This guide is meant to help teachers utilize technology in the classroom while protecting their students’ privacy.

Technology tools and apps are making it possible for educators and students to collaborate, create, and share ideas more easily than ever. When schools use technology, students’ data—including some personal information—is collected both by educators and often the companies that provide apps and online services. Educators use some of this data to inform their instructional practice and get to know their students better. It is just as essential for educators to protect their students as it is to help them learn.

In this set of activities, students gain experience in creating multiband image composites and layering multiple raster data sets (DEM and hillshade, geologic map, and satellite imagery in a variety of spectral band combinations) to find interesting correlations and features and to propose a number of research projects that could be carried out using the data sets. You might also be interested in our Full GIS course with links to all assignments.

The purpose of this hands on activity is to experiment with reflectance properties of various surfaces and to gain a better understanding of the effects of the position of the energy source and the detector (azimuth and zenith angles) on the recorded (perceived) brightness.

In this first episode of the Sustainable Funding Vlogcast for Media, Educators, Technologists, and Creators in general, we speak to one of the founders of Elementari (https://www.elementari.io) - Nicole Kang - about Elementari funding solutions that they've been using and the sustainable funding model that they are working to build for Elementari.

The object of this activity is to find enhanced IR imagery, to interpret cloud top temperatures and heights and to identify cloud types and organizational patterns.

L’apprentissage par le jeu préconise des activités centrées sur les apprenants leur permettant d’explorer, d’échouer et de relever des défis dans un environnement sécuritaire. Il permet également de favoriser l’autonomie des étudiants au sein d’univers créés par les professeurs. De plus, les jeux sont de nature à renforcer l’engagement des étudiants dans le processus d’apprentissage. Dans le contexte éducatif, ces traits caractéristiques et ses qualités peuvent grandement favoriser l’engagement, la motivation et l’apprentissage des étudiants. Un panel interdisciplinaire d’experts propose des recettes pour intégrer différents types d’activités d’apprentissage par le jeu dans le contexte de l’enseignement en ligne. Une gamme d’activités vous sera proposée : du quiz jusqu’aux jeux d’évasion en passant par les jeux coopératifs ou encore les mots-croisés.

Erasmus+ Strategic Partnership project called "Food & Agroindustrial Schools Toward Entrepreneurship by Storytelling & digital Technology" (Project No. 2015-1-IT01-KA202-004608), about developing entrepreneurship in VET agrifood students through digital storytelling techniques

Aim of the project is to develop in VET teachers functional skills to integrate systematically in the curricula entrepreneurship education to develop active citizenship and employability, supporting person-centered and experiential learning, through the creation of OER of “Digital storytelling “.

Context: the project aims to involve multi-disciplinary teams of teachers, as “agents of change”, and students, as a new generation of potential entrepreneurs but also as workers with an “entrepreneurial approach”, of VET schools of secondary level of IT, PT, RO and BG, similar among themselves because of the lack of a systematic training-for-trainers in relation to entrepreneurship, with consequences of absence of entrepreneurship as a field of learning in the regular curricula. The focus is on schools and companies related to the agro-industrial sector, in all countries, that needs an injection of new businesses to emerge from a state of heightened shortage of skilled professionals and young people in working cohorts.

Activities and methodology: creation of 1) action-research that prefigures: terms of educational value of storytelling for the development of an entrepreneurial mind-set; didactical sustainability of practices of digital manipulation in the development of educational programs for the development of entrepreneurial skills; new skills required by teachers for the effective use of the methodology to support the acquisition of entrepreneurial skills; 2) multilingual hypervideos (pupil-led experimentations); 3) Training Programmes for the blended use of hypervideos revised by teachers (teacher-led experimentations); 4) Methodological guidelines for the effective use of digital storytelling for learning entrepreneurial skills in school context – systematization of experimentations for their release as OERs.

Number and profile of participants: they will be directly involved in the project activities: 12 teachers/school principals – in interdisciplinary teams and transnational learning/teaching/training activities; 12 ICT experts and 16 representatives of business sector for O1; 40 teachers in 8 focus groups for O1; min. 8 entrepreneurs of FDMP sector for O2; 160 students for O2 and other 160 students for O3; at least 160 “local participants” in the 4 multiplier events.

In terms of expected results, the use of hypervideos as OERs will allow direct knowledge of the related production chain; their creation will enable a “learning by doing”, with a direct experience of the entrepreneurial skills necessary for the realization of a complex project (experimental meta-learning). It is expected an increase of the dialogue between schools and businesses, able to prevent, in the long term, any gap in the professional knowledge necessary to the efforts of innovation required in an evolving industrial sector.

Impacts for VET: spread / enhance different learning styles (innovative teaching); expand the provision of curricular training; increase motivation among the “digital generation”; open to contributions from experts in the business sector; create a more fluid and productive dialogue between formal and informal knowledge – take informal knowledge and transform it into digital resources. Benefits: the VET system will increase its attractiveness, expand its training offer and modernize its teaching approaches, reduce cases of ESL, qualify its staff members (refer to either digital and entrepreneurial skills), root further in the territory by consolidating relations with the socio-economic context.

Impacts for learners: increase of entrepreneurial skills applied in life and school paths; increase of motivation for further education; stimulus to entrepreneurship as a realistic professional opportunity after school; increase of digital skills through the “generative” choice to produce Learning Objects (benefits: spread of technical-scientific culture and reducing of digital divide).

Impacts for business/FDMP sector: connecting with local educational institutions and new generations of workers (role of “virtual business angel”); reflection on entrepreneurial mind-set skills on a personal and a corporate level; study of the potential of digital storytelling to tell / sell a company, for information, marketing or training purposes. Benefits: increased level of entrepreneurship / entrepreneurial spirit in FDMP.

Please download all the Intellectual Outputs from

http://www.cisita.parma.it/cisita/progetti-internazionali/progetto-erasmus-ka2-fastest/
www.fastesteu.com

Intellectual Output 1: Research Action about the current state of exploitation of storytelling and digital storytelling for didactic purposes in the participating EU countries (Italy, Bulgaria, Romania, Portugal)

Intellectual Output 2: Creation of 8 hypervideos about stories of success and interviews to local entrepreneurs from the agroindustrial sector (Tomato industry, cheese industry, meat industry, bakery industry, wine industry). Videos are made by made by students at school with teachers' supervision and guidance about gaining knowledge and meaning out of the experience. Videos are then turned into hypervideos by students themselves, adding further hypermedia contents from the web about entrepreneurship and /or sector-related information

Intellectual Output 3: Exploitation and testing of the hypervideos as didactic and teaching tools on students who did not take part in the video-making experience. Elaboration of 4 teaching programs (one for each of the 4 participating countries Italy, Bulgaria, Romania and Portugal) about entrepreneurship using hypervideos to create a blended learning experience

Intellectual Output 4: Methodological guidelines for future users or makers of new hypervideos. How to use the project's Output for educational purposes and how to make brand new hypervides from scratch. Technical guide about how to deal with a videomaking & editing process.

The project is to bring together what students learned through lectures, and weekly exercises and lab practices and to apply remote sensing technology to your interested application area. The objective of the project is to extract land cover information for an area covering the Amherst area. Students are required to classify the land cover of the selected area into 3-5 classes such as vegetation cover, water body (lake or reservoir or river) and settlements (residential and commercial landuse). The classification should be conducted by using both images with spatial resolution of 30 and 15 meters). And then they need to compare the accuracy of classifications from using images at different spatial resolutions. This project provides students with a very useful experience of extracting land cover information from satellite images.

A guide which provides an overview of OER resources, links to OER repositories, and planning resources and examples created and used at Frederick Community College.

Under the Planning Resources and Examples tab, there are course cartridges for an Intro to OER course that introduces faculty to Open Educational Resources and planning resources for OER adoption. In the course, participants will be introduced to the meaning of Open, laws surrounding the distribution of educational content, and how to find openly licensed materials for use in a class. Participants will apply concepts to the creation of a mini module in their discipline.

Students compare traditional paper-based techniques associated with estimating areal precipitation, watershed delineation, and modeling evapotranspiration. This assignment challenges students to consider the various assumptions involved with both analog and digital analyses and highlights the strengths and weaknesses of both approaches.

This lab reinforces the concepts of using coordinate systems for pinpointing locations on Earth's surface. Students are directed to search for background information online as a way to remind them of the concepts, and as a way to help them identify resources for future background help. They follow specific directions for converting between coordinate systems using ArcGIS software. Then they compare distances on the Earth for a local area using GCS units and UTM units. The end goal is to illustrate the utility of projected coordinate systems. Finally, they extract coordinate pairs from their maps and collect GPS coordinates from the same points in order to confirm the connection between GIS and GPS.

This student project analyzes the Devonian Marcellus Shale in northwestern Pennsylvania for the potential for deep natural gas well development based on varying thickness and structural characteristics. The Marcellus has been successfully producing high gas volumes in well in northeastern parts of Pennsylvania, and there is presently a rapid movement to evaluate the potential production in other areas of the Commonwealth. However, there are notable environmental issues regarding the large water volumes necessary to fracture the formation to allow gas production, as well as the possibility of aquifer contamination at shallower levels.

GIS techniques, data sources, and other resources are so numerous and varied that, even if someone is doing GIS work regularly, it's common to say, "Now how did I do that last time?" or "Where did I get that data?". One of the main goals of my GIS course is to have students create a personal GIS portfolio that will be useful to them in the future, either for projects at Hamilton or in a job after graduation.
Portfolios must include, at a minimum, a spreadsheet of data sources and information about downloading and prepping data from each site; an annotated Word doc of useful web sites; a DVD collection of projects and data from the course; and an organized notebook that contains the items listed above plus all class handouts, exercises, and printouts of products.

What I stress in this assignment is that portfolios need to be more than collections of GIS stuff ��� they must be useful for the future. To make portfolios useful for the future, students have to give significant thought not only to organization but how they will be able to find information in their portfolios in the future and how they can build indexes, annotations, flow charts, etc. to make their portfolios more than a collection of pieces of paper in a binder.

Final independent GIS analysis designed and carried out by the student; once the analysis is complete, each student develops an assignment or activity based on the project for another college-level course.

The purpose of the platform is to share the recorded Civil Engineering course videos and also to disseminate the open source teaching tools such as Moodle, OBS, Google Applications, Video editing software's etc.

Students are required to create professional geological-tourism maps for a state (or country) of their choosing. Students will find data sets for their chosen area, and manipulate and display the data into a large format map that is used for display.

Students geocode the locations of the "big box stores" Walmart and Target from addresses that they download. They then compare the spatial distribution of stores at the state level by performing a spatial join with a shapefile of US states, and comparing the distribution of stores with the population of each state. Finally, they write a report of their results as a recommendation for future action, either by an environmental group or a development group.

Students come to this activity having already familiar with the local bedrock geology, and our local stream (it's discharge history and characteristics of the stream, its drainage basin and floodplain, and high-water events. In class, students are introduced to GIS and ArcView, and then use ArcMap to analyze the stream gradient, stream order, and drainage density of Stony Brook. Then students do the same for several major North American rivers. Finally, they move on to Mars, become familiar with some Martian data sets, and use the same tools to compare characteristics of channel-like features on the surface of Mars, to river systems on Earth. The overall task is to synthesize this information and discuss/give evidence for whether or not Earth-like river processes ever operated on Mars.

Walks the student through the creation of a prediction map using a very simple (fictitious) spatial planning and analysis scenario. Although the actual prediction "rules" for this scenario are not from a geoscience background, the GIS techniques practiced here can apply to geoscience prediction/analysis scenarios with more complex rules. The exercise mainly deals with vector geoprocessing ("map overlay") operations, such as buffering, union, dissolve, clip, but combines them with spatial joins and spatial queries. The results are presented as a map.

As a result of this lab you should be able to understand the process of georeferencing and be able to carry it out (part A). You should also be able to make a map of the results and gain a basic understanding of how land use has changed during the time period depicted by the aerial photographs (Parts B and C).