Visita de estudios polonia con la traduccion completa

Oct 11, 2011Download as PPT, PDF0 likes343 views

The document discusses the innovative use of information and communication technologies (ICT) in vocational education in Spain. It describes the CIFP CISLAN integrated vocational training center, which offers initial training programs lasting 1000-2000 hours for students aged 16-65 across various media-related fields. The school has 125 computers available for students and teachers, as well as software for image editing, audio/video editing, and multimedia production. It also provides data on ICT infrastructure and internet access across schools and households in Spain, finding broadband connectivity in most schools and high rates of household internet access compared to other European countries.

Study Visit Opole 2011 Innnovative use of ITC in general and vocational education

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN CiFP CISLAN

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN CiFP CISLAN CIFP CISLAN

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN Integrated vocational training center Initial training. (Standar VET) (1000 or 2000 h.) - Training for unemployed. (50 – 500 h.) - Specific training for workers. (10 – 40 h.) Occupational training.

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN Integrated vocational training center 500 students per year 16 to 65 years. 20 initial training techers. 25 ocupational training teachers – depends courses.

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in the school All theory classrooms with computer, internet connection and proyector. 3 multimedia classrooms. 24 audio and video editing booths. 4 computers with internet connection in the library. 6 computers and internet connection for teachers. 6 computers with internet connection to administrative tasks. 10 laptop computers.

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in the school 125 computers

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in the school Free software vs. propietary software Free operating system vs. propietary operating system

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in the school Adobe Photoshop Avid Adobe Ligthroom Protools Nuendo Adobe After effects Cubase

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Average number of pupils per computer for instruction with students

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Using computers in school (administrative tasks, teachers tasks, learning and students tasks, others)

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Average number of students per computer for teaching-learning

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Average number of teachers per computer

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Average number of computers per unit/group

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Schools with broadband (%)

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Schools with Internet connection (%)

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Households with internet access in Europe (%)

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain People who have used internet for perfom online courses (%)

Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain People who use internet for perfom online courses (%)

The document provides information about locations visited during a Comenius Project trip to Stockholm, Sweden from March 19-26, 2011. It summarizes key details about Stockholm, the old town district of Gamla Stan, the Vasa Museum, and the open-air Skansen Museum. The Vasa Museum houses the preserved wreck of the Vasa, a warship that sank on its maiden voyage in 1628, and contains artifacts from the ship and skeletons of crew members. Skansen is an open-air museum and zoo founded in 1891 to showcase pre-industrial Swedish life and culture, as well as native animal species.

Study Visit: ICT in Bavarian Educational SystemWorld's Wide Walls

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The document summarizes the Bavarian educational system and the Bavarian Academy of In-Service Teachers Training and Personnel Leadership (ALP). It outlines the different school types in Bavaria from primary to vocational. It then describes the ALP's role in providing lifelong learning and training to over 100,000 teachers. Finally, it details some of the online courses, seminars, and resources offered through the ALP's eLearning Competence Center to support teachers' professional development.

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Banksy is a pseudonymous British graffiti artist, activist, and film director whose identity remains unknown. His political and social street art, created using stencils and distinctive styles, have been featured in cities around the world. Banksy's work emerged from the underground scene in Bristol and combines irreverent humor with graffiti. His identity is secret but he is believed to have been born in 1974 in Bristol.

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1) Two Italian students, Marta and Era, went on a school trip to Opole, Poland for a European art project called Comenius along with four other girls from their school. 2) During their week-long trip, they met and stayed with Polish partner students, visited local schools and museums, created frescoes at an art institute, socialized with students from Sweden and France, and experienced Polish culture and cuisine. 3) They had an especially fun and memorable time and were sad to say goodbye, but were grateful for the opportunity to learn from such a wonderful exchange program.

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This document provides information about historical buildings and frescoes in Brescia, Italy. It describes the circular Duomo Vecchio cathedral built in the 12th century on earlier basilica ruins. Notable are its frescoes and paintings by 16th century local artist Alessandro Bonvicino. It also discusses the new cathedral built between 1604-1825 in a Palladian style, and the 13th century San Francesco church containing medieval frescoes and works by local artist Girolamo Romanino. Additionally, it mentions the Piazza della Loggia town hall built between 1492-1574 and frescoed walls in Via Gramsci in the town center.

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The document discusses various forms of graffiti found in the city of Brescia, Italy. It mentions colors on grey city walls and asks why graffiti is created and if artists have particular aims. Examples of graffiti are provided, including political messages, tags, and works in progress. The document also references famous graffiti artists Keith Haring and Jean-Michel Basquiat, including a quote about focusing on life rather than art.

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ICT in France 2011World's Wide Walls

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This document discusses the use of information and communication technologies (ICT) in French agricultural high schools. It notes that there are over 180,000 students in the French agricultural education system, studying across over 1,000 schools. The document specifically focuses on LEGTA Auch/Beaulieu high school, describing its facilities including a 10,000 item library and computer labs. It outlines how ICT is integrated into teaching, including online learning platforms, language learning apps, and a national agricultural database maintained by librarians. The role of the teacher-librarian is also highlighted in supporting ICT use across the French agricultural education system.

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The document discusses the fresco painting technique, providing details on its origins, history, and execution. It notes that fresco involves painting water-soluble pigments onto fresh lime plaster. Some of the earliest and most famous frescoes were created by Minoans on Crete in 1500 BC. Throughout history, frescoes have been an important form of decoration in places like ancient Egypt, Greece, India, medieval Europe, and 20th century Mexico. The durability of the technique has allowed frescoes to survive for centuries.

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Graffiti can be considered both a form of art or vandalism. While graffiti is often seen as illegal paintings on buildings without permission, it can also be a type of street art when done properly. The document suggests graffiti is best used to decorate empty walls and should not be placed on private property or protected buildings. When done skillfully, graffiti allows young people to express themselves creatively and some cities have designated areas for graffiti artists. Overall, the document argues graffiti is a form of art that brings color to everyday life rather than only being viewed as vandalism.

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Experts from 8 European countries discovered a new wireless communication tool in Poland in October 2011. The tool does not require batteries or an internet connection. It is always available to use and helps improve presentations. The tool, called the Non Automatic Tool (N.A.T.), brings benefits like being free to use, providing credits for certification, and helping drive innovation. Users are encouraged to try out the N.A.T.

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This document provides information about the educator and their background, as well as an overview of the Turkish education system and the use of information and communication technologies (ICT) within it. Specifically, it discusses the educator's qualifications and role, describes the structure and principles of the Turkish national education system, and outlines major ICT integration initiatives like the Fatih and EBA projects which aim to improve access to technology and digital educational resources.

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Polychrome is the use of multiple colors in architecture, sculpture, or other art forms. The term comes from Greek words meaning "many colors." Most often it refers to Gothic, Art Nouveau, or Renaissance styles that use varied colors. Examples can be found in churches around Poland, including the Franciscan Church in Opole which contains well-preserved 16th century polychrome paintings and fragments in its chapels and on walls. The Brzeg Polychrome Route also features several medieval churches with rediscovered Gothic-era polychrome artworks.

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Michelangelo was an Italian Renaissance artist born in 1475 near Arezzo, Tuscany. He worked as a painter, sculptor, architect, poet, and engineer. His most famous works include the frescoes of the Sistine Chapel and sculptures such as David and Pietà. Michelangelo started his career apprenticing under Domenico Ghirlandaio and later lived in the palace of the Medici family, learning painting and sculpting techniques. He moved to Rome in 1495 where he gained popularity and fame for his sculptures. The human body was a major theme in his artworks.

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The Paris School District's vision for technology is to provide every teacher with modern instructional tools like interactive whiteboards, document cameras, computer and internet access for students, classroom response systems, digital cameras, and video and audio equipment. The district also aims to ensure every teacher has the skills to use these tools effectively and that every student is regularly engaged in relevant project-based learning activities involving 21st century skills and using modern technological tools.

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This document promotes several projects and services related to quality assurance and peer learning. It summarizes eight projects: QMPP for managing peer-produced content quality; Open ECB Check for benchmarking organizations; HEXTLEARN for sharing ICT expertise between universities; QUALC for quality assurance tools for adult learning centers; ENGAGE for game-based learning; SEVAQ+ for measuring training outcomes; OPAL for quality assurance of open educational resources; and CONCEDE for user-generated content in universities. It also mentions two services: CerOrganic for ICT-based agriculture training and quality assurance; and UNIQUe for university ICT certification. All projects encourage visiting their websites for more information.

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Digital Identities, Footprints and NetworksePortfolios Australia

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The 2013 Eportfolio Forum focused on digital identities, footprints and networks. The keynote speaker was Prof. Phillip Long who discussed how ePortfolios can support learner-driven pathways in the new digital world. He argued that universities need to better utilize technology and implement high-impact learning practices. The rise of mobile devices and lecture capture was also examined. The forum explored how tools like ePortfolios, badges and learning records could provide authentic, participatory learning experiences and credentials owned by learners.

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Visita de estudios polonia con la traduccion completa

1. Study Visit Opole 2011 Innnovative use of ITC in general and vocational education

2. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN CiFP CISLAN

3. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN CiFP CISLAN CIFP CISLAN

4. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN Integrated vocational training center Initial training. (Standar VET) (1000 or 2000 h.) - Training for unemployed. (50 – 500 h.) - Specific training for workers. (10 – 40 h.) Occupational training.

5. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN Integrated vocational training center Initial training. (Standar VET) Image (2000 h.) Sound (2000 h.) Production (2000 h.) Direction (2000 h.) Image lab (1000 h.)

6. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN Integrated vocational training center 500 students per year 16 to 65 years. 20 initial training techers. 25 ocupational training teachers – depends courses.

7. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in the school All theory classrooms with computer, internet connection and proyector. 3 multimedia classrooms. 24 audio and video editing booths. 4 computers with internet connection in the library. 6 computers and internet connection for teachers. 6 computers with internet connection to administrative tasks. 10 laptop computers.

8. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in the school 125 computers

9. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in the school Free software vs. propietary software Free operating system vs. propietary operating system

10. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in the school Adobe Photoshop Avid Adobe Ligthroom Protools Nuendo Adobe After effects Cubase

11. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Average number of pupils per computer for instruction with students

12. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Using computers in school (administrative tasks, teachers tasks, learning and students tasks, others)

13. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Average number of students per computer for teaching-learning

14. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Average number of teachers per computer

15. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Average number of computers per unit/group

16. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Schools with broadband (%)

17. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Schools with Internet connection (%)

18. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain Households with internet access in Europe (%)

19. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain People who have used internet for perfom online courses (%)

20. Innnovative use of ITC in general and vocational education Prof. Pablo Quince Camino CIFP CISLAN ITC in Spain People who use internet for perfom online courses (%)

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