A spirited Plenary Session on Wednesday, June 21, will be held town hall-style, featuring some of the most recognizable names in safety. They will focus on the controversial topic of behavior-based safety (BBS) to understand the human side of safety performance improvement in a time of political transition and de-regulation.
Event Begins: Thursday, November 14, 2024 1:00pm
Location:
Organized By: University Career Center
Fall Into A Classroom by Joining Beaufort County School District's Fall Virtual Hiring Event! The Recruiting Team for Beaufort County School District (BCSD) in South Carolina is seeking the best and brightest teachersfor a January 2024 start! Located south ofCharleston and north of Savannah, the Beaufort County School District isa diverse community encompassing Bluffton, Beaufort, and Hilton Head. If you like plentiful sunshine, intercoastal waterways and hundreds of miles of beaches, it might be just the place for you! We are hosting a hiring event for upcoming December graduates interested in a certified teaching position in January! We pride ourselves on creating an amazing environment for new college graduates to thrive from around the country! We are excited to announce that we offer the following life-changing perks! $51,816 First Year Tacher Salary | One of the Top Paying Districts in South CarolinaLocality Supplement of $1,500 each year (Only $750 for January – May)Comprehensive Induction and Mentoring Program of Support for Career GrowthCompetitive Benefits and Retirement PackageNo Cost & Anonymous Virtual Mental Health CounselingEducational Support for TeachersPrime Opportunities for Internal Career MobilityAn Abundance of Professional Development OpportunitiesBeautiful Location, Weather and LifestyleClose to Charleston (SC), Savannah (GA) and Jacksonville (FL) We would love to invite you to register to our virtual hiring event which we will hold on November 14th, from 1pm-5pm. To get started, complete an application via Frontline. Once you have completed your online application, you will be ableto select an interview time that works best for you via Calendly. If you are ready to learn more about our school district, check out our Back to School Video, highlighting some of our schools in the county. Are you wondering what makes Beaufort County School District so special? Our amazing teachers have the answers! ????✨ Check out these inspiring stories from our educators, sharing why they chose to join BCSD and what makes our community the perfect place to grow, learn, and make a difference. ❤️???? ???? Watch their stories here and discover the heart and passion that drive our schools! #WhyBCSD #LiveWhereYouLoveLoveWhereYouWork We cannot wait to meet you! The Recruiting TeamBeaufort County School District (SC)bcsdrecruiters@beaufort.k12.sc.usOffice Number: 843-379-6920
Je to zvláštní přelom roku. V září bylo 35 let mně. V listopadu je 35 let tuzemské demokracii. A v dubnu bude 35 let Reflexu. O sobě mluvit nechci, ty druhé dvě další věci jsou důležitější a jako stejně starý člověk si je dovolím hodnotit. I když se to tak ve vašem okolí nemusí zdát, současný politický systém je stále to nejlepší, co dokázalo lidstvo vymyslet. A časopis Reflex má pořád co říct.
Южнокорейская компания Netmarble выпустила трейлер мобильной игры Game of Thrones: Kingsroad. Авторы заявляют, что хотят добиться графики консольного качества, поэтому разрабатывают новинку на Unreal Engine 5. По механикам, которые частично показали в ролике, тайтл напоминает God of War 2018 года. В видео также продемонстрировали Джона Сноу. Это будет одиночная игра с элементами мультиплеера. Трейлер: Релиз...
ISRO and IIT Madras have launched a Centre of Excellence in Fluid and Thermal Sciences to tackle critical thermal management challenges in spacecraft and launch vehicles. This collaboration, backed by ₹1.84 crore funding, will enable advanced research, helping to improve spacecraft design reliability and longevity. The centre aims to address extreme temperature variations in space, fostering new technologies and experts in space engineering.
God can accomplish much when learning moves outside the classroom and a mission student serves in Namibia.
Those of you who are craving for a career as business analyst might be aware how daunting the task of selecting right institute is. There is no dearth of training institutes out there each claiming to be the best. With such a large...
Early in the 19th century, Sarah Lankford combined the women's prayer groups of two Methodist in New York City to create the Tuesday Meeting for the Promotion of Holiness. That action, coupled with the publication of Boston pastor Timothy Merritt's Guide to Christian Perfection, marked the Holiness Movement's advent. ... John Inskip, J.A. Wood, and other Methodist clergy initiated a new phase of the movement after the Civil War. The National Camp Meeting Association for the Promotion of Holiness fostered specialized meetings throughout the United States. But Inskip was dead by 1890, while Wood had retired to California and preached occasionally from Phineas Bresee's pulpit. A democratic spirit pervaded the Holiness Movement. Bishops could control Methodist clergy but not the laity who led many local, county, and state Holiness associations. Some were headed by women excluded from leadership in other areas. Independent-minded evangelicals defied the Methodist Discipline and used a local preacher's license as authority to conduct revivals, even competing with local pastors. By century's end, the Wesleyan-Holiness Movement included sectarian "come-outers," "put-outers" dismissed from their churches, and Methodist loyalists. The fragmenting Holiness revival posed daunting questions: would anyone--could anyone--gather the pieces?
Inventionland® Education has introduced Bright Ideaz light panels to enhance classroom environments quickly, affordably, and creatively. These LED dry-erase panels, often integrated into Inventionland's Innovation Labs®, are designed to make classrooms visually stimulating and foster an inspiring atmosphere for students and teachers.
The online versus traditional classroom debate has been going on for some time now. You can't get through one blog on eLearning or modern education without finding a discussion of the pros and cons of the digital classroom and online degree programs. The debate has been going for some time now and has seen many different facets and opinions. While online schools were shunned from the start, today they have grown and flourished into highly regarded institutions for higher learning. Today, rather than simply disregarding online learning as a lesser option to brick-and-mortar schools, people are beginning to see the two entities as options for different learning styles and lifestyles. There are many people who can benefit and really grow from their experience in the online classroom. Online learning facilitates many of the same skills traditional learning does, but has a few added elements. As our society becomes more and more married to the online and digital world, a comfort and ease in these areas becomes very important in the professional world. The following three skills, essential in the corporate world today, are established and perfected in the online classroom.
Ninjalane Podcast: In this episode Darren brings up the topic of next gen consoles including what games will be available for the PS4 and XB1 and Dennis reminds us that Ninjalane does motherboard reviews.
Singersroom.com is a multimedia e-zine, which includes candid artists interviews, music, music videos, fashion trends, technology, and business and educational tips on a wide array of topics.
Canada becomes the first national government to roll out an integrated RSS-syndicated eNewsroom.
Arkansas has joined the growing number of states syndicating agency produced headlines for its citizenry using RSS. The Arkansas Government eNewsRoom is a news portal featuring a RSS 0.91 feed that indexes news releases in PDF format.
Fr. Tom interviews the leaders of the Crossroad program at Hellenic College in Brookline, MA. Crossroad is intended to help High School students discern their life callings, matching their personal gifts with the needs of the world. His guests are Ann Bezzerides, Mary Long, and Dan Belonic. He referenced in this interview his very informative eight-part AFR podcast series on the Church and State. In the next program, Fr. Tom will interview some of the participants in Crossroad.
In Part 1 of this two part series, Danielle and her fellow CrossRoaders reflect on who they were as Orthodox Christian high school students four years ago, their mindset going into CrossRoad, and what they gained from their CrossRoad experience. CrossRoad is a ten-day academic summer institute that prepares high school juniors and seniors to make big life decisions and invites them to connect with the Orthodox Christian theological and spiritual tradition in a deep and meaningful way.
In this episode, Danielle continues her conversation from last week with six of her fellow CrossRoaders. From this 10 day institute, they discuss how CrossRoad opened up a new means of wrestling with deep questions and how this new skill has affected them in their lives post-CrossRoad.
Elissa and her Tending the Garden of Our Hearts co-author, Kristina Wenger, discuss the nuts and bolts of their new book of daily Lenten meditations for Families and their ongoing Tending the Garden podcast, including how the meditations can be adjusted for use in church school classrooms.
Bobby Maddex interviews Kyra Limberakis, the director of the CrossRoad program at Hellenic College under the Office of Vocation and Ministry. Applications for CrossRoad are due February 1 and can be found online here: https://www.crossroadinstitute.org/apply. Eligible applicants are Orthodox Christian high school juniors and seniors. If you have any questions or would like to learn more, please email crossroad AT hchc.edu
Computer Supported Collaborative Learning could highly impact education around the world if the proper Collaborative Learning tools are set in place. In this paper we describe the design of a collaborative learning activity for teaching Chemistry to Chilean students. We describe a PDA-based software tool that allows teachers to create workgroups in their classrooms in order to work on the activity. The developed software tool has three modules: one module for teachers, which runs on a PC and lets them create the required pedagogical material; second, there is a PDA module for students which lets them execute the activity; finally, a third module allows the teacher set workgroups and monitor each workgroup during the activity.
In order to further improve the teaching quality of multimedia teaching in school daily teaching, a classroom facial expression emotion recognition model is proposed based on convolutional neural network. VGGNet and CliqueNet are used as the basic expression emotion recognition methods, and the two recognition models are fused while the attention module CBAM is added. Simulation results show that the designed classroom face expression emotion recognition model based on V-CNet has high recognition accuracy, and the recognition accuracy on the test set reaches 93.11%, which can be applied to actual teaching scenarios and improve the quality of classroom teaching.
Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students’ technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that help students adapt to changing working environments. These skills resemble the National Association for Gifted Children’s program and teacher preparation standards. Descriptive research about what is already occurring in classrooms has been done, but the information is frequently limited to a list of activities. A qualitative multi-case phenomenological study of six Alabama teachers of the gifted examined how they use and shape technology experiences with students, and promote student learning of 21st century skills. The teachers were chosen for the case study due to their reputation as teachers skilled in using technology with students. Lesson plans, interviews, and observations were used to discover themes between the teachers. Findings from the research indicate that educational technology use with students is shaped by factors such as teacher attitudes and expertise, available equipment and support, pedagogical decisions related to working with technology, and the particular student group participating in the technology use.
Aim/Purpose: The present study investigated and compared students’ attention in terms of time-on-task and number of distractors between using a touchscreen and a pen tablet in mathematical problem-solving activities with virtual manipulatives. Background: Although there is an increasing use of these input devices in educational practice, little research has focused on assessing student attention while using touchscreens or pen tablets in a mathematics classroom. Methodology: A qualitative exploration was conducted in a public elementary school in New Taipei, Taiwan. Six fifth-grade students participated in the activities. Video recordings of the activities and the students’ actions were analyzed. Findings: The results showed that students in the activity using touchscreens maintained greater attention and, thus, had more time-on-task and fewer distractors than those in the activity using pen tablets. Recommendations for Practitioners: School teachers could employ touchscreens in mathematics classrooms to support activities that focus on students’ manipulations in relation to the attention paid to the learning content. Recommendation for Researchers: The findings enhance our understanding of the input devices used in educational practice and provide a basis for further research. Impact on Society: The findings may also shed light on the human-technology interaction process involved in using pen and touch technology conditions. Future Research: Activities similar to those reported here should be conducted using more participants. In addition, it is important to understand how students with different levels of mathematics achievement use the devices in the activities.
Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society : Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research: More classes should be involved and a longer period of time should be spent on trial teaching in which a flipped classroom can be implemented in different lesson topics, not only teaching grammar. Teachers also need to determine if students can use the target language item in a task.
Aim/Purpose: To identify positive and negative aspects for learning of interactive tablet technology learning activities that promote student engagement and learning. Background: Engaging students in mathematics classes is an on-going challenge for teachers. In 2008 we were offered the opportunity to run interactive activities with a class set of tablet PCs that had just been released on to the market. Since then, we have run these interactive activities continuously with mathematics classes for computing students, albeit with two changes in hardware. Methodology: In the interactive activities, students submit full worked solutions to various problem types (classified as table, text, open or multi-choice) which can then be displayed to the class anonymously, discussed and annotated by the teacher. We surveyed student and staff perceptions and monitored academic performance. Contribution: We have over 10 years of results, observations, and experience from 2008, when tablet technologies were new and expensive, to the current time, when modern tablets with styli are now affordable. Findings: There was a significant increase in higher grades although pass rates did not increase significantly. Over the ten year period of the study, perceptions of students and staff about how this technology impacted on student learning were consistently positive. The majority of students found all problem types useful for learning even those they rated “too hard” or “too easy”. Benefits included increased feedback, peer learning and engagement. Recommendations for Practitioners: We recommend using tablet learning activities to engage students and teachers and to contribute to learning. Impact on Society: This study shows how using tablet technologies for interactive classroom activities can enable and enhance known pedagogies of feedback, peer instruction, and student engagement for mathematics classes. Future Research: We recommend extending this study to include larger classes, and other technical subjects that use symbols and diagrams. In addition, we suggest considering control groups.
Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.
In order to improve the standardisation of mutual information index, accuracy rate and recall rate of student classroom behaviour recognition method, this paper proposes a student's classroom behaviour recognition method based on abstract hidden Markov model (HMM). After cleaning the students' classroom behaviour data, improve the data quality through interpolation and standardisation, and then divide the types of students' classroom behaviour. Then, in support vector machine, abstract HMM is used to calculate the output probability density of support vector machine. Finally, according to the characteristic interval of classroom behaviour, we can judge the category of behaviour characteristics. The experiment shows that normalised mutual information (NMI) index of this method is closer to one, and the maximum AUC-PR index can reach 0.82, which shows that this method can identify students' classroom behaviour more effectively and reliably.
The impact that mobile web-enabled devices have had on the lives and behavior of university students has been immense. Yet, many of the models used in the classrooms have remained unchanged. Although a traditional research approach of examining the literature, developing a methodology, and so on is followed, this paper’s main aim is to inform practitioners on observations and examples from courses which insist on and encourage mobiles in the classroom. The paper asked three research questions regarding the use, impact, and unintended consequences of mobile web-enabled devices in the classroom. Data was collected from observing and interacting with post graduate students and staff in two universities across two continents: Africa and Europe. The paper then focuses on observations and examples on the use, impact, and unintended consequences of mobile web-enabled devices in two classrooms. The findings are that all students used mobile web-enabled devices for a variety of reasons. The use of mobile devices did not negatively impact the class, rather students appeared to be more engaged and comfortable knowing they were allowed to openly access their mobile devices. The unintended consequences included the use of mobiles to translate text into home languages.
The study involved student teachers enrolled in early childhood teaching at a teacher training institute in Hong Kong Special Administrative Region. Seventy-four students participated in flipped classroom activities during their first semester of study. Students were told to learn from online videos related to using image editing software in their own time and pace prior to the next class. When they met in class, they were asked to apply their recently acquired editing knowledge to edit an image of their own choice related to the theme of their group project. At the end of the activity, students were asked to complete an online questionnaire. It was found that students had rated all five questions relating to generic skills highly, with self-study skills rated the highest. They particularly enjoyed the flexibility of learning on their own time and pace as a benefit of the flipped classroom. Data collected from students’ project pages show they had used average of 3.22 editing features for the theme images for their project. Most groups had inserted text followed by using the filter function. It is possible that these two functions are more noticeable than other editing functions. In conclusion, students were able to apply their self-learnt knowledge in a real-life situation and they had also developed their generic skills via the flipped classroom pedagogy.
The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works as the instructional method impacted students’ final grade. Thus, reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.
Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.
Aim/Purpose: This paper presents an exploratory case study into using 360° videos to present small segments of lecture content for IT students in an Australian University. The aim of this study was to understand; what is the impact of incorporating 360° videos into class content for students and teaching staff? In this study the 360° videos are described as “learning atoms”. Learning atoms are short duration videos (1 to 5 minutes) captured in 360°. Background: Within this paper we conducted experiments in the classroom using 360° videos to determine if they have an impact on student's feeling of presence with class content. Additionally, to follow up, how does the inclusion of 360° impact on the teaching experience. Methodology: The methodology used in this study focused on both quantitative and qualita-tive aspects. Data was captured at the same time during the teaching period to address the research questions. In order to gauge the feeling of presence within the classroom a short survey was administered to students in the undergraduate IT class at the start (pre) and end (post) of the semester using the same questions to measure any change. Contribution: The main contributions from this study were that we demonstrated there is a potential for providing an alternative ‘immersive’ content presentation for students. This alternative content took the form of 360° learning atoms, whereas further showed our nuance process for creating and publishing of these atoms. Findings: The results show that for students, learning atoms can help improve the sense of presence, particularly for remote students, however the interactive experience can take student’s attention away from the lecturer. The results present potential for providing an alternative ‘immersive’ content presentation for students, however problems for uptake are present for both students and teachers, such as image capture quality and file size Impact on Society: We foresee this approach as being a new approach to teaching students in higher education within online spaces to increase engagement and move towards having a richer virtual experience no matter the location. Future Research: Future research will be conducted to resolve whether presence and engagement is supported by the inclusion of 360° videos in the classroom.
Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.
Aim/Purpose: This study took place in a school with a “paperless classroom” policy. In this school, handwriting and reading on paper were restricted. The purpose of this study was to gain insights from the teachers teaching in a paperless classroom and to learn about the benefits and challenges of teaching and learning in such an environment. Background: In recent years, many schools are moving towards a “paperless classroom” policy, in which teachers and students use computers (or other devices such as tablet PCs) as an alternative to notebooks and textbooks to exchange information and assignments electronically both in and out of class. This study took place in a school with a “paperless classroom” policy. In this school, handwriting and reading on paper were uncommon. Methodology: This qualitative study involved semi-structured interviews with 12 teachers teaching in a paperless school. The research questions dealt with the instruc-tional model developed, the various ways in which the teachers incorporated the technology in their classrooms, and the challenges and difficulties they encountered. Contribution: This study provides important advice to the way teachers have to work in paperless classrooms. Findings: It pointed out the contribution to students in three ways: preparing students for the future; efficiency of learning; empowerment of students. The teachers presented a variety of innovative methods of using the laptops in class and described a very similar structure of the lesson. The teachers described the difficulties involved in conducting a paperless classroom instruction and emphasized that despite the efficiency of the computer and its ability to support the teaching process, they used technology critically. The findings also indicate that some teachers were concerned that the transition from the regular classroom to a paperless one may negatively impact students’ reading and writing skills. Recommendations for Practitioners: Teaching in a paperless school is challenging. On the one hand, going paperless contributes to active and adaptive learning, efficiency, and the acquisition of 21st-century skills or, as they described their main goal, to prepare students for the future. On the other hand, computers in class cause problems such as distraction and disciplinary issues, information overload, and disorganized information as well as technological concerns. Impact on Society: Teachers in the paperless school develop a solid rationale relying on ideas for teaching and learning in a paperless environment, and use varied technologies and develop innovative pedagogies. They are aware of the challenges of this environment and concerned about the disadvantages of using the technology. Thus they develop a realistic and critical view of the paperless classroom. Future Research: Future studies investigating the teachers’ voice as well as the pupils’ aspect could help guide schools in preparing teachers for the paperless classroom.