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 provides information on using the internet for learning. It discusses what the internet is, what it offers such as sharing information, communication, and e-learning. It outlines pros and cons such as freedom of publishing but also potential for misuse. It describes how to evaluate accuracy and find information using search engines, open educational resources, and collaboration tools like forums and blogs.
Enhancing Teaching and Learning in Geography using ICTRCha
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 created an online portal called GeoBytes to share resources, support students, and promote the subject. Ideas are given for using blogs, podcasts, and wikis to collaborate and support teaching on topics like fieldwork and revision. Setting up and using these tools effectively in the classroom is highlighted.
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
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.
The document discusses the use of information and communication technologies (ICT) in education. It provides an overview of how ICT can be used to enhance teaching and learning, including using the internet for communication, information retrieval, and publishing resources. Specific technologies and online tools mentioned include email, discussion groups, the world wide web, blogs, YouTube, Google Earth, Photo Story, and Animoto. Guidelines are provided around developing an ICT policy and ensuring internet safety.
The document discusses using new technologies to enhance geography teaching and learning. It promotes using tools like websites, virtual learning environments (VLEs), blogs, podcasts and wikis to engage students in online learning. Specific examples mentioned include using a department website and VLE to provide homework support, share resources and showcase student work. The benefits of collaborative online learning through tools like blogs and online communities are also discussed.
The document discusses using new technologies to enhance geography teaching and learning. It promotes using websites, virtual learning environments (VLEs), blogs, podcasts, and wikis to engage students in online learning. The St Ivo geography department created an online portal called GeoBytes that includes course materials, homework support, revision resources, and ways for students to interact online through discussion forums, blogs and interactive activities. The document provides examples of how teachers can use these online tools and virtual communities to support students and promote independent learning.
The document discusses using information and communication technologies (ICT) to enhance teaching and learning. It covers defining Web 2.0 and how it has changed knowledge sharing. Various e-learning tools are presented, including options for collaboration, productivity, multimedia creation, organization, and social interaction. Challenges of implementing these tools in pedagogical practices are also addressed.
The document introduces various types of e-content including open educational resources (OERs), reusable learning objects (RLOs), eBooks, online dictionaries, and encyclopedias. It provides examples of OERs like MIT OpenCourseware and OpenLearn which provide free educational content. RLOs are described as interactive online resources focused on a single learning objective. Examples of eBook sources include Project Gutenberg and online library collections. Overall the document serves to define and provide examples of different forms of digital educational content available online.
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.
The document discusses using Flickr as a tool for teaching visual literacy and developing digital literacy skills. It provides examples of how teachers can incorporate Flickr images into classroom activities such as having students describe photos, play adventure games linked across images, collaboratively tell stories through a series of photos, and more. Comments from educators discuss additional ideas like having students upload their own photos to prompt discussions or writing assignments.
Learning with Technology the Educator's Roletuchodi
The document discusses the importance of developing skills for the 21st century such as researching using the internet, assessing and filtering information, working collaboratively, communicating effectively, and thinking critically and creatively. It provides examples of tools and strategies that can help teachers develop these skills in students, including using social media, personal learning environments, communities of practice, and modeling behaviors for students. The document emphasizes that the focus should be on learning rather than just the tools themselves.
Ubiquitous Language Learning (2014 AILA World Congress presentation)Steve McCarty
"Ubiquitous Language Learning from Mobile Internet to iPod to iPad" for the AILA World Congress symposium "Utilizing Emerging Technologies and Social Media to Enhance EFL Learning" on 11 August 2014, 16:30-18:30, in Room P5 at the Brisbane Convention and Exhibition Centre. This Slideshare version has much text for reading convenience.
This document outlines the objectives and approach of a course on web-based learning. The main objectives are to expose participants to knowledge and competencies around uses of information and communication technologies for learning globally. This will be done through discussing readings, hands-on experience with web tools, and analyzing student exposure to the web. The course will work on globally-based projects using technologies to positively impact diverse learning communities. The approach will involve experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation.
The document discusses the evolution of the web from Web 1.0 to Web 2.0 and why teachers should care. It notes that Web 1.0 involved static pages created by few, while Web 2.0 enables mass participation and user-generated content. Today's students are actively using the web to IM, blog, upload videos and photos. However, classrooms still resemble yesterday's model. The document argues teachers need to teach digital literacy skills and how to collaborate online to prepare students for a changing world.
Thailand 2019 Workshop on e-Learning and Mobile Language LearningSteve McCarty
Workshop at the International Conference on Humanities and Social Sciences, Prince of Songkla University, Thailand, on May 3, 2019. The keynote address by the presenter is also here on Slideshare. This two-hour hands-on workshop in a computer lab starts with a history of e-learning and a method of placing mobile learning in historical, cultural, and disciplinary contexts. Another original formulation is (four) Levels of Involvement with ICT (or other technologies). Participants are shown how to set up a free Google Scholar Citations Profile and e-Portfolio, with other suggestions for Web presence and academic networking. A number of mobile language learning apps are introduced, with particular reference to the Southeast Asian setting.
This document outlines the objectives and premises of a course on web-based learning. The main objectives are to expose participants to knowledge about using information and communication technologies for learning, with a focus on new methods using the ubiquitous worldwide web. The course also aims to provide hands-on experience with web 2.0/3.0 tools and analyzing how students use the web. The objectives will be achieved through globally-based projects that leverage technologies to positively impact diverse learning communities. The document then discusses learning styles and how the course content will be delivered using various social networks, tools, and online resources.
This document discusses the rise of Generation Y, also known as Echo Boomers, who number up to 80 million. Generation Y is technologically savvy, having grown up with computers, mobile phones, and economic prosperity. They are entrepreneurial and not afraid to challenge authority. The document also discusses how the world has become "flat" due to technologies like the Internet, fiber optics, and outsourcing allowing more global collaboration. It recommends educators embrace new media like blogs, wikis, and multimedia sharing to engage this new generation and prepare new learning materials. Web 2.0 encourages user-generated content and collective learning through technologies like RSS feeds, social bookmarking, and social networking.
The document summarizes key provisions and implications of recent UK climate change and energy legislation, including the Climate Change Act, Energy Act, and Planning Act. It discusses targets for reducing greenhouse gas emissions, the creation of a Climate Change Committee, renewable energy incentives, energy efficiency policies, and reforms to the planning system to promote low-carbon development. A workshop is then outlined to discuss opportunities and threats for the West Midlands region from these new laws.
Maslow's Hierarchy of Needs outlines 5 levels of human needs: 1) Physiological needs like food, water, air which are the most basic. 2) Safety needs displayed as insecurity in children and during emergencies in adults. 3) Need for love, affection and belonging through giving and receiving love to overcome loneliness. 4) Needs for esteem involving self-respect and respect from others to feel self-confident. 5) Need for self-actualization to be and do what one was "born" to do and fix a sense that something is lacking in life.
Shell's CEO estimated in 2008 that after 2015, supplies of easily accessible oil and gas would no longer meet global demand. Continued economic growth would outpace new oil production from more difficult reserves. This would lead to higher oil prices and increased competition for remaining reserves.
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 when using free third-party tools and storing data externally, such as security, bandwidth requirements, and loss of access if the service ends.
This document provides an overview and instructions for course assignments related to Web 2.0 and social networking. Students are asked to view various videos and readings about key concepts, create profiles on social media sites like Ning and Delicious, set up a Twitter account, and post blog entries reflecting on their experiences with social media. Assignments include adding contacts, tagging bookmarks, tweeting thoughts, and commenting on classmates' work to encourage collaboration and participation.
This document discusses the differences between gerunds, infinitives, and base forms of verbs in English. Gerunds are verbs with "-ing" added and can be used as subjects or objects. Infinitives always include "to" and can be subjects or objects after certain verbs and adjectives. Base forms are used after perception verbs and "let" or "make." Certain verbs like "stop," "remember," "regret," and "forget" can be followed by either a gerund or infinitive with subtle differences in meaning.
This document provides a step-by-step process for writing an essay:
1) Prepare by brainstorming ideas, grouping related ideas, and ordering the groups.
2) Write a draft without worrying about grammar or spelling. Include an opening, body paragraphs for each group, and a closing.
3) Improve the draft by checking the content, organization, language, spelling, and punctuation.
4) Rewrite the improved draft neatly with proper formatting.
A sentence is a group of words containing at least a subject and a verb that expresses an idea. There are three types of sentences: affirmative sentences which follow the subject-verb-object structure; negative sentences which use an auxiliary verb and "not"; and interrogative sentences, including yes/no questions marked by a question mark and WH- questions starting with interrogative words.
The document discusses the basic structure of sentences in English. It defines a sentence as containing a subject and a verb and expressing a complete idea. It describes additions that can be made to basic sentences like objects, adjectives, adverbs, and complements. It also outlines the three main types of sentences - simple, compound, and complex - and discusses word order and punctuation rules for English sentences.
This document discusses the basic components and structure of sentences in English. It defines a sentence as containing a subject and a verb and expressing a complete idea. It describes additions that can be made to basic sentences like objects, adjectives, adverbs, and complements. It also outlines the three main types of sentences - simple, compound, and complex - and discusses word order and punctuation conventions for English sentences.
Maslow's Hierarchy of Needs outlines 5 levels of human needs: 1) Physiological needs like food, water, air which are the most basic. 2) Safety needs displayed as insecurity in children and emergencies in adults. 3) Need for love, affection and belonging through giving and receiving love to overcome loneliness. 4) Needs for esteem through self-respect and respect from others to feel self-confident. 5) Need for self-actualization to be and do what one was "born" to do and fix a sense that something is lacking in life.
The document discusses different types of conditional sentences in English. First conditionals express what will happen if a present condition is met, using "if" and the present simple tense. Second conditionals refer to hypothetical, unlikely present situations using "if" and the past simple tense. Third conditionals express regret about past conditions that cannot be changed, using "if" and the past perfect tense. The document also discusses using "unless" instead of "if", the use of "were" in conditional sentences, temporary conditional sentences using time markers like "when" and "as soon as", and wish clauses expressing present, past, and future desires.
This document discusses different types of relative clauses, including defining and non-defining relative clauses. Defining relative clauses provide essential information to the meaning of the sentence, while non-defining clauses provide extra information and the sentence retains its meaning if they are removed. The document also covers different relative pronouns used in relative clauses and the formal and informal structures used when the verb in the relative clause is followed by a preposition.
This document summarizes the differences between modal verbs and regular verbs in English. It discusses the forms of modal verbs compared to regular verbs, the meanings and uses of different modal verbs like can, may, must, should, as well as modal perfect constructions which refer to past or completed actions using modal verbs and the past participle form of other verbs.
1. The document discusses strategies for effective communication to promote behavior change related to climate change. It outlines understanding audiences, mapping a journey to change, creating clear messages, choosing appropriate media, and creating lasting changes.
2. The strategies involve segmenting audiences, identifying their attitudes and barriers, framing specific actions to overcome barriers, using positive messaging and imagery, matching media to audiences, making connections, and providing feedback and reminders over time.
3. Examples are given of audience segments from Defra and how to frame renewable energy for different groups, with tips on benefits, grants, examples, and language used.
Transition Town Stafford Presentation 3 22nd October 2009Carbon Forum
TT Stafford Presentation 3 - 22nd October 2009.ppt
Presented on 22.10.09 as part on Learning to Deliver West Midlands seminar series on Growing Community Action on Climate Change.
This document discusses the skills of a data journalist and provides examples. It defines a data journalist as someone who analyzes structured data to produce news stories, with newer journalists using programming to scrape and analyze web data. It emphasizes skills like accessing public data, web scraping, data analysis, visualization, and the ability to learn new techniques to uncover stories within data.
Computer Assisted Language Learning - Using websitesBüşra Durbin
This document provides guidance for teachers on using the internet and websites in the classroom in three main ways:
1) It discusses how websites can be used as printed pages, with one computer and internet connection, or in a computer lab.
2) It recommends that using the internet be an integral part of learning rather than an occasional activity. Both ELT and authentic websites have benefits depending on the teaching goals.
3) It provides examples of search engines and categories of websites for images, video, audio and podcasts that can be used for different classroom projects. Specific ESL website resources are also listed.
This document provides an overview of various Web 2.0 tools that can be used to engage students in the classroom, including Google tools, screencasting, wikis, blogs, social networking, social bookmarking, Glogster, Slideshare, Wordle, photo tools, Prezi, and Voicethread. It discusses benefits like publishing work online improving quality and collaboration, and considerations like applications changing or privacy. The key priorities are choosing the right tool for learning objectives and not using technology just for its own sake.
The document discusses emerging trends in online learning and web technologies, including the growth of mobile access and user-generated content. It notes that schools can leverage existing tools like Google Apps, blogs, and video chat to set up online communities for course materials and student work, moving beyond traditional learning management systems and potentially reducing costs. Questions are raised about whether cash-strapped schools can afford not to adopt these new approaches.
The document discusses emerging trends in online learning and web technologies, including the growth of mobile access and user-generated content. It notes that schools can leverage existing tools like Google Apps, blogs, and video chat to build online communities of learners where all course materials and student work are shared publicly. Questions are raised about whether cash-strapped schools can afford not to adopt these low-cost online alternatives that are shaking up higher education.
This document provides an overview of various Web 2.0 tools and how they can be used for educational purposes. It discusses blogs, RSS feeds, wikis, social bookmarks, and podcasting. It emphasizes that these tools support collaborative, constructivist learning and allow students to actively create and share content. The document suggests teachers should explore how to harness these tools to engage students and make learning more authentic.
Web 2.0 tools can be useful in education by facilitating collaboration and sharing between teachers and students. Some recommended tools include Blackflip for social bookmarking and organizing websites, Podcastpeople for creating audio and video podcasts that can be used for student projects, and Google Docs for collaborative writing and editing in real time. As technology use is rising in education, it is important for schools and teachers to incorporate these digital tools to engage modern students.
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.
This document provides information and resources related to digital literacy and responsible online behavior. It discusses how content posted online can have long-lasting effects and be difficult to remove. Guidelines are presented for posting content responsibly and respectfully. The document also covers personalized start pages, webinars, podcasting, and assigning related projects for digital literacy surveys and podcast creation. Resources include tutorials, examples, and assignment details.
The document outlines 10 reasons why the internet is useful for education. It argues that the internet allows learning to occur anywhere and anytime, provides interactive simulations to deepen understanding, and allows students to learn through self-directed projects. It also enables global collaboration, accommodates individual pacing, reduces physical burdens like heavy textbooks, and provides free educational tools to lower costs. The overall conclusion is that information technology is central to education and will continue transforming schools.
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
This document provides an overview of the key considerations for principals regarding technology vision and network infrastructure. It discusses the importance of having a long-term technology vision focused on creating 21st century learning environments. It also outlines essential network components and best practices for infrastructure, including servers, switches, firewalls/routers, wireless access, client devices, operating systems, bandwidth, backups, and inventory systems. Effective IT support is emphasized as critical to realizing the technology vision.
This document outlines David Burns' presentation on using social media to extend the reach of English language teaching. It discusses several social media platforms that can be used for professional collaboration and development, as well as in the classroom. These include Facebook, Twitter, Dropbox, YouTube, blogs, and wikis. The presentation emphasizes that teachers should make responsible choices regarding social media use in light of the political and social contexts of their host countries.
This document provides guidance for principals on technology topics including:
1. Developing a vision for student-centered learning environments and modeling technology use.
2. Ensuring adequate network infrastructure and IT support to enable the vision.
3. Moving away from textbooks and empowering teachers and students to create their own learning resources.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
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 provides an overview of technology integration and collaboration. It discusses how technology can help with authentic learning and critical thinking through the use of multimedia tools, video streaming, online databases and literacy tools. It also discusses the evolution of the web from Web 1.0 to Web 2.0, how Web 2.0 allows for more interactivity, user-generated content, and two-way communication between teachers and students. Finally, it lists some Web 2.0 tools that can be used to post content and collaborate, such as G Cast, Wiki Spaces, .Mac, Gabcast, and Slide Share.
Using iPads for Adult Learners CAACE 2015Cathybosco
1) The document discusses using iPads in the adult classroom and provides resources for finding apps to enhance learning.
2) Some recommended apps include Goodnotes for annotating texts collaboratively, Educreations for "flipping" the classroom by recording lessons, and Newsela for accessing leveled non-fiction articles.
3) The document encourages teachers to explore different apps to increase their comfort with technology and to start small when integrating iPads into lessons.
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
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.
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.
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.
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.
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.
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/
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
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.
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
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
Web2 Price
1. Web 2.0 and education Dr Ken Price Best friends or worst enemies?
2. "The reasonable man adapts himself to the conditions that surround him... The unreasonable man adapts surrounding conditions to himself... All progress depends on the unreasonable man." George Bernard Shaw
3. What does Web 2.0 mean for education? How students and teachers are using Web 2.0 tools, and some cautionary tales…
5. Web 2.0 characteristics Web is the platform The read-write web (as distinct from the read-only web) Data comes from users, often many users Data stored somewhere outside of your direct control Sometimes data combined from multiple sources – XML data assists this Authentication taken care of by site (and often transferable eg Google, Gmail, etc) Often AJAX-based (Asynchronous Javascript and XML..ability to process in browser without perceptible lag).
6. Students are using Web 2.0 now Blogs,e.g. Blogspot, Blogger, Mo’time, Social network software, e.g. Myspace, Facebook, Tagged photo stores, e.g. Flickr Del.icio.us Wikis,e.g. Wikipedia Communication networks, e.g. Skype News and audio services, e.g. podcasts and hosted video
7. Technical stuff Boring technical feature So what? Asynchronous data retrieval with XMLHttpRequest No discernible lag when you do stuff JavaScript to tie it all together Interaction with user XHTML and CSS standards based presentation Can easily change appearance - data and presentation separated Interaction with the page through the DOM Can directly control page Data interchange with XML and XSLT Can interoperate with other systems, present their data in locally-defined ways
11. Pageflakes www.pageflakes.com/ A sort of customisable dashboard that can draw data from a wide range of other Web2.0 applications My pageflakes page
13. Web 2.0 and pedagogy “ I'm not surprised to read …that most of the activities involving broadband are teacher-led (or what I call the Dick Turpin style of teaching - stand and deliver) because we're not encouraging this symmetry, with pupils creating content and using broadband to share it with others. There needs to be this peer-to-peer type of learning and this why broadband hasn't yet delivered the properly personalised curriculum. Sadly, today, broadband is about delivery and not about what it truly should be: participation.” (Stephen Heppell, 2006)
14. Metaphors Web 1.0 – web as digital library, largely a source of information for students. Strive for content to be authoritative. Web 2.0 – web as place for students to build knowledge, interact, share ideas/ Resulting content treated accordingly.
15. Web 2.0 uptake - initially Web 2.0 tools are often used as Web 1.0 tools initially eg blogs and podcasts initially just used as a way of disseminating class tasks and notes, del.icio.us collections used only to convey websites, Wikipedia just as a “reference” tool Having student content, feedback and interaction sometimes challenges education
16. Web 2.0 and constructivism If we accept that knowledge creation is at least a significant part of pedagogy, we need tools that support this Web 2.0 tools meet this need
17. Rate My Teachers… au.ratemyteachers.com/ What would your school/system do if faced with this?
20. Delicious http://del.icio.us/ At its simplest - just a social bookmarks organiser Nice way for students to maintain/share reference and personal collections of online material, or teachers to present these Portable, device-independent Based on user-determined tagging (folksonomy rather than formal taxonomy)
22. Why use del.icio.us? Save site found using multiple computers (home and school) to one place. Access your bookmarks anywhere you have web access. Continue to access your bookmarks even when your computer crashes or you get a new computer. Share web sites with your students or peers. Search your bookmarks by keywords and tags. Use related tags to narrow or extend your searches. Display your saved web site links by category . Learn about new sites from your other del.icio.us users. Subscribe to other users’ del.icio.us bookmarks. Check out recently posted and popular sites. http://personal.strath.ac.uk/d.d.muir/Delicious1_2.pdf
23. Impact of Web 2.0 on education systems There seems to be a pattern of how schools and systems respond to disruptive technology Evident since HotMaiL (maybe before?) 5 stages
24. System responses to disruptive technology Some online tool becomes available freely
25. System responses to disruptive technology Students use it at home and school
26. System responses to disruptive technology Some educators may (validly or otherwise) see this tool as a threat. They respond by restricting, renouncing or simply banning it.
27. System responses to disruptive technology Tool becomes widespread in wider community (Gladwell’s Tipping Point reached?). Student use or expectation reaches critical mass, education sees its potential and the need to provide it securely
28. System responses to disruptive technology Education responds with a secure and manageable replacement And everyone breathes a sigh of relief….
29. System responses to disruptive technology Where is your school/institution in relation to these 5 steps?
30. Google Earth http://earth.google.com/ As it stands, it’s really Web 1.0 With student-generated and shared data, it’s an almost Web 2.0 application. Mashups of Google Earth or Maps with other data can produce neat educational products
31. Google Literature Trips, timelines, etc www.googlelittrips.com/ - track the journey described in a book or story, and annotate the places on the way. London timeline ( kmz file) animation of London skyline over time
32. Youtube and Teachertube www.youtube.com www.teachertube.com Example of YouTube in classroom www.thecorner.org/hist/video/v_ww2.htm
33. Youtube – classroom video How would your school respond to this? <<link to teacher rage video>>
34. Youtube – the other side of secret video Secret filming teacher defended Channel Five's controller Chris Shaw told a General Teaching Council hearing that Angela Mason had contributed to an important public debate. Mrs Mason, of north London, is accused of professional misconduct for filming staff and students without consent. She denies misconduct, saying she wanted to expose "classroom chaos". http://news.bbc.co.uk/2/hi/uk_news/education/6593605.stm http://news.bbc.co.uk/2/hi/uk_news/education/6589707.stm Mrs Mason denies professional misconduct and failing to promote the education and welfare of students. It would be a "travesty of justice" to discipline a supply teacher who secretly filmed her pupils for a documentary, a tribunal has heard.
35. ThinkFree www.thinkfree.com/ Very simple and effective writing and numeric tools, compatible with common tools Google docs and spreadsheets docs.google.com Almost a complete office suite (like Microsoft Office), complete with storage and the ability to share (Seems blocked in DoE)
37. Why use ThinkFree or Google Docs? Available at home, school, anywhere (both program and data) Legal, no license costs Kids can share and collaborate on work Compatible with common software when necessary
38. Flickr http://www.flickr.com/ Simple photo-storing and sharing site Tagging by users As always educators find unexpected ways to use it 16 ways to use Flickr in your library
40. Flickr as a tool for annotating images for critical analysis or instruction Art www.flickr.com/photos/ha112/414146234/ Recipes - www.flickr.com/photos/ldandersen/2573806/
42. Mind and concept mapping tools www.mindomo.com http://bubbl.us/ Online mindmapping-brainstorming tools, with inbuilt storage
44. NoteMesh http://notemesh.com/ Collaborative note taking and building of student knowledge from class/lecture model. (associates your email address to your school/college/TAFE/university)
48. JumpCut http://www.jumpcut.com/ Edit and store videos online Obvious issues of content, duty of care, exposure of education system or school to unwanted publicity
50. Curriki www.curriki.org Free online curriculum, built in a wiki-style model. Can be used as a resource, or as a place to collaboratively build curriculum
52. Edu 2.0 www.edu20.org Provides shared curriculum/courses, and allows people to teach them or learn from them Courses can be public or private
54. OK so what is left? There are tools to provide desktop productivity software, email, online storage, mindmapping, diagramming, image management, GIS-geospatial tools, video, audio, etc etc What if education and training just made use of these instead of trying to provide it?
55. What if all this was available for free? Email, 2 GB of storage per student, mail search tools and integrated chat. Access your inbox, calendar, docs and campus info, plus search the web from one place. Manage your domain and user accounts online. Free text and voice calling around the world. Docs & Spreadsheets: create, share and collaborate on documents in real-time Coordinate meetings and school events with sharable calendars. Easily create and publish web pages. All with a single username and password And for a small fee, if you want it… Integrate with your existing IT systems or 3rd party solutions. 24/7 assistance, including phone support.
57. There are risks… Where is your data? Who else can get to it? Does the application encourage inappropriate use? What happens if the service provider has technical problems, goes out of business? Usernames and passwords – how to manage them all? Security risk if you use same username/pwd as on your own systems? Need for different levels of password Data volume and bandwidth requirements?
58. The future… Let’s hope that early-adopter educators continue to innovate with new technologies, and schools and systems make use of their findings to benefit all learners. Now to find out more about Edna Web 2.0 tools…
59. What would YOU do? a student uses RateMyTeachers.com and claims that a teacher is involved in an inappropriate relationship with one of her students?
60. What would YOU do? some students use a photosharing site to share photos of last weekend’s drinking party. Some of the photos involve nudity
61. What would YOU do? a teacher uses a free public blog site to develop and deliver all their year’s work. The blog site closes without notice 6 months later as the company collapses. The teacher has no copy of their materials because “it’s all stored on that network thing isn’t it??”
62. What would YOU do? Your students decide to repeatedly edit the Wikipedia pages for your city, to “improve” them. The Wikipedia administrators block the IP range for your school system so nobody in your school/system can edit.
63. What would YOU do? Some kids hate the different software versions, settings and applications on school and home computers. They decide instead to do all their work using ThinkFree , a totally online application and data storage tool.