Live webinars Sample Clauses

Live webinars. Three webinars were also offered during the course. The first one Competence-based Pedagogy for Teaching Computing took place on November 26th 2015; the second one, App Development, took place on December 1st 2015; the last webinar Arduino and microcomputers in the classroom took place on December 10th 2015. o Competence-based Pedagogy for Teaching Computing The first webinar was led by ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇, expert teacher of maths, science and ICT in a Junior Secondary School in Verona, Italy. During the webinar, ▇▇▇▇▇▇ presented on the topic of how key competences can be developed through the teaching of computing with a particular focus on the use of robotics to develop such competences. Tullia used the framework of key competences provided by the European Commission which includes competences such as civic and social competences, digital competence, communicating in foreign languages, mathematical competence, etc. She provided concrete examples from her own work with children on how these competences can be developed using computing topics in the classroom.
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Live webinars. Two live webinars have also been offered during the course. The first one, An Introduction to Pedagogical Approaches of Teaching Computing, took place on November 19th 2014, and the second one Rails Girls - how to get more girls to code, took place on November 27th 2014.
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Live webinars. Two live webinars were also organised and offered to participants during the course. The first one “What do students want to learn about computing?” took place on April 29th 2015. The second one Educational robotics and coding inside the curriculum took place on May 6th 2015. o What do students want to learn about computing? The first webinar was led by ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇, a special needs education teacher. During the webinar, Christian explored what do students want to learn about computing, and in particular how the answers to this question can be used to guide the participants’ teaching focus when it comes to computing in the classroom. He also gave an insight into how these questions are related to the teaching of non-computing related topics.
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Related to Live webinars

  • Curriculum a. The School shall administer the TSIA college placement exam to all prospective Students or refer Students interested in taking Dual Credit courses to the College’s Testing Center, if the School is not a College Board testing site, prior to submitting their name to the College Office of High School Programs for enrollment into courses requiring specific TSIA scores, abiding by the rules set forth by the College Board and the College. Students must attain TSIA scores aligned with the courses in their selected degree plan to ensure appropriate college level placement, assess college readiness, design individual instructional plans, and enable students to begin college courses based on their performance. b. The School shall implement a plan for TSIA success, including academic preparation classes for Students. The School, in partnership with the College, will provide academic interventions for Students who do not pass TSIA. Such Students will be administered the identified interventions prior to retesting any portion of the TSIA that was not mastered with required score(s). The School shall make any TEA required TSIA reports regarding the number of students who have currently passed each section of the TSIA, including a breakdown of TSIA data for subpopulations of targeted students. The School will share the report with the College Testing Center or College Designee. c. The School District will share the results from TSIA administered via School District - College Board approved test sites and electronically submit to the College in the required technical format that facilitates official delivery/receipt. The TSIA scores will be electronically uploaded into the College’s official system of records. The College agrees to adhere to the confidentiality requirements of FERPA. The College will use students’ TSIA assessment score data exclusively for official College business. d. The College Academic Chairs or Faculty Liaison, along with the School Principal or designee, will be responsible for developing and refining a clear and coherent academic program across the two institutions for curriculum alignment for Students participating in the Dual Credit program. e. The 86th Texas Legislative Session passed SB 25, which states each institution of higher education shall develop at least one recommended course sequence for each undergraduate certificate or degree program offered by the institution. Each recommended course sequence must: (1) Identify all required lower-division courses for the applicable certificate or degree program; (2) Include for each course, if applicable: (A) The course number or course equivalent under the common course numbering system approved by the coordinating board under Section 61.832; and (B) The course equivalent in the Lower-Division Academic Course Guide Manual or its successor adopted by the coordinating board; (3) Be designed to enable a full-time student to obtain a certificate or degree, as applicable, within: (A) For a 60-hour degree or certificate program, two years; or (B) For a 120-hour degree program, four years; and (4) Include a specific sequence in which courses should be completed to ensure completion of the applicable program within the time frame described. f. The Southern Association of Colleges and Schools Commission on Colleges (SACS-COC) approved a policy statement in December 2018 that directed its institutions to ensure that course content and rigor of dual enrollment courses be comparable to that of the same courses taught to the institution’s other students. g. To adhere to the requirements set forth in the goals outlined in HB1638, the College and the School District will maintain course agreements for each course taught at the School, regardless of instructional site. The College will provide the college course outcomes in the Course Agreement Form and the respective syllabi. The form will include the length of the course, number of credits awarded, and approved textbook(s) and/or instructional materials that will be required for Students to use in their respective courses. The course agreement requirement for the School extends to designation of academic and workforce courses for Traditional Dual Credit and ECHS. College, School District and School shall ensure that a dual credit course and the corresponding college course offered at the School are equivalent. Academic representatives from the College will develop and publish the student learning outcomes in the course syllabus to satisfy the requirements each College course. The School District will identify the corresponding Texas Essential Knowledge and Skills that align to each College course, thereby allowing students to attain dual credit from both institutions. h. The College will provide the School District and School the minimum number of instructional minutes required to meet the contact hour requirement, per course, taught on the School site. i. The 86th Texas Legislative Session passed HB 3650 which requires that the School District and the College consider the use of free or low-cost open educational resources in courses offered as dual credit, for which the School uses as part of its course offering to satisfy the prescribed courses in the identified degree plans. j. Course Agreements will include any additional instructional requirements, any required faculty development/training, and the requirements for evaluation of teaching. A Course Agreement will be completed by the deadline designated in the yearly Dual Credit Timeline for any course, but not later than the start of the first instructional day that course is delivered. All courses offered for Dual Credit must have an approved Course Agreement. The Course Agreement will be effective for three years unless either party requests a modification or if the publisher makes changes to the current Instructional Materials. For course sections taught at the School, the College will maintain the same instructional materials and editions for Dual Credit courses taught at the high school campus for a minimum of three years, unless otherwise specified in the applicable Course Agreement or as otherwise specified in Section 13 -

  • Interoperability To the extent required by applicable law, Cisco shall provide You with the interface information needed to achieve interoperability between the Software and another independently created program. Cisco will provide this interface information at Your written request after you pay Cisco’s licensing fees (if any). You will keep this information in strict confidence and strictly follow any applicable terms and conditions upon which Cisco makes such information available.

  • Programming Processor is not responsible for programming or reprogramming of fuel dispensers.

  • Technical Interfaces 3.2.6.1 The Interconnection facilities provided by each Party shall be formatted using either Alternate Mark Inversion (AMI) line code with Superframe format framing or Bipolar 8-Zero Substitution with Extended Superframe (B8ZS ESF) format framing or any mutually agreeable line coding and framing.

  • Antivirus software All workstations, laptops and other systems that process and/or store PHI COUNTY discloses to CONTRACTOR or CONTRACTOR creates, receives, maintains, or transmits on behalf of COUNTY must have installed and actively use comprehensive anti-virus software solution with automatic updates scheduled at least daily.