Curating]Sketch_out_SSU
Download as PPT, PDF0 likes211 views
The document proposes creating a central figure through an interactive software program to unite students at SSU around sharing feelings and experiences. The software would aggregate data from SSU's Twitter, gallery, and website to shape a school identity, increase student belonging, and allow feedback on policies while relieving stress. It aims to rebrand SSU and promote its media department.
1 of 13
Download to read offline
Recommended
North Media Center Highlights and Statistics February 2012
North Media Center Highlights and Statistics February 2012Stoutl
油
The North Media Center had a busy month of February with collaborative thesis paper lessons, a popular library guides page receiving over 9,800 hits, and a book club piloting e-readers. The librarian and tech committee presented workshops on educational technology tools and the librarian continues to be involved in district professional development opportunities. Circulation and student visits were high, with over 1,000 lunch and after school visits during the month.Diari del 20 d'octubre de 2014
Diari del 20 d'octubre de 2014diarimes
油
Aqu鱈 us podeu descarregar el diari d'avui. Que tingueu un Bondia!!! :)Bartek 纏ebrowski
Bartek 纏ebrowskiBiblioteka Publiczna Ursus
油
The climate in Poland is influenced by several key factors:
- Its location in the northern temperate zone of the Northern Hemisphere and dominance of cyclonic winds.
- Being surrounded by seas to the north, west and south which moderate temperatures.
- Warm ocean currents and proximity to East Asia also affect the climate.
- Varied mountain ranges and shifting high and low pressure systems through the seasons.
Poland experiences a temperate climate with six distinct seasons and average annual rainfall between 550-800mm. Winds are typically weak to moderate but can be strong near coastal areas. Summers bring rain, hail and occasional thunderstorms while winters see frequent snow and morning frost.Dominik Mierzejewski
Dominik MierzejewskiBiblioteka Publiczna Ursus
油
Poland has a warm, mild, and variable climate. It is located in the temperate zone of Europe, which results in six seasons and influences from different air masses. Temperatures range from average January lows of -1属C in western areas to -5属C in the east, while July averages 17属C by the seaside and 19属C in the south. Precipitation also varies widely across Poland, from below 500mm in some areas to over 1700mm in mountainous southern regions.Hepsiiiiii
Hepsiiiiiiaysglvrlmetuncc
油
際際滷s provide an effective tool for teaching and student work. They allow teachers to incorporate multiple media like images, video and sound to engage different learning styles. Students can create slides to demonstrate their understanding of topics, with teachers able to provide feedback. 際際滷s also make lessons interactive and help students stay organized on tasks. They make lessons visual and demonstrations easy to follow. Additionally, slides allow absent students to receive the same instruction and keep up with lessons.Enriched learning - ICT in Vocational Education and Traning in Finland
Enriched learning - ICT in Vocational Education and Traning in FinlandTaivassalo Minna
油
Enriched learning - ICT in Vocational Education and Traning in Finland
Expert Minna Taivassalo-Salkosuo, FNBEOnline learning tutorials using web tools
Online learning tutorials using web toolsJune Wall
油
Online learning can be used within face to face classrooms as well as part of a flipped learning environment. This webinar will outline a range of web tools to create online tutorials and then detail the steps in creating an online learning sequence using free web tools. This could help you:
Determine the most appropriate online tool to use for their context
Identify parts of your teaching program that could be flipped to an online component
Design an online learning activity using one of the free toolsTools Of The 21st Century
Tools Of The 21st Centuryjmmorale
油
This document summarizes tools and resources presented at technology conferences for teachers to enhance their teaching. It provides information on setting up accounts for Atomic Learning and Project Share/Epsilen to access online professional development. A list of over 20 websites and applications is also included, with brief descriptions of each for converting and sharing files, creating presentations, collecting student responses, and more. The goal is to introduce teachers to new digital tools that can be used in the classroom.Hepsiiiiii
Hepsiiiiiiaysglvrlmetuncc
油
Teachers use slide presentations in their lessons for several reasons. 際際滷s help engage students through the use of visuals like images, video and graphics. They also allow teachers to incorporate different media sources into one presentation, like photos, videos and online content. This integration of multiple sources helps explain topics. 際際滷s also make lessons available for absent students to review, so they don't fall behind. However, potential problems include slides becoming disordered or the presentation software failing to open.Hepsiiiiii
Hepsiiiiiiaysglvrlmetuncc
油
Teachers use slide presentations in their lessons for several reasons. 際際滷s help engage students through the use of visuals, video, and graphics. They allow teachers to incorporate different media sources into one presentation, including information from the internet, student work, and videos. 際際滷 presentations also make lessons available for absent students to review, so they do not fall behind. However, potential problems include slides becoming out of order or the presentation software failing to open.Universal design for learning
Universal design for learningtnechodom
油
1. Universal Design for Learning (UDL) provides flexibility in curriculum and instructional methods to maximize learning for all students. It is based on three principles: multiple means of representation, expression, and engagement.
2. UDL can be implemented in the classroom through varying presentation methods, participation options, and forms of expression. Examples include using multiple media types, allowing choices in how students demonstrate knowledge, and providing flexible models of skilled performance.
3. Integrating technology and UDL allows for more flexible learning materials and making content accessible for diverse learners. Resources like the UDL Class Profile Maker can help teachers understand student needs and apply UDL principles.A suggested model for interactive educational infographics
A suggested model for interactive educational infographicsDr.Mohamed Shaltout
油
This document proposes a model for creating interactive educational infographics. It describes the design, production, evaluation, and application processes. The key steps include analyzing learner characteristics and educational needs, designing layout and visual elements, producing an initial model using graphic software, revising for technical and linguistic accuracy, applying it to a test group, and finalizing after evaluative assessment. The goal is to visually present scientific content in a way that is easily understood.NYU Office of Interactive Media Social Media Training
NYU Office of Interactive Media Social Media TrainingNick Jensen
油
Training for NYU students and administrators on best practices to engage digital community. Trainings were given from 2013-2017 (has not been updated and does not comprehensively reflect the current social media landscape). NYU Office of Interactive Media Social Media Training
NYU Office of Interactive Media Social Media TrainingNick Jensen
油
The NYU Office of Interactive Media is holding a social media training for anyone representing NYU on social media. The session will cover best practices, coordinating an editorial calendar, developing an appropriate tone, and ways to engage an audience as a brand. Attendees will also be introduced to NYU identity and social media guidelines, while meeting like-minded students who work in digital communications.
All students will receive a certificate of completion which they can list on their resume.
New York University
February 20, 2014
February 25, 2014
March 12, 2014Social media in the classroom
Social media in the classroomBrie Boynton
油
This session will help instructors utilize social media to create a more inclusive and collaborative classroom through effective technology use. By showing instructors how to set up social media accounts for their classes and how to use key features, instructors will be able to spend less time reminding students about assignment due dates while being able to create and foster group work as well as building 21st Century skills.Ch.9 multimediatools
Ch.9 multimediatoolsasheralicia
油
The document discusses how multimedia tools can be integrated into classroom projects and presentations. It provides examples of how students can use tools like PowerPoint, movies makers, and digital photography to create multimedia reports, presentations, and stories. The document also discusses the importance of planning, such as creating storyboards, before developing multimedia projects. Teachers are encouraged to set appropriate limits on multimedia use to help students learn effectively while having fun and being creative.Ch9 multimediatools
Ch9 multimediatoolsjhtrespa
油
The document discusses the use of multimedia in the classroom and provides guidance for teachers and students. It defines multimedia and lists examples like PowerPoint, digital photography, and video. It then provides suggestions for how students can create multimedia projects and presentations, including creating a storyboard, using video editing software, and developing PowerPoint presentations with graphics, animations, and hyperlinks. The document emphasizes that multimedia can help students develop creativity, research and information literacy, and technology skills. It concludes by having students create a multimedia PowerPoint on chapter topics and how to apply their new knowledge in the classroom.M sc service-innovationlab
M sc service-innovationlabLaurent Moccozet
油
The document provides information about a Service Innovation Lab course offered at the University of Geneva from Fall 2011 to Spring 2012. It includes details such as credits, schedule, location, instructors, grading, topics to be covered each session, and goals for the scoping of a project on enabling eParticipation through ICT. Students are asked to find resources on this topic using social bookmarking tools like Diigo and to share bookmarks within a group tag for the course.Team Team Go Team.V6
Team Team Go Team.V6Alicia
油
Concept for a REMIX or REMIXABLE WORK
A Pitch to The University of Sydney
Faculty of Arts, Digital Cultures DepartmentGeneral course and actors recognition activity activity guide
General course and actors recognition activity activity guideJuan Carlos Sierra Rodriguez
油
The document provides guidance for an activity where students will create a PowerPoint presentation with audio explaining how information and communication technologies (ICT) can enhance language teaching and learning. Students will discuss how ICT helps education and is useful for teaching English as a foreign language. They will also explore three Web 2.0 tools they could use in their English classroom and explain how. Students will upload their presentation, with audio, to 際際滷boom and post the link in the forum for others to view, receiving feedback from peers on two presentations. The goal is for students to reflect on using technology in their current or future experience learning English.chapter 9
chapter 9celizabe
油
This document discusses how teachers can integrate multimedia tools into their classrooms. It defines multimedia as technologies like cell phones, videos, computers, and more. Teachers can have students create digital videos, presentations, and storyboards. PowerPoint and other programs allow students to incorporate text, graphics, sound, and video into multimedia projects. The document also addresses how multimedia can help students learn and develop creativity, research, and technology skills based on ISTE standards. It provides examples of classroom activities where students make multimedia presentations and discusses how teachers can support multimedia use in the classroom.Double Dipping: Using Technology to Extend Your Programming
Double Dipping: Using Technology to Extend Your ProgrammingAndy Petroski
油
This document discusses how to extend programming using technology. It recommends using free tools like Flickr, 際際滷Share, YouTube, blogs, Twitter, wikis to share content from events with presenters and attendees. It also lists some paid tools like Adobe Connect that can be used and their basic costs. The document promotes the use of hashtags to tag events and shares contact information for its author.Seeory
SeeoryPrashanth Panduranga
油
Innovative ideas for Architecture Hackathon, ARCHON powered by TechSharp - t# conducted across Bangalore, Pune and Russia - Prashanth B PandurangaOnline lesson
Online lessonJuanita Chung
油
This document discusses Web 2.0 tools and their use in education. It defines Web 2.0 as user-centered web applications that facilitate information sharing, collaboration, and interoperability. Examples include blogs, video sharing, hosting sites, and social media. Useful educational tools mentioned include podcast creation sites, calendar generators, online exercises and assessments, and game creation software. The document introduces VoiceThread, Voki, and Wordle as examples and encourages practicing these tools. It concludes with a ticket asking attendees to share what they learned and any remaining questions.Online lesson
Online lessonJuanita Chung
油
This document discusses Web 2.0 tools and their use in education. It defines Web 2.0 as user-centered web applications that facilitate information sharing, collaboration, and interoperability. Examples include blogs, video sharing, hosting sites, and social media. Useful educational tools mentioned include podcast creation sites, calendar makers, online exercises and assessments, language learning games, and screencasting software. The document encourages practicing tools like VoiceThread, Voki, and Wordle. It concludes with an exit ticket asking attendees to share what they learned, questions, and lifelong lessons about Web 2.0 tools.Bin hur
Bin hurBin Hur
油
Bin Hur is a UX/UI designer with over 3 years of experience in various roles. He has worked on projects such as developing workflows, wireframes and prototypes using tools like HTML5, CSS3, Axure, and InVision. His education includes studying at OCAD University from 2008-2013. He has received several awards and nominations for his design work.Improving Your Power Point Presentations By Stan Skrabut
Improving Your Power Point Presentations By Stan SkrabutStan Skrabut, Ed.D.
油
Using the lessons from Cliff Atkinson and Lynell Burmark to depart from the traditional method for creating PowerPoint presentations. Learn to create presentations that will actually facilitate learning.1st-Quarter-Learning-Module-1-Empowerment-Technologies.docx
1st-Quarter-Learning-Module-1-Empowerment-Technologies.docxAlbert912948
油
This document provides an overview of learning modules for empowerment technologies at MINDANAO MISSION ACADEMY. It includes icons that indicate different types of learning activities, such as lessons, self-tests, and performance tasks. The document outlines the content and performance standards for two lessons on information and communication technology (ICT) and applied productivity tools. It then provides details on the first lesson about ICT, including definitions of ICT, its growth in the Philippines, the evolution of the web from static Web 1.0 pages to dynamic Web 2.0 pages that allow user participation, and emerging trends in ICT like convergence and social media.More Related Content
Similar to Curating]Sketch_out_SSU (20)
Hepsiiiiii
Hepsiiiiiiaysglvrlmetuncc
油
Teachers use slide presentations in their lessons for several reasons. 際際滷s help engage students through the use of visuals like images, video and graphics. They also allow teachers to incorporate different media sources into one presentation, like photos, videos and online content. This integration of multiple sources helps explain topics. 際際滷s also make lessons available for absent students to review, so they don't fall behind. However, potential problems include slides becoming disordered or the presentation software failing to open.Hepsiiiiii
Hepsiiiiiiaysglvrlmetuncc
油
Teachers use slide presentations in their lessons for several reasons. 際際滷s help engage students through the use of visuals, video, and graphics. They allow teachers to incorporate different media sources into one presentation, including information from the internet, student work, and videos. 際際滷 presentations also make lessons available for absent students to review, so they do not fall behind. However, potential problems include slides becoming out of order or the presentation software failing to open.Universal design for learning
Universal design for learningtnechodom
油
1. Universal Design for Learning (UDL) provides flexibility in curriculum and instructional methods to maximize learning for all students. It is based on three principles: multiple means of representation, expression, and engagement.
2. UDL can be implemented in the classroom through varying presentation methods, participation options, and forms of expression. Examples include using multiple media types, allowing choices in how students demonstrate knowledge, and providing flexible models of skilled performance.
3. Integrating technology and UDL allows for more flexible learning materials and making content accessible for diverse learners. Resources like the UDL Class Profile Maker can help teachers understand student needs and apply UDL principles.A suggested model for interactive educational infographics
A suggested model for interactive educational infographicsDr.Mohamed Shaltout
油
This document proposes a model for creating interactive educational infographics. It describes the design, production, evaluation, and application processes. The key steps include analyzing learner characteristics and educational needs, designing layout and visual elements, producing an initial model using graphic software, revising for technical and linguistic accuracy, applying it to a test group, and finalizing after evaluative assessment. The goal is to visually present scientific content in a way that is easily understood.NYU Office of Interactive Media Social Media Training
NYU Office of Interactive Media Social Media TrainingNick Jensen
油
Training for NYU students and administrators on best practices to engage digital community. Trainings were given from 2013-2017 (has not been updated and does not comprehensively reflect the current social media landscape). NYU Office of Interactive Media Social Media Training
NYU Office of Interactive Media Social Media TrainingNick Jensen
油
The NYU Office of Interactive Media is holding a social media training for anyone representing NYU on social media. The session will cover best practices, coordinating an editorial calendar, developing an appropriate tone, and ways to engage an audience as a brand. Attendees will also be introduced to NYU identity and social media guidelines, while meeting like-minded students who work in digital communications.
All students will receive a certificate of completion which they can list on their resume.
New York University
February 20, 2014
February 25, 2014
March 12, 2014Social media in the classroom
Social media in the classroomBrie Boynton
油
This session will help instructors utilize social media to create a more inclusive and collaborative classroom through effective technology use. By showing instructors how to set up social media accounts for their classes and how to use key features, instructors will be able to spend less time reminding students about assignment due dates while being able to create and foster group work as well as building 21st Century skills.Ch.9 multimediatools
Ch.9 multimediatoolsasheralicia
油
The document discusses how multimedia tools can be integrated into classroom projects and presentations. It provides examples of how students can use tools like PowerPoint, movies makers, and digital photography to create multimedia reports, presentations, and stories. The document also discusses the importance of planning, such as creating storyboards, before developing multimedia projects. Teachers are encouraged to set appropriate limits on multimedia use to help students learn effectively while having fun and being creative.Ch9 multimediatools
Ch9 multimediatoolsjhtrespa
油
The document discusses the use of multimedia in the classroom and provides guidance for teachers and students. It defines multimedia and lists examples like PowerPoint, digital photography, and video. It then provides suggestions for how students can create multimedia projects and presentations, including creating a storyboard, using video editing software, and developing PowerPoint presentations with graphics, animations, and hyperlinks. The document emphasizes that multimedia can help students develop creativity, research and information literacy, and technology skills. It concludes by having students create a multimedia PowerPoint on chapter topics and how to apply their new knowledge in the classroom.M sc service-innovationlab
M sc service-innovationlabLaurent Moccozet
油
The document provides information about a Service Innovation Lab course offered at the University of Geneva from Fall 2011 to Spring 2012. It includes details such as credits, schedule, location, instructors, grading, topics to be covered each session, and goals for the scoping of a project on enabling eParticipation through ICT. Students are asked to find resources on this topic using social bookmarking tools like Diigo and to share bookmarks within a group tag for the course.Team Team Go Team.V6
Team Team Go Team.V6Alicia
油
Concept for a REMIX or REMIXABLE WORK
A Pitch to The University of Sydney
Faculty of Arts, Digital Cultures DepartmentGeneral course and actors recognition activity activity guide
General course and actors recognition activity activity guideJuan Carlos Sierra Rodriguez
油
The document provides guidance for an activity where students will create a PowerPoint presentation with audio explaining how information and communication technologies (ICT) can enhance language teaching and learning. Students will discuss how ICT helps education and is useful for teaching English as a foreign language. They will also explore three Web 2.0 tools they could use in their English classroom and explain how. Students will upload their presentation, with audio, to 際際滷boom and post the link in the forum for others to view, receiving feedback from peers on two presentations. The goal is for students to reflect on using technology in their current or future experience learning English.chapter 9
chapter 9celizabe
油
This document discusses how teachers can integrate multimedia tools into their classrooms. It defines multimedia as technologies like cell phones, videos, computers, and more. Teachers can have students create digital videos, presentations, and storyboards. PowerPoint and other programs allow students to incorporate text, graphics, sound, and video into multimedia projects. The document also addresses how multimedia can help students learn and develop creativity, research, and technology skills based on ISTE standards. It provides examples of classroom activities where students make multimedia presentations and discusses how teachers can support multimedia use in the classroom.Double Dipping: Using Technology to Extend Your Programming
Double Dipping: Using Technology to Extend Your ProgrammingAndy Petroski
油
This document discusses how to extend programming using technology. It recommends using free tools like Flickr, 際際滷Share, YouTube, blogs, Twitter, wikis to share content from events with presenters and attendees. It also lists some paid tools like Adobe Connect that can be used and their basic costs. The document promotes the use of hashtags to tag events and shares contact information for its author.Seeory
SeeoryPrashanth Panduranga
油
Innovative ideas for Architecture Hackathon, ARCHON powered by TechSharp - t# conducted across Bangalore, Pune and Russia - Prashanth B PandurangaOnline lesson
Online lessonJuanita Chung
油
This document discusses Web 2.0 tools and their use in education. It defines Web 2.0 as user-centered web applications that facilitate information sharing, collaboration, and interoperability. Examples include blogs, video sharing, hosting sites, and social media. Useful educational tools mentioned include podcast creation sites, calendar generators, online exercises and assessments, and game creation software. The document introduces VoiceThread, Voki, and Wordle as examples and encourages practicing these tools. It concludes with a ticket asking attendees to share what they learned and any remaining questions.Online lesson
Online lessonJuanita Chung
油
This document discusses Web 2.0 tools and their use in education. It defines Web 2.0 as user-centered web applications that facilitate information sharing, collaboration, and interoperability. Examples include blogs, video sharing, hosting sites, and social media. Useful educational tools mentioned include podcast creation sites, calendar makers, online exercises and assessments, language learning games, and screencasting software. The document encourages practicing tools like VoiceThread, Voki, and Wordle. It concludes with an exit ticket asking attendees to share what they learned, questions, and lifelong lessons about Web 2.0 tools.Bin hur
Bin hurBin Hur
油
Bin Hur is a UX/UI designer with over 3 years of experience in various roles. He has worked on projects such as developing workflows, wireframes and prototypes using tools like HTML5, CSS3, Axure, and InVision. His education includes studying at OCAD University from 2008-2013. He has received several awards and nominations for his design work.Improving Your Power Point Presentations By Stan Skrabut
Improving Your Power Point Presentations By Stan SkrabutStan Skrabut, Ed.D.
油
Using the lessons from Cliff Atkinson and Lynell Burmark to depart from the traditional method for creating PowerPoint presentations. Learn to create presentations that will actually facilitate learning.1st-Quarter-Learning-Module-1-Empowerment-Technologies.docx
1st-Quarter-Learning-Module-1-Empowerment-Technologies.docxAlbert912948
油
This document provides an overview of learning modules for empowerment technologies at MINDANAO MISSION ACADEMY. It includes icons that indicate different types of learning activities, such as lessons, self-tests, and performance tasks. The document outlines the content and performance standards for two lessons on information and communication technology (ICT) and applied productivity tools. It then provides details on the first lesson about ICT, including definitions of ICT, its growth in the Philippines, the evolution of the web from static Web 1.0 pages to dynamic Web 2.0 pages that allow user participation, and emerging trends in ICT like convergence and social media.Curating]Sketch_out_SSU
- 1. Sketch out SSU 20082110油 Jungah An 2010 Class_Curating Prof. Yoon
- 2. 油
- 3. 油
- 4. 油
- 5. Proposal 油 As creating a central figure make us united around, sharing our feeling and being together.
- 6. Software Synesketch won the油 International Digital Media 油 and Arts Association Award 油at油 iDMAa 2010
- 7. 油
- 8. Data Source * SSU Twiter * SSU Gallery * YourSSU However, All data should be in English.油 Create English Twiter for SSU.
- 10. 油
- 11. 油
- 12. Effects to be expected 1. Shape Identity as a symbol of SSU. 2. Make students feel sense of belong in school. 3. Reflect students opinion on school policy with index of data 4. Relive students stress as let them speak up 5. Rebranding SSU and advertise Media油department.
- 13. Reference http://140dev.com/free-twitter-api-source-code-library/ http://dev.twitter.com/ http://www.youtube.com/watch?v=u5kznE6kYmc http://www.synesketch.krcadinac.com/wiki/index.php?title=Main_Page A Draft油
Editor's Notes
- #11: screenshot fountain