The document discusses different technology tools that can be used in a 7th-12th grade history classroom, including wiki software, a SmartBoard, and the Turnitin website. It provides details on how each tool works and its benefits for educational use. Wiki software allows collaborative editing of web pages and can be used to create class websites or track group projects. A SmartBoard is an interactive whiteboard that allows lessons to be presented interactively and recorded for absent students. Both tools encourage student engagement and collaboration.
Lisa Rapple presented on embracing technology to enhance student collaboration. She discussed how tools like learning management systems, blogs, media, wikis, Google Docs, and LinkedIn can be used to address multiple learning styles, increase interaction, and create communities of learning. Some key benefits highlighted were allowing collaboration, feedback, and tracking performance while engaging global resources. The presentation provided examples and tips for using tools like Diigo for social bookmarking, Google Docs for collaborative writing, and Wikispaces for collaborative projects.
This document outlines how to create an educational blog. It begins by defining what a blog is - an online page with periodic posts displayed in reverse chronological order that allows readers to comment. It then discusses the benefits of educational blogs for teachers, students, and classes. Steps are provided for setting up a blog on Blogger, including choosing a name, URL, and publishing posts. Features of blogs and how they can facilitate student engagement through reflection, communication, and continuous learning are also described.
The document discusses the integration of Web 2.0 tools into teaching and learning. It describes how digital natives have different needs and preferences than digital immigrants. Web 2.0 allows for participatory and social learning through tools like wikis, blogs, podcasts, document sharing, web conferencing, and open educational resources. Examples are provided of various collaborative tools that support communication, content creation and sharing, project development, and online learning environments. The document advocates adopting these tools to make learning more engaging, interactive, and relevant for today's students.
This document discusses integrating technology into the classroom, including hardware, software, and digital media. Chapter 4 discusses computer hardware components and providing recommendations. Chapter 7 focuses on teachers discovering computers and ways to incorporate emerging technologies like blogs, podcasts, and videos. The document provides links to resources on using technology for literacy, assistive technologies, evaluating websites and software, and integrating technology into curriculums. It also discusses using alternative assessments and considering students' needs.
The document summarizes key points from a presentation on using Web 2.0 tools in education. It discusses how the town of Mooresville, NC successfully implemented a 1:1 laptop program. It also provides examples of various Web 2.0 tools that can be used in the classroom, such as blogs, wikis, Google Docs, and social networking, to engage students and enable collaboration. The presentation argues that technology can help close the digital divide and prepare students for 21st century skills.
This document discusses various strategies for using information and communication technologies (ICT) in the English classroom, including laptops and projectors, extended desktops, blogs, and wikis. It provides examples of how each tool can be used, such as having student groups collaboratively present assignments using an extended desktop to share their work with the class. The document encourages teachers to experiment with blogs and wikis in their classroom and emphasizes that learning comes from trial and error.
This document discusses using Web 2.0 tools in the classroom. It defines Web 2.0 as technologies that enable user-generated content and sharing. The document outlines opportunities of Web 2.0 like harnessing student connections and extending learning. Strategies discussed include focusing on educational value and integrating technology gradually. Considerations include training, culture, objectives and infrastructure. Examples are given of blogs, wikis and other tools being used for collaboration, feedback and extending learning.
The document discusses how students and teachers are using Web 2.0 tools like blogs, social networks, photo sharing sites, and wikis. It notes that while these tools can support constructivism and knowledge creation, schools often initially use them as Web 1.0 tools just for disseminating information. The document also cautions that there are risks to consider with using free third-party tools and storing data externally, such as security, bandwidth requirements, and loss of access if the service ends.
This document discusses the use of Web 2.0 tools for literacy and ePortfolios. It provides an overview of how K-12 classrooms and higher education are using collaborative Web 2.0 resources across subjects. New pedagogical approaches that align with students' digital culture are presented, along with the impact of Web 2.0 tools on learning, communication, and assessment. Specific tools like Google Docs, Dropbox, Evernote, and ePortfolios are discussed. Questions are provided about using these tools personally and with students. Considerations for implementing ePortfolios are also outlined.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
This document discusses the use of social media in medical education. It begins by defining social media and explaining why students and educators should utilize these tools. Students today are "digital natives" who have grown up with technology and prefer collaborative, participatory learning over passive consumption. The document then provides examples of various social media platforms like Facebook, Twitter, blogs, and YouTube and how they can be used for educational purposes. It emphasizes experimenting with different tools, developing an online learning network, and focusing on pedagogy rather than any single technology. Best practices for social media use in education are also outlined.
The document provides an overview of various free web tools that can be used for social studies instruction, including educational platforms like Edmodo and Wikispaces that allow students to collaborate online. It also discusses tools for creating timelines, presentations, and interactive posters to engage students. Videos resources mentioned include Khan Academy, Crash Course, and channels on YouTube that provide historical content.
This document provides an overview of integrating information and communication technologies (ICT) into the English language classroom. It begins with definitions of computer-assisted language learning (CALL) and ICT. It then discusses the benefits of using ICT in the classroom, such as motivation and interactivity, as well as potential shortcomings. The document outlines issues to consider when using ICT and provides guidance on designing ICT lesson plans. It also presents the internet as a teaching/learning tool and provides tips for evaluating websites. Finally, it describes different task types and the stages of a task-based lesson that could incorporate ICT.
This document discusses the concept of a Virtual Learning Commons (VLC), which aims to transform a traditional library website into an online participatory community. It provides examples of different components a VLC could include, such as an Information Center with useful tools and links, a Literacy Center for reading and writing resources, and a Knowledge Building Center for sharing project work and collaborating. The document emphasizes fostering stakeholder participation and collaboration to support learning both in and out of the classroom through a VLC. It also shares examples of existing VLC implementations and platforms that can be used to create a VLC.
Effective Use Of It For English Learning PriPaul McMahon
This document discusses the effective use of information and communication technologies (ICT) for English language learning and teaching in primary schools. It argues that digital native learners prefer learning that incorporates multimedia, interaction, and instant gratification compared to traditional textbook-based learning. The document provides examples of online interactive resources and collaboration tools that can engage digital native learners and better prepare them for the modern workplace. It emphasizes the importance of allowing students to create and edit content, not just consume it, through technologies like interactive whiteboards and wikis.
The document discusses how Web 2.0 tools can enhance teaching and learning. It describes how Web 2.0 enables two-way interaction and user-generated content through blogs, wikis, social networking, podcasting, and media sharing. These tools encourage collaboration, engagement, and make learning more personal, flexible and social. The document argues that Web 2.0 will change education by supporting problem-based, experiential and authentic learning through student-led discovery and peer-to-peer interaction.
This document discusses several online educational resources and tools for teachers, including websites, portals, blogs, and digital platforms. It provides examples like EducatorsTechnology.com, which is a blog site that is a rich repository of curated tools and applications for educators. It emphasizes having an open mindset when using digital tools, as they are continually evolving. It encourages teachers to explore tools, be creative in their uses, and help develop students' critical thinking.
The document discusses how students today learn differently due to increased access to technology and the internet. It provides examples of how some schools are incorporating various web 2.0 tools like wikis, blogs, podcasts, and social media to engage students in their own learning both inside and outside the classroom. The document advocates for funding innovative online learning models to provide more equitable educational opportunities for all students.
The document discusses how school librarians can use social media to engage students and address concerns from administrators. It provides examples of how social media platforms like Facebook, blogs, wikis and mind-mapping tools can be used to share information, showcase student work and promote collaboration. The document also stresses the importance of instructing students on responsible social media use, netiquette, privacy and protecting their online reputation.
Teacher Technology Change : How Knowledge, Confidence, Beliefs and Culture In...Hamzani Wathoni
This document discusses key factors that influence how teachers integrate technology into their classrooms. It identifies teacher knowledge, self-efficacy, pedagogical beliefs, and school culture as particularly important. Teacher knowledge must expand to include technology skills as well as how technology can support different pedagogical approaches. Developing self-efficacy requires providing teachers opportunities to successfully use technology. Existing teacher beliefs also impact technology integration, and these may need to shift to more student-centered approaches. Finally, the school culture can either enable or constrain teachers' technology use. The document outlines implications for both teacher education programs and in-service professional development.
Overview of Transmedia in ARGs and StorytellingCat Flippen
A brief introduction / overview of transmedia usage in Alternate Reality Games (ARGs) and Storytelling. Educationally-focused. Given as a presentation for the ARG Academy [https://p2pu.org/en/groups/arg-academy/] Monday May 14, 2012.
Slides from University of Michigan
4 T Virtual Conference
Teachers Teaching Teachers about Technology
K-12 Version of Introduction to ARGs
from ARG Academy educators at P2PU
https://p2pu.org/en/groups/arg-academy/
This presentation summarizes a paper about teachers as agents of change in adopting technology in their classrooms. The paper focuses on four key factors that influence teachers' use of technology: knowledge, self-efficacy, pedagogical beliefs, and school culture. It discusses how each of these factors impact teachers' perspectives and experiences with educational technology. The presentation provides discussion questions and concludes that reflecting on these four areas can help teachers identify strengths to build on and aspects needing development to better integrate technology into their instruction.
Assess ESL Teacher Attitudes To Integrating Technology in TeachingTroy Cox
This document summarizes the results of a needs analysis survey assessing ESL teacher attitudes towards integrating technology in their teaching. The survey was distributed to faculty, graduates, current students, and teachers at an English Language Center. It contained sections on demographics, technology skills and confidence, and what skills students should have upon entering and graduating from an MA TESOL program. A total of 67 people responded with 59 completing the survey. The findings provide a baseline of participants' current technological knowledge and skills. Reliability testing found high internal consistency for items assessing technology operations and concepts.
This document discusses the changing role of teachers throughout educational reform movements from the early 20th century to present day. It describes how early reforms led by Bobbitt and Tyler established teachers' role as implementers of standardized curricula developed by experts. Later reforms by Dewey and Montessori elevated teachers' role to facilitators and observers. However, lack of teacher training prevented full success. Recent decades brought issues of standardization, accountability, and the erosion of teachers' autonomy and workload intensification. The document concludes that today's teachers must become agents of change and problem solvers within their schools.
Current trends, challenges, and issues in education presentationCorey Drent
This document discusses current trends, challenges, and issues in education based on a presentation about globalization and education. It identifies 5 topics: 1) allowing more time for creative and critical thinking over memorization, 2) concerns that standardized testing is reducing time spent on full novels in English classes, 3) productive ways to incorporate blogging, podcasting and social media into classrooms, 4) using electronic communication to improve literacy, and 5) challenges in providing a structured learning environment with consistent procedures. For each topic, it provides 1-2 paragraphs with examples and opinions on the issue from the perspective of a teacher.
The Common Core State Standards Initiative sets English and math standards for K-12 students across 46 states to ensure students are prepared for college and careers after graduation, including skills in areas like mathematical practice, reading, writing, and statistics. The standards were developed by the National Governors Association and Council of Chief State School Officers and are expected to impact around 45 million students as they create common benchmarks across states.
26 Disruptive & Technology Trends 2016 - 2018Brian Solis
Introducing the “26 Disruptive Technology Trends for 2016 – 2018.” In this report, we’ll explore some of the disruptive trends that are affecting pretty much everything over the next few years at least those that I’m following. It’s not just tech, though. The report is organized by socioeconomic and technological impact.
Obviously, this is not an exhaustive list of every technology and societal trend bringing about disruption on planet Earth. What follows thought definitely affects the evolution of digital Darwinism, the evolution of society and technology and its impact on behavior, expectations and customs.
A wiki is a type of website that allows users to easily add and edit content using only a web browser. Wikis enable collaboration by allowing multiple people to work together on shared documents and projects. They have various benefits for teaching and learning, such as facilitating group work and sharing of resources, but may also face challenges such as technical difficulties and students feeling uncomfortable sharing work publicly. Wikis can be used in education for activities like curriculum development, group assignments, and providing discussion forums for classes.
This document discusses how literacy is evolving in the 21st century beyond just reading and writing. It introduces the National Educational Technology Standards for Students, which focus on creativity, communication, research skills, critical thinking, digital citizenship, and technology operations. The document then explores how blogs and wikis can be used to integrate digital literacy into classrooms. It provides examples of how blogs allow students to read, write, reflect and communicate, and discusses different blogging platforms that can be used. It also explains how wikis allow for collaborative writing and editing. Various ideas for using blogs and wikis across different subject areas are presented.
This document provides an overview of a workshop about modeling digital age technology and learning. It includes an introduction to the facilitator and standard being addressed. The facilitator demonstrates several Web 2.0 tools that can be used to address the standard, including Corkboard.me for anonymous participant responses and a wiki for sharing resources. Google Apps and wikis are presented as tools for collaboration, communication, and modeling technology use in the classroom. Participants provide examples of how they might use various apps and tools in their teaching.
Chapter 7 - Technology Integration in Instruction.pptalptoker
The document discusses effective methods for integrating technology into classroom instruction. It outlines several types of technologies that can be used, including web 2.0 tools, course management systems, and interactivity technologies. Web 2.0 tools like blogs, wikis and podcasts allow for greater student participation and collaboration. Course management systems provide online learning environments for materials and discussions. Interactive whiteboards and student response systems allow teachers to display lessons, poll students, and tailor instruction in real-time.
This document discusses how Web 2.0 tools can support literacy in early elementary classrooms. It describes challenges of 21st century teaching and examines traditional vs new literacies. Specific Web 2.0 tools are explored, including blogs for reflection, wikis for collaboration, and digital storytelling. Considerations for planning instruction and assessing student work using these tools in the classroom are provided.
This document provides an overview of using Web 2.0 tools in mathematics classrooms. It discusses the goals of integrating these tools, defines Web 2.0, and outlines why these tools should be used according to standards. Specific tools are presented like blogs, wikis, and social bookmarking. Examples of using the tools for assignments, collaboration, and professional development are provided. The presentation concludes with questions.
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
Integrating Web 2.0 Tools in the Math ClassroomChris Marchetti
This document provides an overview and agenda for a presentation on using Web 2.0 tools in mathematics classrooms. The presentation goals are to provide an overview of Web 2.0, discuss why these tools should be used in the classroom, and explore ideas for how to incorporate them into mathematics teaching. Examples of Web 2.0 tools that could be used include blogs, wikis, podcasts, and online documents.
The document discusses how technology and web 2.0 tools can be used to better engage and prepare today's students for their future. It emphasizes that students are digital natives who learn differently than in the past and that classrooms need to compete with the outside world to remain relevant places of learning. It provides examples of how tools like learning management systems, wikis, blogs, social bookmarking, digital storytelling and more can be used to create student-centered, collaborative learning experiences that develop 21st century skills.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
This document discusses the benefits of using technology in language education. It notes that today's students have grown up with constant digital stimulation and their brains and learning have changed. Technology allows teachers to reach different learning styles, motivate students, and make language learning practical. It also discusses how Web 2.0 tools like blogs, wikis and podcasts allow for collaboration and student-created content. Teachers must ensure technology is integrated appropriately based on learner levels and course objectives.
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Audio visual in L2 on digital resources for learning L2 languages - Noto con...Maria Rizza
This document summarizes a presentation on using various media tools like Wikispace, Exelearning, and slideshare for language learning. It discusses how these tools are used to introduce students to web resources, have them complete topics and share materials. Wikispace allows asynchronous and collaborative work from different places. Exelearning allows arranging learning activities and exporting materials. Benefits include empowering student creativity and problem solving, while challenges include needing teacher training and flexible time. Technical requirements are internet access and open source software. The teacher evaluation found increased motivation and participation from more flexible learning.
The document discusses how technology integration can engage students by making lessons relevant to their lives and the skills they will need for future jobs. It provides tips for getting started with technology integration, including starting with a few tools and building your repertoire over time. Specific tools discussed include wikis, blogs, videos, websites and surveys. Resources are shared for creating wikis, blogs and surveys, as well as getting more technology integration ideas.
The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.
Technology strategies to differentiate a classroomscacique
This document provides strategies for using technology to differentiate instruction in the classroom. It discusses using technology for pre-assessments, differentiating content by interest through webquests, and creating differentiated units that integrate content, grouping, and assessments. Specific websites are recommended for creating quizzes, developing rubrics, and supporting literacy development through electronic books and projectors. The conclusion emphasizes that technology should be fully integrated into the curriculum to benefit students.
This document introduces wikis and their use in classrooms. It discusses that wikis allow for collaborative work, as multiple people can easily edit pages. Wikis empower students to communicate, collaborate on projects, and present their learning. The document provides examples of how teachers have used wikis for activities like project collaboration, peer review, group authoring, and presenting assignments. It also addresses how to set up a wiki and moderate student interactions to ensure appropriate conduct.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
4. What is a Wiki? Wiki - (Hawaiian word for "fast") is a type of collaborative software program that typically allows webpages to be created and collaboratively edited using a common web browser. Websites running such programs are also referred to as wikis. Collaborative software - is software designed to help people involved in a common task achieve their goals. Ward Cunningham developed the first wiki software, WikiWikiWeb, in 1995, and originally described it as "the simplest online database that could possibly work." The most famous wiki is Wikipedia, an online encyclopedia with more than one million articles.
5. How Does a Wiki Work? “ Wikis in Plain English” on The Common Craft Show: http:// www.youtube.com/watch?v =-dnL00TdmLY How-to-pages: http://collaborationnation.wikispaces.com/How-to+Pages A wiki is a collection of Web pages interconnected with each other through internal links A wiki allows people to view and edit text (by clicking an “edit” button on an article) by anyone who visits the wiki. A wiki adminsitrator(s) will then evaluate any edits to the wiki and either accept (make no changes), reject (remove if incorrect/inappropriate) or alter (correct any small typos). Tools to prevent vandalism of wikis include: an administrator’s ability to block or ban users (or IP addresses), to protect a page temporarily to keep people from changing it and to delete inappropriate information.
6. Three Types of Wikis Public - can be viewed and edited by anyone Protected - can be viewed by anyone but can only be edited by members Private - can only be viewed and edited by members
7. Uses of Wikis in Class Room Include Simple webpage creation Data collection Mapping concepts and brainstorming Research projects with Wiki serving as ongoing documentation of work Group authoring on a single, central Wiki page Tracking group projects Class/instructor reviews Teachers can use wikis as a knowledge base to share information regarding teaching practices or can use for syllabus, curriculum and/or lesson plans
8. Educational Wiki Websites Examples of educational WIkis http://educationalwikis.wikispaces.com/Examples+of+educational+wikis Three Companies Offering Ad-free Wikis for educators http:// www.wikispaces.com /site/for/teachers http:// pbwiki.com/academic.wiki http:// wikisineducation.wetpaint.com
9. Benefits of Wikis in Class Room “ Collaborative authoring allows students to learn from one another – both in terms of viewing each other’s content but also by seeing the quality of other students’ work. In a traditional classroom, a student writes a paper, the teacher grades it, and then returns it to the student. Other students rarely have the opportunity to see and therefore learn from the information in that paper. Seeing other students’ work on a continuous basis can cause a student to evaluate his or her own work and see how it compares in quality. The comparison may cause the student to raise his or her work to a higher level”- Boston College Web page “Benefits of Using Wikis in the Class Room”
10. Benefits of Wikis in Class Room Easy to set up, update and monitor Promote active learning Students learn to negotiate, compromise and assist others through collaborative work High-level critical thinking as students critique others' contributions for accuracy Increased information literacy skills as students check their facts for accuracy and correct errors discovered by their peers Flexibility as students can do at school or at home Accountability as teacher can track contribution of each student Interactive to other websites- links to other things to do
11. Benefits of Wikis in Class Room Importantly, wikis can also be used for collaborations between teachers. In fact, “South Africa has developed their national high school curriculum materials in a wiki; freeing the nation from the expense of printed textbooks and increasing the usefulness of the materials by allowing teachers the ability edit the content”. http://atyourlibrary.com/~rdegler/presentations/wikis/doku.php/examples_of_how_wikis_are_changing_education
12. Challenges of Wikis in Class Room Vandalism, Misinformation and other mistakes Solution: make protected or private; update incorrect information; prior data is always backed-up A wiki page does not like to be edited by two people simultaneously. Solution: Create sub-pages for the students to work on that are linked to the main page Student privacy Solution: Never publish student’s last names or personal details. Teachers should discuss privacy issues with students Effects of open editing on student’s writing? What if students do not agree with another student’s edits? Solution: Need to emphasize benefits of learning from others via collaborative work and the importance of being respectful of others work
13. Sources for Wiki Research Educational Wiki Websites on Slide 8 Fountain, Renee. (2005). Wiki pedagogy, Dossiers technopedagogiques from http://www.profetic.org/dossiers/dossier_imprimer.php3?id_rubrique=110 Sheehy, Geoffrey The wiki as knowledge respository : Using a wiki in a community of practice to strengthen K-12 education . Published in the November 2008 issue of // TechTrends // (Volume 52, Number 6) Boston College- Benefits of Using Wikis in the Classroom- http:// idesweb.bc.edu/ides/website/teaching_tools/wikis/benefits Parker, Kevin and Chao, Joseph- Wiki as a Teaching Tool- Interdisciplinary Journal of Knowledge and Learning Objects Volume 3, 2007 http://ijklo.org/Volume3/IJKLOv3p057-072Parker284.pdf Interview of Ben Rein, Assistant Head of Upper School and History Teacher at The Haverford School in Philadelphia- 11/26/09
15. What is a SmartBoard? The term “SmartBoard” is a trademarked brand of an interactive white board (IWB). An Interactive White Board is a broad name for a device that, when used with a computer and some type of large video display, makes the surface of the display become touch sensitive in some manner and allows it to be used to control the computer. Interactive whiteboards are used in many schools as replacements for traditional chalkboards. They provide ways to show students anything which can be presented on a computer's desktop (educational software, web sites, and others). In addition, interactive whiteboards allow teachers to record their instruction and post the material for review by students at a later time. This can be a very effective instructional strategy for students who benefit from repetition, who need to see the material presented again, for struggling learners, and for review for examinations. Brief instructional blocks can be recorded for review by students—they will see the exact presentation that occurred in the classroom with the teacher's audio input. This can help transform learning and instruction.
16. How is a SmartBoard used in the Classroom? Save lessons to present to a student who is absent Use the built in maps to teach geography Present student presentations. Have students create e-folios that include samples of their work and narration. Digital storytelling Brainstorming Take notes directly into PowerPoint presentations. Reinforce skills by using interactive websites Create a project calender Teach editing skills Use the highlighter tool to highlight nouns, verbs, adjectives, etc. Use the SmartBoard with Kidspiration or Inspiration Teaching students how to navigate the Internet Illustrate and write a book as a class. Use the record feature to narrate the text. Electronic Word Wall Teaching vocabulary Teaching steps to a math problem At the end of the day, have each student write one thing that they have learned. Implementing active student engagement
17. Benefits of using a SmartBoard in your Classroom Its BIG! A percentage of students with special needs respond well to visuals, and the interactive SmartBoard is quite large in size. Its flexible. The SmartBoard allows you to change what you’re doing at a very rapid pace if your lesson seems to be going in a direction that you don’t deem beneficial for the class. You Are able to create an activity and change it as the students watch. Its interactive. Students with special needs, as well as all students, need different modalities to learn, but also to activate technology. Traditional computer methods of using mice and keyboards can be limiting to some of our general population. The touch and click ease of a SmartBoard allows many students to interact with a computer like never before. Its easy! Albeit, you as an educator, will need training before using this device in your classroom, most students can walk up to a SmartBoard and start using it immediately. Its fun! Students become actively engaged while using this hands-on tool that allows you to conduct many activities that would be practically impossible without the use of this device. Who wouldn’t want to create a giant Andy Warhol painting in art class? Or take part in a number race in math class?
18. Benefits of Using a SmartBoard in your Classroom “ The interactive electronic whiteboard is great for demonstrations. The interactive electronic whiteboard is a colorful tool. Research indicates that students respond to displays where color is employed. The board can accommodate different learning styles. All ages of students respond favorably to board use. Distance learning is an excellent setting for interactive whiteboard use. One-computer classrooms can maximize the use of limited computer access. The interactive whiteboard is an excellent tool for the constructivist educator. The boards are clean and attractive tools. Students with limited motor skills can enjoy board use. It is interactive. It can interface well with other peripherals. The board is great for meetings are lessons where the participants need printed copies. It is a kid magnet! “ -Dr. Mary Ann Bell, Professor of Library Science at Sam Houston State University http://teachers.net/gazette/JAN02/mabell.html
19. Benefits of Using a SmartBoard in your Classroom The teacher is at the front of the class and the whole class is engaged together. It gives the teacher instant access to a vast array of electronic resources. It enables seamless links to be made between the technology and the subject material. Teachers are rethinking their approach to teaching. Pages can automatically be saved and can be printed, emailed or even pasted into a website. The flipchart files can be updated or merged with other Windows applications.
20. Problems with SmartBoard Technology Problem: SmartBoards are generally difficult to be moved from classroom to classroom. While the tool was not designed to technically be a portable device, this provides much difficulty to a teacher who directs instruction in many different classrooms. Solution: While there is not much to do in order to make the transportation of a SmartBoard easier, per say, it is recommended that schools have an IWB for each classroom. Problem: Some educators feel that they are unable to monitor students to see who is paying attention because technological components override classroom management. Solution: It is imperative that teachers are aware of student behavior and assess their knowledge at the reminder of the lesson. Problem: The SmartBoard is not easy to touch. Solution: Use your nail or the back of your hand to draw with.
21. Sources for SmartBoard Resource Linda C. Mechling (January 2008) “Effects of SmartBoard technology” Journal of special education technology http://www.highbeam.com/doc/1P3-1508636021.html Bui, Vahn (Sept 2009) Interactive whiteboards effect on education” National institute of building technologies http:// www.edfacilities.org/rl/interactive_whiteboards.cfm Beeland, W. D. 2002. Student engagement, visual learning and technology: can interactive whiteboards help? Action Research Exchange, 1, 1 (Summer 2002). DOI=http://chiron.valdosta.edu/are/Artmanscrpt/volno1/belland_am.pdf
22. Useful Websites for SmartBoards SmartBoard Templates: http://www.mcr2.k12.mo.us/mainpages/resources/templatesindex.htm#smartboard Setting Up Your SmartBoard Safely: http://www.priorywoods.middlesbrough.sch.uk/subject/ict/training/smartb.htm SmartBoard Links to Engaging Learners: http:// www.sms.sevier.org/smartboard.html SmartBoard Tutorial: http:// library.uchc.edu/departm/cec/flash/sb_main.html Interactive White Board Lessons: http:// www.shambles.net/pages/staff/intwhiteb /
24. What is turnitin.com? Turnitin.com is an internet-based plagiarism detection service created by iParadigms, LLC. Turnitin.com is an online service that scans essays and term papers to check for material copied from web sites or purchased from paper mills (such as cheater.com), published works, or previously submitted essays.
25. How does Turnitin.com work? Turnitin.com checks for possible plagiarism by comparing submitted papers to three continuously updated databases. Turnitin.com allows the student or educator to upload a paper into the Turnitin.com database, and the software will then use algorithms to create “digital fingerprints” that can identify similar patterns in text. Then the paper is matched to billions of web pages, paper mill essays, and other student papers submitted online. Finally, in an hour or less, Turnitin.com creates an “originality report” that records any passages from the paper that might not be authentic, and lists web sites and other resources that include previously submitted papers that have matched content to the passages.
26. Turnitin.com in the Class Room It is easy for teachers to set up Turnitin.com classes and assignments in such a way that students can see their own Originality Reports and can turn in multiple drafts of an assignment. This way students can edit their first draft and resubmit their assignments if the Originality Report shows more matching text than they desire. Certain virtual learning environments can be configured to support Turnitin.com, so that student assignments can be automatically submitted for originality analysis. WebCT, Blackboard, and many other virtual learning environments support Turnitin.com integration with course sections and assignments.
27. Benefits of Turnitin.com Discourages plagiarism by showing matching text that may be plagiarized Encourages proper citation Looks for matches against…… - billions of web pages - over 100 million student papers - over 80,000 major newspapers, periodicals & scholarly journals - thousands of books
28. Challenges of Turnitin.com Privacy: The U.S. federal Family Educational Rights and Privacy Act (FEWPA) prohibits disclosing certain information about students to third parties without the students or the student’s families’ permission. Solution: The submitted paper does not have personal identifying information. The paper is not considered part of the educational record since it has not yet been graded. Presumption of Guilt: Students and some teachers believe that requiring students to submit papers on Turnitin.com creates a presumption of guilt, which may violate scholastic disciplinary codes, applicable local laws, or judicial practice. Solution: Need to explain that Turnitin.com is only being used to prevent cheating, which is against school rules, and to make sure students do not get an unfair advantage by copying others work. Errors: There are times when material is cited correctly and Turnitin.com gives a high warning on plagiarism. This happens a lot when there are long quotes used in the paper. Solution: Teachers have to read over and look into originality reports. These reports are not flawless so if an originality report comes back with a high warning, a teacher can not assume guilt and must look over the report in detail.
29. Sources for Turnitin.com Baggaley, J., & Spencer, B. (2005). The Mind of a Plagiarist. Learning, Media & Technology, 30(1), 55-62. Retrieved from ERIC database. Atkins, T., & Nelson, G. (2001). Plagiarism and the Internet: Turning the Tables. English Journal, 90(4), 101-04. Retrieved from ERIC database. Jocoy, C., & DiBiase, D. (2006). Plagiarism by Adult Learners Online: A Case Study in Detection and Remediation. International Review of Research in Open and Distance Learning, 7(1), 1-15. Retrieved from ERIC database. http:// en.wikipedia.org/wiki/turnitin