This is a short history of the Internet, hacking and cybersecurity.
This presentation is about the Silk Road Market, one of the largest cases of illegal drug activity on the dark web, that the federal government has prosecuted. Beyond discussing the case, the presentation adds general facts about the US Department of Justice, the FBI and the DEA, and federal sentencing. The case discussion includes information about: Ross Ulbricht the creator and head of the market; how the Silk Road operated; the involvement of the FBI and DEA; the trial; the fourth amendment violations alleged by the defense; and the sentencing.
For more accessible and classroom-friendly (Word and PDF) versions of this book, please view and download them at PDXScholar. This Pressbook version primarily exists to encourage others to adapt and adopt Daily Departures: Speed Reading Passages for English Language Learners using Pressbooks. This textbook is designed to provide fluency support for English language learners at the Waystage level of the Common European Framework Reference.
An explanation of what it means to say educational materials are "accessible" and why accessibility is important.
Our purpose in this book is twofold. First, we introduce the basic skill set and knowledge base used by practicing instructional designers. We do this through chapters contributed by experts in the field who have either academic, research-based backgrounds, or practical, on-the-job experience (or both). Our goal is that students in introductory instructional design courses will be able to use this book as a guide for completing a basic instructional design project. We also hope the book is useful as a ready resource for more advanced students or others seeking to develop their instructional design knowledge and skills.
Practical tips for implementing the four principles of accessibility that are the foundation for the Web Content Accessibility Guidelines.
A Different Road To College: A Guide For Transitioning Non-Traditional Students is designed to introduce students to the contextual issues of college. Non-traditional students have an ever-growing presence on college campuses, especially community colleges. This open educational resource is designed to engage students in seeing themselves as college students and understanding the complexity of what that means to their lives.
Hello and welcome to the Digital Citizenship Toolkit. Have you ever wondered if your phone is listening to you? Do you ever look to the Internet for the answer to a question, and hours later, find that you are more confused than before? Have you argued with a friend or relative about a meme? Have you been tempted to share your own thoughts and feelings online, but resisted for fear of trolls? This book delves into these issues and more.
Bu kitap, herkesin ancak özellikle de öğrencilerin teknolojiyi hayatlarının her anında kullandıkları bir çağda etkin bir eğitim-öğretimin altında yatan temel ilkeleri incelemektedir. Her konu alanının birbirinden farklı olduğunu ve her eğitmenin öğretime kendine özgü birşeyler kattığını akılda tutmak kaydıyla, öğretime ilişkin alacağınız kararlarda size yardımcı olmak amacıyla bir çerçeve ve kılavuz ilkeler seti önerilmektedir.
Ever wondered what ‘teaching outside the box’ looks like? Disrupting Traditional Pedagogy: Active Learning in Practice answers this question by sharing real stories of innovation in active learning from a variety of contexts and disciplines. The central premise of active learning is that people learn best when they are actively involved in constructing, modelling or representing knowledge and skills, rather than being passive recipients of content as was commonplace in traditional top-down approaches to teaching.This book is packed with practical ideas which are directly applicable to classroom instruction. However, it also challenges us to think honestly and critically about the successes and challenges of each approach. Every chapter contains a step-by-step guide on how we, as teaching practitioners, can develop similar tasks and environments in our contexts.Drawing on the University of Sussex’s ‘disruptive by design’ philosophy, this book provides an eclectic anthology of real-life experiments in disrupting outmoded pedagogy. We have explored beyond the perimeters of teacher-centred learning and returned with maps that detail tested routes through the territory of active learning, but also pitfalls to avoid on your own journey.What does ‘teaching beyond the box’ look like? Step outside with us and see for yourself.
In this course in addition to culture, we will learn about norms, values, systems of beliefs, social interaction, verbal and non-verbal communication, race and ethnicity, sex, sexual orientation and gender, technology and culture, cultural universalism and relativism and how these affect our shared or distinct day to day cultural practices and social interaction in our various communities. Students will share their day-to-day social interactions, travels, and cross - cultural experiences in and around New York City.
A modules-based approach to learning research skills that emphasizes the reflective nature of information discovery, the contextual basis for evaluating that information, and a recognition that information has value.
Drawing in class is often seen as a distraction to learning. We are here to change that, with a series of activities designed to get both students and teachers benefiting from the power of visual thinking through drawing.
The syllabus for EDUC 175E: Learning, Behavior, and Engagement In Context as instructed at James Madison University.
As authors, we chose the subject for this book because of what early childhood teacher candidates told us about their confusion between the theory they were taught in college methods classes, and, the teaching practices they often experienced during the Practicum field placement. We became interested in this subject because the teacher candidates were questioning, as good teacher candidates do, a troubling disconnect between early childhood theory and associated practice in classrooms. We were motivated to write this book because we wanted to share our model of professional development, designed to support both pre-service teacher candidates and, in-service educators together, during the Practicum field placement. Our lead author secured a grant to investigate these concerns and to implement a new professional development model designed to overcome them. The substance of this book reminds all of us, that in early childhood education, educators’ change through professional development, for improved practice that benefits children’s learning, is a constant.
The ELC professional development model was designed to improve the quality of teacher candidates’ Practicum field placements and align teaching in field placements with Learning Standards used in the teacher education program.
Teams of four educators from varied settings worked in a Practicum placement setting for one semester to improve their teaching and align it with Learning Standards. An action research approach improved teaching challenges teams faced. Research articles were read to improve teams’ teaching challenges by implementing one agreed strategy. Teams video-recorded, assessed, and reflected on the impact of the strategy on their teaching, on teacher candidates’ learning and on children’s learning.
This text compiles six case studies from this model to illustrate how teaching challenges were improved. Appropriate for practiced educators as well as educators in training, this text provides a real world look into applying Learning Standards in early childhood classrooms.
At this site you can download five different books that help teach ESL classes. Each book is a different level and each is downloaded as a Word doc.
ESL Writing Online Workshop (Video).
This course material has been created for the course “Evaluation of comprehension and oral and written production in English” (LCL 462) from the English Language Teaching (ELT) program at the Institute of Literature and Language Sciences, Pontificia Universidad Católica de Valparaíso (PUCV). This course is located in the 8th semester of the curriculum of the bachelor degree of “Pedagogy in English” (English Language Initial Teacher Training) at PUCV. This course corresponds to the area of specific disciplinary training, complements the professional training course “Evaluation of Learning” of the School of Pedagogy and precedes the professional practice, academic-professional activity culminating in the curriculum of this career.
This text covers techniques on hwo to engage and empower emergent readers.