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2 period
joseph cauich
joseph cauich
buchmannbio2011
A presentation given at Novelis R&D in Kennesaw,Ga on Wednesday August 28 2013. The presentation was organized by Babak Raeisinia. The presentation provides a scope of what emerging information science, data science, and microstructure informatics techniques can used to drive the Materials Genome Initiative.
Information sciences to fuel the data age of materials science
Information sciences to fuel the data age of materials science
Tony Fast
Macquarie Triple M: Global Metals, Mining & Materials Conference
Macquarie Triple M Presentation, June 2015
Macquarie Triple M Presentation, June 2015
RoyalGold
CEI Compliance is the UK's fastest growing regulatory consultancy and provides associate opportunities to consultants and cost effective value to financial services and other regulated companies.
Sanctions
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Informe sobre encuesta realizada por HP
Customer eXperience programmes in Financial Services 2013
Customer eXperience programmes in Financial Services 2013
Ignasi Martín Morales
Presentation used in the info session for UTS summer school 2016 at Merrylands High School
UTS summer school info session for MHS 2016
UTS summer school info session for MHS 2016
alice_leung
The water cylce audio slideshow
The water cylce audio slideshow
alice_leung
The water cylce_2
The water cylce_2
alice_leung
Recomendados
2 period
joseph cauich
joseph cauich
buchmannbio2011
A presentation given at Novelis R&D in Kennesaw,Ga on Wednesday August 28 2013. The presentation was organized by Babak Raeisinia. The presentation provides a scope of what emerging information science, data science, and microstructure informatics techniques can used to drive the Materials Genome Initiative.
Information sciences to fuel the data age of materials science
Information sciences to fuel the data age of materials science
Tony Fast
Macquarie Triple M: Global Metals, Mining & Materials Conference
Macquarie Triple M Presentation, June 2015
Macquarie Triple M Presentation, June 2015
RoyalGold
CEI Compliance is the UK's fastest growing regulatory consultancy and provides associate opportunities to consultants and cost effective value to financial services and other regulated companies.
Sanctions
Sanctions
Compliance Consultant
Informe sobre encuesta realizada por HP
Customer eXperience programmes in Financial Services 2013
Customer eXperience programmes in Financial Services 2013
Ignasi Martín Morales
Presentation used in the info session for UTS summer school 2016 at Merrylands High School
UTS summer school info session for MHS 2016
UTS summer school info session for MHS 2016
alice_leung
The water cylce audio slideshow
The water cylce audio slideshow
alice_leung
The water cylce_2
The water cylce_2
alice_leung
How water changes power point activity
How water changes power point activity
alice_leung
Armah
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alice_leung
Separations by Arian, Daniel, Maseeh and Vincent
Separations by Arian, Daniel, Maseeh and Vincent
alice_leung
Separation techniques by Nikhar, Andrew, Kushal, Tyler, Aaron and Shehan
Separation techniques by Nikhar, Andrew, Kushal, Tyler, Aaron and Shehan
alice_leung
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alice_leung
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alice_leung
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alice_leung
Teaching experimental design
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alice_leung
This presentation was shown at the Inspire Innovate 2012 conference.
Games based learning inspire innovate conference
Games based learning inspire innovate conference
alice_leung
Students at Merrylands High School created a geolocation game about the school. The game is programmed for mobile devices and was designed for Year 6 students coming to the school in the following year.
Aris game learning evidence slideshow
Aris game learning evidence slideshow
alice_leung
This is a PK presented at Teach Meet World Record in 2012.
The 1:1 journey
The 1:1 journey
alice_leung
Gbl presentation SHORE
Gbl presentation SHORE
alice_leung
This presentation was given at the 2011 Northern Sydney Region Digital Education Revolution Curriculum conference. The presentation is a brief overview of games based learning and how it can be used to enhance and transform learning.
Level Up! Playing. Designing. Learning
Level Up! Playing. Designing. Learning
alice_leung
This is a pechakucha presented at TeachMeet Hills on 31 Oct 2011 on games based learning
Level up! Games based learning at Merrylands High School
Level up! Games based learning at Merrylands High School
alice_leung
Intro to HSC physics
Hsc physics intro
Hsc physics intro
alice_leung
A presentation used at the start of an evolution topic
Evolution - What do you believe in?
Evolution - What do you believe in?
alice_leung
Cell division
Cell division
alice_leung
Topic introduction to The Cosmic Engine
How the universe began
How the universe began
alice_leung
This slideshow summaries how work in integrating video games and gaming dynamics in my science classes. The slideshow is made for the 1:1 Learning Uncoference.
Gamifiying learning in my classroom
Gamifiying learning in my classroom
alice_leung
How to create_a_wordle
How to create_a_wordle
alice_leung
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Maestría en Comunicación Digital Interactiva - UNR
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
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This presentation was shown at the Inspire Innovate 2012 conference.
Games based learning inspire innovate conference
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Students at Merrylands High School created a geolocation game about the school. The game is programmed for mobile devices and was designed for Year 6 students coming to the school in the following year.
Aris game learning evidence slideshow
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This is a PK presented at Teach Meet World Record in 2012.
The 1:1 journey
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Gbl presentation SHORE
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This presentation was given at the 2011 Northern Sydney Region Digital Education Revolution Curriculum conference. The presentation is a brief overview of games based learning and how it can be used to enhance and transform learning.
Level Up! Playing. Designing. Learning
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alice_leung
This is a pechakucha presented at TeachMeet Hills on 31 Oct 2011 on games based learning
Level up! Games based learning at Merrylands High School
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alice_leung
Intro to HSC physics
Hsc physics intro
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alice_leung
A presentation used at the start of an evolution topic
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alice_leung
Cell division
Cell division
alice_leung
Topic introduction to The Cosmic Engine
How the universe began
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alice_leung
This slideshow summaries how work in integrating video games and gaming dynamics in my science classes. The slideshow is made for the 1:1 Learning Uncoference.
Gamifiying learning in my classroom
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alice_leung
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Separations by Arian, Daniel, Maseeh and Vincent
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Separation techniques by Nikhar, Andrew, Kushal, Tyler, Aaron and Shehan
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Making mixtures of solids and liquids
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Solvents solutions
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Solution suspension
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Teaching experimental design
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Games based learning inspire innovate conference
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Aris game learning evidence slideshow
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Level Up! Playing. Designing. Learning
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Hsc physics intro
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Evolution - What do you believe in?
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Playing.Designing.Learning
1.
Merrylands High School PLAYING.
DESIGNING. LEARNING @aliceleung missaliceleung.wordpress.com
2.
Laptop LeaDERs
3.
And the quest
was born
4.
Level 1 –
The journey begins
5.
Level 2 -
Creating the game -Narrative writers -Programmers -Media collectors
6.
Level 3 –
The big day
7.
Teamwork
Problem solving Self-regulation Level 4 – Achievements unlocked