
What Is Google Classroom? Google Classroom Is a Class-Organization
What is Google Classroom? Google Classroom is a class-organization platform that incorporates Google's core G Suite (Google Docs, Sheets, Slides, Drive, and other Google products) so students can access everything they need for a class, including assignments, projects, and files. Can my child use a mobile device or tablet to access Google classroom? Absolutely. Like all the other Google apps available, your student can access the full functionality of Google Classroom from virtually any device. How tech savvy do I need to be to help my kid with Google Classroom? If your kids are younger, it's probably a good idea to have some familiarity with Google's G Suite so you can help your kid upload documents, check the calendar, and do other tasks. It also helps to know how the programs work so you can at least describe the problem to a teacher if anything goes wrong. Older kids may not need any help. Google Classroom is designed to be easy to use, and there's lots of online help. How do we get started? The process for setting up your child's account is pretty simple. BCCS sets up the classrooms and invites all students to the right classes. All they have to do is accept the invite. Your child can get into their classroom anytime by going to classroom.google.com. Students may have multiple classrooms for different classes. From their dashboard, they can choose the class they want to view. Once they enter a classroom, students find four tabs at the top of the page. -
Social Studies Classroom Google Maps and Apps to Improve Student Learning
Social Studies Classroom Google Maps and Apps to Improve Student Learning Andrew San Angelo Newtown Middle School Newtown Connecticut Today’s Agenda O Google Classroom O Google Slides and Classroom O Google Map Investigation O Peardeck and Google Classroom O Questions O Making of ... Please join my Google Classroom h8wpad Google Slides How to Analyze Political Cartoons Observe Reflect Question How to Analyze Political Cartoons Observe Reflect Question The Star Spangled Banner Oh, say, can you see, by the dawn's early light, What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars, thro' the perilous fight; O'er the ramparts we watched, were so gallantly streaming. And the rockets red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. Oh, say, does that star-spangled banner yet wave O'er the land of the free and the home of the brave? The Star Spangled Banner Oh, say, can you see, by the _______, What so happy we met at the ______________? Whose wide stripes and _______, thro' the ____ fight; O'er the walls we watched, were so boldly flowing? And the rockets red flash, the bombs exploding in sky, Gave evidence through the evening that our flag was still there. Oh, say, does that colored flag yet flap O'er the land of the free and the house of the heroic? The Star Spangled Banner Oh, say, can you see, by the dawn's early light, What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars, thro' the perilous fight; O'er the ramparts we watched, were so gallantly streaming. -
Tips to Get Started
Dear Friend of NCWIT Counselors for Computing (C4C), In response to a critical need for a larger and more diverse technical workforce, efforts are underway on the national, state, and local levels to increase the number and variety of computer science (CS) learning opportunities available to students. Students with an interest in computer science and the opportunities to develop computer science skills will be prepared to take advantage of the critical and growing needs of the 21st century workforce. The NCWIT Counselors for Computing “See Yourself in Computing” Virtual Reality (VR) Campaign is one of many efforts to foster students’ interest in CS. Thank YOU for doing your part to direct students’ attention to the creative, world-changing fields of computing! Consider these tips and messages as you share VR with your students, and encourage them to give computing a try. TIPS TO GET STARTED *Note: Although we suggest using the VR headsets, these experiences can also be viewed on a laptop or desktop computer. 1. Consider using Google Expeditions. The Google Expeditions app is another tool students can use to explore virtual reality (VR) and augmented reality (AR). Read more about Google Expeditions and learn how you can guide students on a group tour at: https://support.google.com/edu/expeditions/answer/6335098?hl=en. Try These Expeditions: *Note: Users will need to download each Expedition. • Ara the Star Engineer This expedition is based on the book "Ara The Star Engineer." an inspiring, inclusive, and whimsical way to learn about computing from real-life trailblazers. Use the QR Code to the right to view on a VR headset or view online at: https://poly.google.com/view/04kXCpwyoi0. -
Google-Classsroom-FAQ.Pdf
FAQ’s Install Google Classroom on Android devices To use Classroom on your Android device, download the Classroom app from Google Play. 1. On your device, tap Google Play Store. 2. Find and install the Google Classroom app. Install Google Classroom on an iPhone To use Classroom on your iPhone® or iPad®, download the Classroom app from the App Store. 1. On your device, tap App Store. 2. Find and install the Google Classroom app. FAQ’s Sign in for the first time 1. Tap Classroom 2. Tap Get Started. 3. Tap Add account. 4. Enter your students email address and password (Passwords cannot be changed) 5. Enter your password and tap Next. 6. If there is a welcome message, read it and tap Accept. FAQ’s 7. Once logged into Google Classroom you will see a screen, similar to the below, that will list the classes your child has and grade level announcements. 8. To access homework for a particular class just click in that particular classroom. FAQ’s Sign in daily 1. Tap Classroom 2. To log into Google Classroom to check your student’s progress daily, enter your students email address and password (Passwords will be provided to you by your teacher and CANNOT be changed) 3. Once logged into Google Classroom you will see a screen, similar to the below, that will list the classes your child has and grade level announcements. 4. To access homework for a particular class just click in that particular classroom. FAQ’s How to log on from your home computer 1. -
Student Directions for Accessing Google Classroom and Meet
Student Directions for Accessing Google Classroom and Meet Student Directions for Accessing Google Classroom and Meet Getting to Google Classroom Joining a Meet Session Rules for Tools in Google Meet Getting to Google Classroom Students can access Google Meet through their teacher’s Google Classroom. Students can access Google Classroom in three ways. 1. Use the Chrome browser and go to classroom.google.com and login using your @fcpsschools.net account 2. If you are already logged in to G Suite, go to the menu at the top right of your screen and select the Classroom icon. You may need to scroll down to locate the Classroom icon. 3. If your teacher has added a link to Google Classroom to their Blackboard course, you can also go to Google Classroom through your teacher’s course. Joining a Meet Session Once logged into your teacher’s Google Classroom, there are two ways to join a Meet Session 1. Click the link in the Course Banner 2. Go to the Classwork tab and click the Meet icon. If you do not see the above options, your teacher has not enabled Google Meet in their Google Classroom. Rules for Tools in Google Meet Audio: ● Enter Meet with your audio turned off. ● Turn on the microphone when called on and turn it off when you finish speaking. Chat: ● Use kind and appropriate language and images. Video: ● Enter Meet with your video off. ● Follow your teacher’s directions on whether to turn on your video; however, students always have the option to keep their camera turned off. -
STEM School Approved Apps & Websites
Last Updated 8/22/2020 Resource Name Privacy Policy Terms of Service Notes For school-based activities, teachers and school administrators can act in the place of parents to provide consent for the collection of personal data from children. Schools should always notify parents about these activities. 3DS Max (Autodesk) Privacy Policy Children's Privacy 7zip Terms no need to register or enter personal info to use Abcya Privacy Policy Terms The Platform does not require Children to provide their name, address, or other contact information in order to play games. Ableton Music Software Privacy Policy Trial requires account/some personal details Schools that participate in the primary and secondary education named user offering may issue a child under 13 an enterprise-level Adobe ID, Adobe products Privacy Policy [1] Terms [2] but only after obtaining express parental consent. The personal information you provide will be used for the purpose for which it was provided - to contact you, to process an order, to Advanced IP Scanner Privacy Policy register your product Advanced Port Scanner Privacy Policy Advent of code Terms "uses OAuth to confirm your identity through other services, this reveals no information about you beyond what is already public" Affinity Photo & Designer Privacy Policy Terms Affinity Privacy Letter If you are a teacher interested in using Albert with children under 13, please contact us at [email protected] and we will work with albert.io Privacy Policy Terms you toward a school license and collecting the necessary parental consents. allsides.org Privacy Policy Terms Website directed at 13 and older. -
教學大綱 098 1 2769 Public Domain 公版著作
朝陽科技大學 098學年度第1學期教學大綱 Public Domain 公版著作 當 2769 2769 期 Course Number 課 號 授 毛慶禎 Mao,Ching Chen 課 Instructor 教 師 中 公版著作 Public Domain 文 Course Name 課 名 開 資訊管理系(四日)四C 課 Department 單 位 修 選修 Elective 習 Required/Elective 別 學 2 2 分 Credits 數 1. 公版著作物就是著作財產權消滅之著作,依照著作權法 1. Public domain materials are those whose copyrights 的規定,以自由利用為原則。著作財產權的存續期,以著 have expired and can be freely used. Copyright of 課 作人之生存期間及其死亡後五十年為限,攝影、視聽、錄 creative works extend up to 50 years after the death of 程 音及表演之著作財產權的存續期,以公開發表後五十年為 Objectives the author. Copyright of photos, videos, recordings, and 目 限。 performances extend up to 50 years after the first 標 2. 檢視現有的公版著作,蒐集整理。 publication. 2. Examine and organize existing public domain materials. 參考資源 http://sites.google.com/site/maolins/teaching/pd 1. The Public Domain: Enclosing the Commons of the Mind [公領域: 納入共用的思維] / James Boyle. -- Yale University Press (December 9, 2008). -- 336 p. -- ISBN-10: 0300137400, ISBN-13: 978-0300137408 [PDF] [HTML], http://www.thepublicdomain.org/ 2. 自由資訊概論, http://www.lins.fju.edu.tw/mao/works/freeinformation4lac.htm 3. 自由資訊概論, http://www.lins.fju.edu.tw/mao/works/mtp4www.htm, 2004/7 for PCOffice 4. 公版著作物 / 毛慶禎, 2003/09/1, http://www.lins.fju.edu.tw/mao/works/fspd.htm 5. 古騰堡計畫, 2003/02/19, http://www.lins.fju.edu.tw/mao/foi/pg.htm 6. 海盜灣(Pirate Bay), http://thepiratebay.org/ 7. TPB Tracker Geo Statistic, http://geo.keff.org/ 8. 開放式課程計畫, http://www.myoops.org/twocw/ 9. 合法下載何必盜版 10. 維基百科, http://tinyurl.com/wikipediataiwan 學英文救饑荒, http://www.freerice.com/ 古騰堡計畫, http://blue.lins.fju.edu.tw/~mao/foi/pg.htm 11. -
Generating Openmath Content Dictionaries from Wikidata
Generating OpenMath Content Dictionaries from Wikidata Moritz Schubotz Dept. of Computer and Information Science, University of Konstanz, Box 76, 78464 Konstanz, Germany, [email protected] Abstract OpenMath content dictionaries are collections of mathematical sym- bols. Traditionally, content dictionaries are handcrafted by experts. The OpenMath specification requires a name and a textual description in English for each symbol in a dictionary. In our recently published MathML benchmark (MathMLBen), we represent mathematical for- mulae in Content MathML referring to Wikidata as the knowledge base for the grounding of the semantics. Based on this benchmark, we present an OpenMath content dictionary, which we generated auto- matically from Wikidata. Our Wikidata content dictionary consists of 330 entries. We used the 280 entries of the benchmark MathMLBen, as well as 50 entries that correspond to already existing items in the official OpenMath content dictionary entries. To create these items, we proposed the Wikidata property P5610. With this property, everyone can link OpenMath symbols and Wikidata items. By linking Wikidata and OpenMath data, the multilingual community maintained textual descriptions, references to Wikipedia articles, external links to other knowledge bases (such as the Wolfram Functions Site) are connected to the expert crafted OpenMath content dictionaries. Ultimately, these connections form a new content dictionary base. This provides multi- lingual background information for symbols in MathML formulae. 1 Introduction and Prior Works Traditionally, mathematical formulae occur in a textual or situational context. Human readers infer the meaning of formulae from their layout and the context. An essential task in mathematical information retrieval (MathIR) is to mimic parts of this process to automate MathIR tasks. -
February 5, 2011
February Arguing the law with Nicolaus Everardi 5, 2011 Posted by rechtsgeschiedenis under Digital editions | Tags: Bibliography,Digital libraries, Great Council of Malines, Legal history, Medieval law,Netherlands, Rare books In the early sixteenth century some changes become already visible in the way lawyers approached the law. Not only was there a growing interest in the history of Roman and canon law, but lawyers began to free themselves from the framework offered by these legal systems. One of the signs of this are the titles of legal treatises, the growth itself of this genre, and a more systematic approach of law. Nicolaus Everardi’s book on legal argumentation, his Topicorum seu de locis legalibus liber (Louvain 1516) is an example of this development. The book of this Dutch lawyer who presided the Court of Holland and the Great Council of Malines became almost a bestseller because of the reprints published everywhere in Europe. Printers in Bologna, Basel, Paris, Lyon, Strasbourg, Venice, Frankfurt am Main and Cologne printed this book until the mid-seventeenth century. I have found eight reprints of the first edition and eighteen of the second edition. On the blog of the Arbeitsgemeinschaft Frühe Neuzeit Klaus Graf recently criticized sharply the new database Early Modern Thought Online (EMTO) of the Fernuniversität Hagen that enables you to search for editions of texts in the broad field of early modern philosophy and thought. The EMTO database notes in the search results the availability of online versions. In this respect Graf saw major shortcomings, because EMTO does not harvest its results from some of the major sources for early modern texts online. -
Education and Training Ignite the Market a Win-Win Opportunity for Telecom Operators and VR Players Contents
2018 June Education and Training Ignite the Market A Win-Win Opportunity for Telecom Operators and VR Players Contents 06 VR Education & Training Provider Profiles 6.1.Education 02 6.1.1.VRSCHOOL Introduction 6.1.2.FLY VR 6.1.3.NetDragon 04 6.1.4.Idealens 01 The VR Education 6.1.5.Google Expeditions Ecosystem 6.1.6.VR Education Holdings 4.1.Global VR Education Development 6.2.Training 02 6.2.1.STRIVR 4.2.VR Education Development in China 03 6.2.2.Innoactive 4.2.1.China Education Sector Overview 01 4.2.2.ICT Education Funding in China Executive Summary 07 03 12 What Benefits Does 13 VR Deliver? 3.1.Benefits in Education 3.1.1.Benefits for Students 3.1.2.Benefits for Teachers 05 The VR Training Ecosystem 3.2.Benefits in Industry 08 Exhibits Bottlenecks and Challenges 8.1.Content 8.2.Hardware Edgar Dale’s original Cone of Experience 03 8.2.1.Cost VRSCHOOL VRmaker Classroom 13 8.2.2.End-User Pain Points FLY VR: VR Teaching Classroom 14 A class using Idealens solution 15 8.3.Network A class using Google Expeditions 16 26 Users in the ENGAGE VR app 17 8.4.Who Trains the Trainers? STRIVR & Walmart Next Gen Learning 18 Innoactive and VW’s Training Hub 19 VR Education App Availability 20 VR Education App Pricing 21 20 23 09 Opportunities for Operators 9.1.Market Growth 9.2.Overcoming Bottlenecks 9.3.Telecom Operator’s Role in the VR Education Ecosystem 9.4.How can Operators Participate in VR Education Market 07 VR Education App Distribution 7.1.Education App Availability 7.2.Education App Pricing and Business Models Executive Summary 01 Executive Summary VR training and education can deliver lessons and However, there remain bottlenecks in the market which training that are either not practical or even not may hinder growth.