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Hi Enas,
When K12 teachers first hear about the idea of a virtual classroom, they often wonder what possible applications it could have when they spend their days with students in a physical classroom. Most are quite surprised when they hear about the many uses of a virtual classroom for teachers in K12 brick and mortar schools, though.
To discuss the possible uses of a virtual classroom in K12 schools, join Christopher Dawson in a live, interactive Webinar, "Applications of Virtual Classrooms in K12 Classrooms" on Wednesday, March 28th at 5:30PM (GMT - 12:30PM EDT).
You can also visit our resources page to view previous Wednesday Webinars (a brief registration is required).
Visit the link below to meet Chris:
 
Applications of Virtual Classrooms in K12 Classrooms
 
Wednesday March 28, 2012 | 5:30 PM (GMT Standard Time)
 
*Please note that the webcast is public and doesn’t require a signup…simply visit the link above on Wednesday at 5:30 PM (GMT), enter a screen name, and meet Chris Dawson.
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Professional Diploma in Teaching
College of Education
Al Ain University of science and Technology
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روعه باريس .... كأنك طالع عمارة بيت حطاط وتشوف وادي عدي من فوق


 

 

عرض بانورامي لمدينة باريس من اعلى برج ايفل

You don't have to be in France ... and at the top of the Eiffel tower to enjoy the beautiful view...

Now, you can enjoy it from your own room and by one click AND FOR FREE !!!! Enjoy !!!!!!!!!

اضغط على الرابط ادناه للاستمتاع بمشاهدة العرض البانورامي لمدينة باريس


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صورة توضيحية للبانوراما مع شرح استخدام الادوات


 


 

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Learning Visions


Using Social Media for Learning: Tools & Practices 

Posted: 27 Apr 2011 11:05 AM PDT

These are my live blogged notes from a webinar presented by Brandon Hall on Wednesday, April 26 2011. (I joined about 10 minutes late, so missed a bit!)

Tom Werner, Chief Research Officer, Brandon Hall

http://www.brandon-hall.com/

LMSs are adding social features – including RSS feeds, peer ratings of content. In Brandon Hall’s research, haven’t talked to a single LMS vendor who is NOT adding these tools.

Social media allow:

  • Conversations to continue after training
  • Peer-to-peer interaction in groups – so learners can continue to learn
  • Find individualized answers (by approaching instructors and fellow learners)
  • Share your own content

Makes training more efficient

  • Can shorten formal training, because the conversation continues.
  • It’s now available on demand as it’s needed.
  • More content can be created by more contributors.
  • Can get more feedback about what’s working!

Social media can reach different audiences:

  • New employees and recently trained can now connect with each other
  • Expert employees who got missed by training – now have a way to contribute and can become mentors and coaches.
  • Social media communities can now create communities for external learners – customers, resellers, technicians.

Best practices of social media for learning: (these 3 examples one Brandon Hall Awards of Excellence):

Chrysler Academy 2.0

  • Doing more real time certification and performance support for dealer personnel.
  • Customers are now so knowledgeable about cars using the Internet.
  • Wanted to make learning “an everyday event”.
  • Draw knowledge from dealerships.
  • Used Ektron (www.methodfactory.com) a content management system – which allowed search, tagging, RSS, links, blogs, polls, surveys.
  • Everyone has their own profile like they do on Facebook.
  • Reduced time to deliver info to dealers from 2 weeks to 1 day.
  • Reduced cost of new-vehicle launch kits from $100,000 to about $15,000.

Cisco Learning Network

  • Cisco wanted to support certifications around the world for technicians who service their networks.
  • Wanted to increase # cert holders worldwide – the network experts – wanted more resources and options.
  • Traditional one way web pages weren’t enough.
  • Wanted more collaboration and conversation, so people could access already certified people’s expertise.  Wanted to move away from certification as in individual pursuit.
  • Video, podcasts, discussion forums, games, mentoring programs (Partner new learners with those already certified).
  • Polls, blogs, search (similar to chrysler).
  • Measured results in terms of usage – 7 million site visits over 20 month period.

Hewlett Packard Enterprise Sales Fitness Center

  • Sales professionals.
  • Wanted to minimize formal training to minimize time spent out of field.
  • Wanted to connect sales training with day-to-day selling (if sales people don’t immediately apply training to their real-world experiences, they tend to reject it quickly).
  • Create a safe place for people to ask their questions
  • Sales people could share their own content.
  • Used Microsoft SharePoint – blogs, wikis, messaging, polls, surveys, RSS feeds (get alerted when content is updated).
  • Want sales people talking about real-world sales experiences with their peers.
  • Saved $7,500 per learner (over formal training).
  • Survey findings (level 1 evals) showed positive reactions from the learners.

3 key take-aways from these case studies:

  • Don’t rely on “if they build it they will come” – still use some ‘push’ technolgoy – like email – to draw learners in so they start to see the value
  • They don’t obsess about measurement.  They try lots of things.
  • They don’t worry if not everyone loves it.  It’s not going to work for everyone.  Not every single tool needs 100% participation.

Ann Shea with Quick Lessons http://www.quicklessons.com/

Social media tools for learning

Risks and concerns:

Biggest challenges for orgs – benefits are not clear

To start using social media…don’t need to be as big as HP or Chrysler!

Tools that you bring in to your org.  What considerations?

  • Costs – both of tool and the opportunity cost
  • Look at terms of use and legal implications (who owns the content created in a site)
  • Does the site let you export your content?
  • Can you control access and create private groups?
  • Is it easy for learners to use? (Everyone’s familiar with Facebook – people wouldn’t have the same resistance to FB as with a new tool).
  • Are these tools being built into your LMS?

Intranet:

What can you do on your Intranet already? (e.g., SharePoint) – profiles, tags, ratings

Private social networks:

  • yammer (widely used in corporate world – over 100,00 corporate users!)
  • edmodo (originally  developed for teachers and schools – includes grading features
  • social go – sharing features, including video, blogging and works with Wordpress
  • allow microblogging, profiles, groups, messaging, questions, polls, tagging, search

Public social networks:

  • Facebook
  • LinkedIn
  • Ning
  • Yahoo Groups
  • Google groups
  • Some of these have member control and private groups

Facebook

the most accessed site in 2010! 1/8 minutes online is spent on FB! Why companies consider blocking it, but should also be a place for companies to consider going…  40% of users are 35+ – the demographic has changed!)

Jane Bozarth! – Trainers can use FB to fill the gaps and keep learners engaged between formal events.

90% of facebook users don’t return to a fan page once the click the like button

The most popular types of content on FB:

  • image with text
  • image
  • video
  • text
  • external links (put actual link not a shortened link – people on FB want to know where they’re going.
  • polls
  • keep these in mind when you design…

LinkedIn

a new linked in user every second!

A more business-oriented environment.  But it’s not as user friendly as FB.  Good for external training, partners, vendors.

Members only groups on LinkedIn for training – set up a private group (members have to request to join or be invited – and then approved by the manager)

Reminder – anything posted on the Internet can potentially be viewed by anyone…

Twitter

Very real time oriented – the pulse of what people are talking about

Use hashtags # on topics and @ signs for people

Can share links, take online notes

File sharing for collaboration:

  • As trainers work to develop content – share with each other and share with users
  • Drobox, Google Docs, Box.net

Video Conferencing

  • Skype, ooVoo, Google Voice,Vuroom, Vonage
  • Good for more immediacy, for more expressive training, can do screen sharing
  • recording sessions so they can be shared later
  • Can also create user groups within a conference call so you can have chat

Presentation Sharing Sites

To share PPTs, PDFs, videos, etc.

  • SlideShare
  • Prezi, SlideSix, SlideRocket, mybrainshark

Online Polls & Surveys

Mix polls ad surveys with social media for more engagement and better material

  • LinkedIn
  • PollDaddy
  • SurveyMonkey
  • (Facebook has just added this to groups)

Video Sharing

  • Trainers can use video sharing sites to post videos…
  • demo a product, present lecture-type content, share tips, etc.
  • YouTube, Vimeo

Wikis

Share text, images, hyperlinks

Social Media Policy

The list goes on…blogs, RSS feeds, whiteboarding, etc….

Product Pitch for Quicklessons http://www.quicklessons.com/

collaborative online course creation in the cloud

Lots of connection with facebook and Izzui– invite people to courses, share them, people can like them..”an entire social network surrounding your content” – it’s still in beta.  They will be at ASTD ICE in Orlando.  Izzui is SCORM compliant.

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Cloud Computing 
حوسبة السحاب
ورشة عمل مقدمة في 
مؤتمر الرياضيات والعلوم والتقنيات التربوية، 18 ابريل 2011 , جامعة الامارات العربية المتحدة
Mathematics, Science and Technology Education Conference, April 18,2011
UAEU

تقديم 
د. إيناس سعيد 
 كلية التربية   الدبلوم المهنى في التربية
جامعة العين للعلوم والتكنولوجيا 

http://www.socialmediamarketing.com/blog)" target="_blank" style="color: #888; font-size: 22px; font-family: Arial,Helvetica,Sans-Serif; font-weight: normal; text-decoration: none;">Social Media Marketing

 

Growing your SMB’s social Web presence

Posted: 13 Apr 2011 01:08 AM PDT


Image by Ben Sutherland

Everyday, more and more businesses are refocusing their marketing investments to craft marketing campaigns that leverage on the social Web. Rightfully so, the Web offers a fresh atmosphere organic enough for nurturing brands and open enough to cultivate creative and ingenious campaigns. And because of its vast, interconnected expanse, brands can reach out to a wider audience and target specific markets, allowing better focus on customer engagements and potentially more positive results.

 

While big companies with established national/global recognition seem to have it made online, they still need the continuous news and marketing strategy, and regular engagements to stay relevant. Startups and small and medium-sized businesses (SMB), on the other hand, are offered a level playing field and the opportunities to grow—provided that they’re armed with the right attitude, a slew of compelling strategies and the best tools online marketing has to offer.

The following can help your brand to be easily discoverable online and can even advance your branding efforts and social engagements.


Establish Your Online Presence



Image by JaseCurtis

To get the ball rolling, you need to establish your brand’s online presence by creating profiles for your brand on the social networking channels. Popular sites like Facebook, Twitter, and LinkedIn offer a brawny networking muscle with their huge user base and messaging capabilities. These are powerful sites that should be in any business social media tool kit .

Because conversations and news are carried out differently per social network, it’s best for your brand if you sign up in more than one site. The more platforms you take on, the more opportunities to reach out and engage with potential followers. Aside from these, you may also want to look into other social media sites that cater to specific niches, interests and media platforms. Determine which ones you can indeed make use of and find the right channels for your business based on the goals you intend to accomplish, the nature of your business, and your demographic.


Develop Your Identity



Image by betsyweber

As with the nature of social media to put interactions between individuals at the forefront, setting up an identity your brand will embody can really be helpful. This gives your followers an actual character they can relate to, and that is crucial in both branding and developing relationships with your demographic.

Consider heavily the image you’d want your brand to embody and how you want your followers to see you as. Take a moment and assess what it is exactly you want your potential followers to think about when they read your profile. Do you want people to look at your brand like a best friend type, the class clown or the attentive parent? Whatever your chosen identity, it should be evident on your social profiles’ bio, page design of your Web site and blog, the user pics, and both the language and tone of your every social media updates.

A human personality affords brands better engagement opportunities, allowing you to cultivate it further with constant interactions to gain your demographic’s trust. And when you play your cards right, that can lead to brand loyalty.

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Wed

kwl


Dr. Olga I Koroleva
Lesson



Below you will see the plan I created for my Pre-Algebra class. It is converted Word file, so some pictures were not showing appropriately, thus they got deleted. If you want to see the original file with comments and blackmasters, click here to open Word file.

 

Backwards Design Unit
Pre-Algebra
Pythagorean Theorem

Standards

3.0. Students know the Pythagorean Theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures.

3.3 Know and understand the Pythagorean Theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean Theorem by direct measurement.

  1. Objectives of the lesson unit:
  1. students will learn how to use Pythagorean Theorem,
  2. students will learn how to solve right triangle,
  3. students will learn how to use properties of triangles to solve real-life problems,
  4. students will learn how to use Pythagorean Theorem to measure indirectly.
  • Synopsis: the Pythagorean Theorem states that for a right triangle the sum of squares of lengths of two legs equals to the square of the length of hypotenuse. Thus, it is possible to find one side of right triangle by knowing any two other sides. It also helps to find area and perimeter of right triangle. In real life we can see that some streets form right triangles, cities are located in corners of right triangles, tents for camping, buildings, etc, contain right triangles in them. So this theorem can help us to figure out distances, shortest path, make sure the building is standing straight.
  •  

    Day 1

     

    10 min

    Vocabulary Self-Inventory (TEP 176). Each student is given the chart where he or she has to mark words he or she knows, heard of, and doesn’t know. Students will become aware of how much they already know about the subject. They will already know some words about triangles and geometry. There will be some unknown words for them which they discover while reading. Students will pay closer attention to new words.


    Vocabulary Self-Inventory
        smile                                         ?                                    sad
       I know the word                           Heard of it                      Have no idea

     

    _____ Similar Triangles

    _____ Pythagorean Theorem

    _____ Right Angle

    ______ Perimeter

    ______ Isosceles Triangle

    ______ Solving a Right Triangle

    _____ Pythagorean Triple

    _____ Hypotenuse

    ______ Legs

    ______ Area


     

    15 min

    KWL (RLS, p.35) is designed to engage students and help them to become active learners. I am using this strategy in this section since students already know something about right triangles, Pythagoras and probably his theorem, thus the strategy activates their prior knowledge. Then they will want to learn more. When they write down their questions and answers, they will organize their thoughts and learn the topic better.
    Before students start activities and reading, they have to brainstorm what they already know about the Pythagorean Theorem. They will write it down in the first column of the table under K (Know). After that I will ask students what they want to know about the subject and record their questions under W (Want to know). After the activities that follow, and reading the chapter 9.3 and 9.4, at the end of the unit, students will fill out column L (Learned) with answers students found during the unit and in the textbook. For unanswered questions students will place question marks on the chart.


    K-W-L

    Pythagorean Theorem

    K

    W

    L

    It is about triangles.

     

     

     

     

     

     

    Can we apply it to any triangle?

    No, we can apply it only to the right triangles.

     

    30 min

    Picture book story (TEP 151). This is the group activity. The table arrangement in my classroom makes five groups. Each group will be given copies of picture book "What is your angle, Pythagoras?" pages with only pictures and no words written on them. Groups will have to organize these pictures in such a way that they tell a continuous story.
    After students are done, they will be given a chance to share their stories with the rest of the class by traveling around class looking at other people’s stories. Finally, when everybody gets back to their tables, I will read a story to them so that they can compare what they had and what it really was.
                I expect students to pay attention to the story and listen carefully. While they are listening, they can take notes and work on their KWL chart.

    "What is your angle, Pythagoras?" is a picture book about boy named Pythagoras and his adventure during which he learns about relationship of the sides in a right triangle. He tells about his findings to his family and friends, that’s how the theorem becomes famous.

     

    Exercise 1 (5-10 min)
    Antoine is in his car at the intersection of California St. and Market St. in San Francisco. He needs to reach the intersection of Market St. and Van Ness Ave. But he knows that Market St. is closed for construction in several places, so he takes California St. west to Van Ness Ave. and the turns south in Van Ness Ave. until he reaches his destination. How many miles of driving would he have saved if he could have driven down Market St.?

    Exercise 2  (5-10 min)

    • If c=13 and b=5. Use the Pythagorean Theorem to find the length of the other leg 
    • An isosceles right triangle has a hypotenuse of length 12. Use the Pythagorean Theorem to find the length of each leg

    Exercise 3   (5-10 min)

    • When the lengths of the sides of a right triangle are all natural numbers, the lengths are called a Pythagorean triple. Find the hypotenuse if the legs are a=8, b=6.(Students should get c=10, tell them it is a Pythagorean triple.)
    • Find as many different Pythagorean triples as you can

    Day 2

    20 min

    Frayer Model (TEP 176). This strategy allows students to comprehend what they learned about Pythagorean Theorem after picture story and after they read the textbook section 9.3.
    Students will have to fill out four parts of a handout. First, they will write essential characteristics of a Pythagorean Theorem such as it is applied to right triangles, then they will give examples such as right triangles appear in street intersections, buildings etc. Third part is to write down non-essential characteristics such as the sides of right triangle might be integers. Finally they will complete the chart of giving non-examples such as acute triangles’ lengths.
    After students complete working on their handouts, we will have class discussion and write down the most important or interesting points on a transparency. I will be asking students to share their ideas and they will be adding them to their Frayer models.

    Exercise 1  (5-10 min)
    The city planners have asked you to design another park for the city. This park is also on a right triangular site, with legs measuring 38 ft and 42 ft. You need to know the area and perimeter of the site so that grass seed for the lawn and plants for a hedge can be purchased. What are the area and perimeter? Answer: 798 ft2, about 137 ft

    Exercise 2  (5-10 min)
    You work on a street maintenance crew for a city. Part of the street has caved in. You don’t have any ropes or tape measures that are long enough to stretch across the hole. Explain how you can measure the distance across the hole indirectly.
    Suppose the measurements of the right triangle’s legs are 24 ft and 52 ft. Find the distance across the hole. Answer: about 57 ft

    Reflection


    20 min

    Quick Write (RLS, p.331) Students will have to write as much as possible about suggested topic: what are the examples of right triangles around us? Students will have to come up with a problem. At the end students have to be ready to discuss what they wrote. They will do it in their groups, and then one person from each group will share the group’s ideas with the rest of the class. Whole class will have to solve suggested problem.

             


    15 min

    Dialectical Journal (RLS, p.357 and TEP 176) I will use the version with two columns: in the first column students will have to record the idea and/or a problem that we learned in class to which they want to respond, and where this idea/problem came from. It might have come from the textbook, picture book, other students’ ideas, class discussion, group discussions etc. In the second column they will write their response and/or solution. In case if it a response student will write why they think it is interesting, why it caught their attention, or why it might be useful for them etc.

    Dialectical Journal

    Lines from Text

    Response to Text

    "Using the lengths of two sides of a right triangle to find the length of the third side is called solving a right triangle."

    I thought that when we talk about solving something, we mean to find a variable in an equation. It is very unusual to talk about solving a triangle, because it is a geometrical shape.

     

     

     

     

     

     

     

     

     

     

    References

    1. RLS is "Reading and Learning Strategies. Middle Grades through High School" by S.D. Lenski, M.A. Wham, and J.L. Johns
    2. TEP 176: "Writing, Reading and Language Instruction", M. Sewall, instructor, UCSD, Summer 2005
    3. TEP 151: "Teaching the English Language Learner", M. Sewall, instructor, UCSD, Fall 2005
    4. TEP 174: "Secondary Mathematics Teaching Practices", C. Halter, instructor, UCSD, Summer 2005




    Here you can see samples of students' work. Since they are small, you can enlarge them by clicking on the images.


     



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