The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate and collaborate online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
This document discusses web-enhanced learning and online collaboration tools. It defines web-enhanced learning as using internet technology to create student-centered learning environments. Oliver et al. organized web-enhanced learning into four categories: information access, networked instruction, interactive learning, and materials development. Some key advantages of web-enhanced learning include improved access to education, better integration for non-full time students, and acquisition of technological skills. The document also discusses online collaboration tools like blogs, forums, wikis, media galleries, and Skype that can be used to facilitate collaboration.
This document discusses how Web 2.0 technologies can be used to innovate teaching and learning in higher education. It outlines how tools like WordPress, Google Apps, and Facebook pages can be implemented in courses to promote blended learning environments. When used creatively, Web 2.0 tools can foster teaching, learning, collaboration, and relationship building between educators and learners. Specific examples provided include using WordPress for sharing course information, Google Forms for quizzes and attendance tracking, and Facebook pages for announcements.
1. The document discusses the evolution of elearning to elearning 2.0, driven by the rise of Web 2.0 technologies that enable user-generated content and collaboration.
2. It provides the example of palabea.net, a language learning platform that applies elearning 2.0 principles by creating an online community of practice for language learners.
3. Quality assurance in elearning 2.0 focuses on the learner experience, with transparency, communication tools, and blending online and offline learning.
The document discusses using RSS feeds and social personalized start pages (SPSPs) like Pageflakes to enhance foreign language learning. It proposes integrating these tools into FL curriculum through activities like having students blog about Spanish regions and providing feedback on each other's posts on a shared Pageflakes site. While students are comfortable with technology, their skills are limited. The modular nature of SPSPs can help address diverse student needs and expose them to communicating in the FL through new online environments.
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
The document discusses web-enhanced learning and its advantages and disadvantages. It describes web-enhanced learning as using internet technology to create student-centered learning environments. Web-enhanced learning is organized into four categories: information access, networked instruction, interactive learning, and materials development. Some advantages include improved access to education and interactions between students and instructors, while some disadvantages include ease of cheating and bias towards more tech-savvy students. Various online collaboration tools that can be used for web-enhanced learning are also outlined, such as blogs, forums, wikis, and media galleries.
1. The document discusses emerging technologies in education and their impact on learning, including issues around openness, mobile learning, social media, digital identity and distributed cognition.
2. It notes both benefits like access to resources and interaction, as well as challenges such as information overload, lack of digital skills, and privacy issues.
3. The author argues that while technologies enable new forms of learning, there is also a need to slow down and focus on quality of engagement between teachers and learners to promote deep learning.
The paper examines how four innovative Internet technologies - blogging, audio conferencing, instant messaging, and Harvard's Rotisserie system - were incorporated into an online course at the UK Open University. Student feedback on using the technologies was positive. The learning object-based course design facilitated incorporating new technologies by allowing flexible ordering and selection of course content. As students grow accustomed to tools like forums, educators will likely implement a range of technologies to support different communication needs.
The document discusses developing converged learning environments that allow both on-campus and off-campus students to participate in the same learning activities. It proposes using problem-based learning and computer-mediated communication over the World Wide Web. A system called CWEST is planned that will allow instructors to quickly set up collaborative learning activities through templates. Templates may include debates, discussions, and concept mapping. The goals are to create flexible and consistent learning experiences for all students. Preliminary uses of collaborative tools have provided promising early results.
This document provides an overview of open video repositories (OVRs) relevant to teaching social sciences courses. It finds that economics has the most extensive OVR collections, while political science has the least. Among original-content websites, economics OVRs tend to have higher production values due to support from conservative donors. The document analyzes OVRs across various social science disciplines and identifies key features of different repositories, such as the type and source of video content, whether instructional applications are provided, and website interactivity features. It aims to help instructors discover and utilize free video resources for enhancing their teaching.
C-~SAP e-learning forum: Developing student-centred international communicationCSAPOER
The document discusses two e-learning projects that aim to develop international student collaboration: the International E-communication Exchange and the Gender Agenda. The projects allow students from different universities and countries to engage in asynchronous online discussions to enhance their critical thinking, communication, and employability skills. Evaluation found that students were excited about interacting with peers from other cultures and institutions. The projects helped students strengthen autonomous learning and reflection abilities.
The document discusses 5 transformative technologies that have impacted education: the web/WiFi, learning management systems, mobile devices, open educational resources/massive open online courses (OER/MOOCs), and social media. These technologies provide access to rich interactive resources, many ways to communicate and collaborate, and instant access to knowledge and open practices. However, the document notes that teachers lack the digital literacies needed to fully harness the power of these technologies for learning.
The chicken or the Elgg? Developing a socially constructed self-paced learnin...Jason Rhode
1. The document discusses developing a socially constructed self-paced online learning environment using the eLGG open source social networking system.
2. A recent study explored learners' preferences for interaction in such an environment and found that informal interactions like blogging were equally or more valuable than formal interactions like online discussions.
3. The conclusions indicate that not all forms of interaction are equally effective, and quality of interaction impacts quality of learning, so the specific context needs consideration when designing online learning environments.
edTechNext Higher Education Technology Conference Feb 28, 2015Viplav Baxi
This document summarizes a presentation on incorporating technology-enhanced pedagogies and leading in the digital age. It discusses the limitations of traditional "sage on the stage" classroom models and early eLearning approaches. It also describes the development of connective learning models using social media and networks through cMOOCs and the subsequent rise of branded xMOOCs. The presentation calls for an urgent change in focus to learner-centric approaches, learning networks, and use of data to address issues like retention, engagement and effectiveness. It advocates starting with self-reflection and sharing to create educational webs instead of traditional educational funnels.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
The document discusses how instructional blogging can be used as an effective e-learning tool in online and hybrid courses. It promotes interactivity, student-centered learning, and peer input. The author explains how blogging can be used as a knowledge-centered, learner-centered, and community-centered instructional tool. It allows for receptive, directive, and guided discovery learning techniques. Student responses were initially mixed but improved when blogging became mandatory and students were required to comment on each other's posts. Overall, blogging enhanced the online learning experience when integrated appropriately into the course pedagogy and curriculum.
To ride a horse, first get on the horse, then put the rope up to control it, and if you want to stop pull the rope back. Finally, the writer knew how to use a horse after following the steps.
This document discusses phenomenological study as a qualitative research methodology. Phenomenological study attempts to understand people's perceptions and perspectives of a particular situation through unstructured interviews with individuals who have direct experience with the phenomenon being studied. The interviews are analyzed to identify common themes in experiences despite diversity. The final result is a general description of the phenomenon as seen through the eyes of the participants.
Lessons learned from an ISO/IEC 15504 SPI Programme in a CompanyBartomeu Fluxà Cabrer
This document describes a software process improvement (SPI) program conducted within a Spanish company called Brújula using the ISO/IEC 15504 standard. The program followed the steps of process assessment, planning improvements, implementing actions, and a final assessment. Key lessons learned include underestimating the effort required and importance of understanding the standard, as well as the importance of case tools and active participation from all involved. Overall the program was successful in achieving a capability level 2 for several important processes.
This document provides vocabulary exercises related to environmental issues and disasters. It includes matching compound words, completing sentences with suitable verbs, filling in blanks with appropriate words, and matching words to form phrases. Students are asked to check pronunciation and practice saying vocabulary words related to pollution, natural disasters, war, and the environment.
Que mejor manera que celebrar el Día de Europa con una presentación en Inglés de PowerPoint con los datos de uno de los paises miembros de la Unión Europea
Computer hardware consists of physical parts that can be touched, including input devices like keyboards and mice, output devices like monitors and printers, and storage devices like hard drives and CD drives. The motherboard contains basic computer circuits and parts like the CPU, RAM, and BIOS. The CPU is the brain of the computer and processes data and instructions using its arithmetic logic unit (ALU) at a clock rate measured in megahertz or gigahertz.
The document discusses several sources of energy:
Fossil fuels like petroleum, coal, and natural gas are extracted through drilling or mining and can be stored in containers. Solar energy from the sun is captured through solar panels and can be stored in batteries. Biomass energy from burning wood or making biofuels can be stored in containers, trucks, or barrels. Wind energy is captured through windmills and stored in batteries. Geothermal energy from the earth's heat is captured through underground pipes and stored in the earth.
2010 Washington #1 State, Seattle, April 2010LevineMadori
The document summarizes the TTAP Method, a 9-step structured therapeutic intervention for individuals with Alzheimer's disease and other dementias. It stimulates multiple brain regions through creative arts activities. Research studies have found the TTAP Method significantly improves cognition, mood, and quality of life. It also enhances the remaining cognitive and functional abilities of individuals. The method is being further researched and implemented in long-term care settings in the United States and Finland.
This document defines several Latin phrases and terms used in Catholicism and other contexts. It provides translations for the phrases "In articulo mortis" meaning "at the point of death", "Corpore insepulto" meaning "body unburied", and defines "Grosso modo" as "approximately" or "more or less". It also defines "Status" as "a social or professional position, condition, or standing" and "Casus belli" as "the immediate cause of a war".
Using Web Tools To Enhance Teaching & Learningguest64acb3a
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
This five-day graduate course teaches teachers how to effectively integrate technology into their curriculum. Participants will learn tools for archiving, sharing, organizing information online. They will also learn how to find and evaluate media resources and conduct advanced online research. The course covers using blogs, wikis and other collaboration tools for reflection and building a personal learning network. By the end, teachers will create a technology-infused lesson plan incorporating tools taught in the course.
This 9-week graduate course teaches teachers how to build a "technology tool belt" to maximize technology use in their classrooms. The course is divided into 5 phases that teach skills like archiving, media literacy, research techniques, reflection and collaboration tools, and building a personal learning network. Students will learn how to use various web tools and create a technology-integrated curriculum unit. Assessment includes creating an archiving tool, setting up a wiki, developing an online reader, writing blog posts, creating multimedia reflections, participating in social networks, and presenting the curriculum unit. The course aims to help teachers select appropriate technology, address gaps in student performance, and enhance teaching practices using technology standards.
Technology integration in instructional ProcessKennerGarcia2
A 15 slides powerpoint presentation about the integration of technology in the educational or instructional process together with its types and frameworks.
Made by
Garcia, Kenner C.
Gonzales, Gwendalyn
Gallego, April Joy Christine
Salenga, Jerusha Joy
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
Web 2.0 refers to web applications that facilitate interactive information sharing, allowing users to easily publish and share content online. It encourages participation, collaboration, and user-generated content through platforms like blogs, wikis, and social media. Web 2.0 has the potential to create more interactive learning environments where students take an active role in learning as knowledge creators and collaborators. The major benefits of using Web 2.0 technologies in teaching include increased interaction, collaboration, knowledge creation, ease of use, and improving writing and technology skills. Teachers can enhance instruction through blogs for discussions, wikis for collaborative writing, and various tools for content delivery, student projects, and classroom organization.
The document discusses using wikis as an educational platform, particularly for small nations. It provides examples of how wikis have been used by various universities and institutions for purposes such as course development, administration, and collaboration between teachers. Case studies describe specific examples of wikis being used to develop open online courses and self-learning materials. Advantages of using wikis for education include easy updating of course materials, improved learner participation and engagement, and courses becoming more dynamic and up-to-date resources.
This document discusses using Web 2.0 technologies to enhance learning in the classroom. It provides an overview of Web 2.0, why it should be used in education, and details a project where teachers explored using Web 2.0 tools like Edmodo. The project involved setting up an online classroom space using Edmodo, introducing students to it, and using it to extend classroom activities. Teachers found it enhanced communication and engagement while reinforcing effective pedagogy.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
This document discusses faculty perspectives on using web 2.0 technologies for learning. It finds that while technologies are often implemented with intentions of enriching learning, the realities of using them in practice differ. It provides examples of how faculty have used blogs, wikis, and social networks in courses. Challenges include students not actively engaging with blogs or collaborative authoring tools without requirements. Overall it aims to understand how web 2.0 is reshaping teaching and learning, what practices have the greatest potential, and the realities versus intentions of using these technologies in the classroom.
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
The document discusses establishing educational and technological standards for educational software based on the internet. It presents a literature review on e-learning technologies and their benefits. The researcher used a descriptive analytical method, including expert interviews and a questionnaire, to develop a list of standards. The results section provides the list, which includes 53 educational standard items across 5 areas (general information, content organization, screen design, evaluation, and flexibility) and 39 technological standard items across 3 areas (design, tools, and evaluation). The standards aim to provide guidance for developing high-quality educational software based on internet.
The document discusses the Tenegen pilot project which applied connectivism learning theory in a training model. Connectivism considers learning as occurring through informal information exchange and networks supported by electronic tools. The pilot implemented connectivism through cooperative and collaborative work, blogs, content aggregation, reflection comments, and tasks. However, the training was more successful for those with strong IT skills, and connectivism methods may not be suitable for formal education. Teachers generally lacked knowledge of IT, tools, and methods important for connectivist learning like communities, web 2.0 tools. Participants found traditional learning components like instructions and summaries more useful than connectivist elements like social bookmarking and forums. The training combined traditional e-learning content with
Online Professional Development and Web 2.0Barbara Treacy
This document discusses the use of online tools to support effective professional development for educators. It outlines several principles of effective professional development, such as being intensive, ongoing, focused on student learning and curriculum. It then describes different types of online tools like course management, voice/content, collaboration, and communication tools that can help implement these principles. Examples of tools discussed include blogs, social bookmarking, and learning management systems. The document concludes that online professional development, if done well, can help address issues like extending training over time and building learning communities.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
This document discusses a study on faculty use and ratings of Web 2.0 tools for personal learning and as teaching tools. The study aims to understand drivers and barriers for adopting these tools. It explores using Web 2.0 to extend traditional faculty development approaches in a more active and collaborative way. The study focuses on faculty ratings and use of Web 2.0 tools for personal learning and teaching in the context of adapting to the Bologna methodological approaches.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
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
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
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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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.
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/
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
Using Web Tools To Enhance Teaching & Learning
1. Nitza M. Hernández, Ph.D. Graduate School of Information Sciences and Technology University of Puerto Rico HETS First Annual Best Practices Showcase San Juan PR January 14, 2010
2. To share how the use of web 2.0 tools have changed the way I have designed and delivered graduate courses. To show the effective use of web 2.0 tools for teaching and learning such as blogs, wikis and collaborative portals to motivate graduate students and engage them actively in their learning experience. To acknowledge the use of blended learning as an innovative approach or strategy that has proven to promote student success.
3. “… blended learning is more than fashionable; it is training and educational delivery method of choice. Blended learning is dominating news in higher education, in corporate America, and in governmental training settings. It is now standard part of the education and training lexicon.” (Bonk, Kim & Zeng , 2005)
4. “ In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective, providing a rationale for the effort required to design and implement blended approaches. Even when used by itself, online learning appears to offer a modest advantage over conventional classroom instruction .” Means, B. et al. (2009) in Learning Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Center for Technology, US Department of Education . It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration ) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction . ”
5. Exciting opportunities for students to debate and discuss scholarly ideas in an asynchronous forum, including blogs. Bring in outside or invited lecturers for a synchronous chat or videoconference. Some course meetings or training events are conducted virtually rather than face-to-face. Supplement course readings and activities with online articles, simulations, events, videoconferences, and other technological resources.
6. Hybrid modality that combines face-to-face interactions with online learning. Potential to provide more flexibility and accessibility to the course content at anytime from any place (most of the material available online). Provides for discussions in the classroom about the content of course on the Web. Most of the creative work come from the inclusion of Web 2.0 tools. Some studies demonstrate that students using Web resources learn more than using a traditional teaching approach (Rosales et al., 2008).
7. The instructor can combine various teaching methods and resources. A combination of technology-based materials and face-to-face sessions to present content. Begin a course with a well-structured introductory lesson in the classroom, and then proceed with follow-up materials online.
10. We used Blogger to develop the course blog TecnoInfo and PBWorks to develop the WIKI for the graduate course on Introduction to Information Technologies . The course blog was open to the community and some people outside the classroom visited the site and became “followers”. We did a video conference (IP) with professor Rene Sainz, from the Texas University in Bronwsville, to learn more about the technology of videoconferencing and to stimulate inter-institutional collaboration between two HETS members.
11. Open source applications that facilitate interactive information sharing and collaboration on the Web. Some examples of Web 2.0 applications Wikis Blogs Video sharing sites (Youtube) Social networking sites (Facebook) Allow to organize and make information easy and fast to access. Provide for a greater diversity and enhancement of learning strategies and experiences
12.
13.
14. My posts serve to introduce, integrate and summarize course topics Selected and valuable videos from Youtube supplement and enhance learning Links to other valuable blogs, websites and online resources widen learning perspectives Students are authorized as content developers together with me. They post or publish (mostly in Spanish, but some have done it in English as well, as they prefer): Article and news reviews about emerging technologies Brief summaries of assigned readings Reflections of their learning experience (brief essays) Executive Summaries of the Group Projects
15. Quality standards, timeliness and relevance are emphasized as major criteria for content development and publishing. [I edit at times students entries.] Everyone is required or motivated to make comments to entries, as assigned or on a voluntary basis. Students create their own blogs following the model of the course blog. Autonomous and cooperative learning takes place.
16. ENTRIES / POSTINGS COMMENTS to entries or postings 10 --- Professor 26 --- Students Total --- 36 61 --- Professor 38 --- Students Total --- 99 TOPICS
17. Emerging and web 2.0 technologies Google Wave, Twitter, Last.fm, Podcasting, Google Earth and museums, wiki, Youtube Open source Open access Technological paradigms Digital libraries Virtual education Videogames in libraries Data bases
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19. Used mainly for: Guidelines and rubrics for course projects Monitoring team work for final projects Working virtual spaces for each group Student collaboration
20. Flexible access to online materials and course documents. Development of a cooperative network to exchange information and knowledge on the web. Combination of different strategies in the teaching-learning process to enrich class discussion and blog posting.
21. Students strengthen their research skills using various information and communication technologies. Students learn to communicate and collaborate through virtual/online learning environments, from anywhere at anytime. As part of their final projects students develop project proposals and value added information products using podcasting, screencasting and videocasting technologies, as well as other social networking tools.
22. Feel much more prepared for using Web 2.0 tools Value theoretical background of the course for internet usage and professional applications of social networking technologies. Changed their technological paradigm. Recognized the “added value” of internet tools for their research and development of professional competencies in librarianship. Learned how to evaluate, classify and choose reliable information available on the Internet.
23. Satisfaction with their group work at a distance (WIKI), the blended strategies and flexible access to the course materials (24/7). Appreciation of content requirements and quality standards for publishing their work in a graduate blog that is public. Value the paperless nature of the course and the digitized resources. Blog allowed and Wiki allowed constant and open communication with the professor and among peers. Recognition of the innovative modality of the course. (What students expressed (11/09)
24. On the Seminar we use an open source content management system to create virtual learning environment. Students have access to digitized readings in the Document Library and have posted their work on the content management system.
25. Use of Alfresco for blending the course in a portal environment – open source application for collaboration Document management – capture, share and retain content Web content management – engage students through content Collaboration – Collaborative content management Use of SKYPE for most of the videoconferences with invited lecturers. (Were taped and placed in the portal.)
26. Things I have learned… Use web 2.0 resources to innovate on my teaching strategies and transform the way I teach. Focus essentially on students’ learning and outcomes. Empower my students with publishing capabilities in a blog that is being made public. Stimulate autonomous learning and guide collaboration of my students through technology. Manage the knowledge and learning process with social network technologies.
27. TecnoInfo - Una Comunidad de Aprendizaje en Linea - http://tecnoinfo6300.blogspot.com/ Means, B., Toyama, Y. Murphy, R, Bakia, M., Jones, J. (2009). Learning Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Center for Technology US Department of Education. Rosales García, S et al. (2008). Modalidad hÍbrida y presencial: comparación de dos modalidades educativas. Revista de Educación Superior. XXXVII (4), No. 148, pp. 23-29. ISBN: 0180-2560. Bonk, C., Kim K. & Zeng, T. Future Directions of Blended Learning In Higher Education and Workplace Learning Settings . In Bonk, C. J. & Graham, C. R. (Eds.). (2005). Handbook of Blended Learning: Global Perspectives, Local designs. Wiley, John & Sons,
28. I am thankful to all my students for this great learning experience. Thank you! ¡ Gracias por su atención!