This workshop is focused on developing several different Ideation approaches for problem investigating and concept creation:Why-why diagramsBrainstormingMash-upsAffinity diagramsIncluded are two introduction videos for review by students online in advance, a pre-workshop exercise and a slide deck with facilitator notes for running a face-to-face workshop.

This article describes what an online social networks is, provides examples of education-focused social networks, and how anyone can use NING to build an online social network.

In this activity, students will practice talking about the prices of various objects that can be found at various stores. Students will also talk about the location of these items. 

 In this lab, students will share their daily/weekly schedule with each other in groups. Then, they will have to make schedules for each other and share them with the group. Students will practice talking about time and location of their daily activities. 

The students will have a selection of bingo rounds to practice katakana with. Start with bingo 1 to practice the basic characters and prepare the students for a more difficult game. Then go to bingo 2 which will be a more exciting game where students will practice full katakana words. If time permits, you can continue into a third round and circle different items. 

The past decade has seen an explosion of new mechanisms for understanding and using location information in widely-accessible technologies. This Geospatial Revolution has resulted in the development of consumer GPS tools, interactive web maps, and location-aware mobile devices. This course brings together core concepts in cartography, geographic information systems, and spatial thinking with real-world examples to provide the fundamentals necessary to engage with Geographic Information Science. We explore what makes spatial information special, how spatial data is created, how spatial analysis is conducted, and how to design maps so that they're effective at telling the stories we wish to share. To gain experience using this knowledge, we work with the latest mapping and analysis software to explore geographic problems.

Get ready to add this simple activity about moon phases for kids to your space theme lesson plans this season.

Mango Languages is Educational technology. The primary users are students. the educational level is secondary school. Any language users can use Mango.It has listening, reading, and speaking. The learning goal of Mango is language acquisition and increased student engagement at all levels. Keyword: App, online

This new online version of the Educational CPU Visual Simulator allows users to visualize with detailed animations the execution of assembly language code. Its main goal is to support novices in understanding the behavior of the key components of a CPU, focusing on how code written in high-level languages is actually executed on the hardware of a computer.

It supports a simplified but representative assembly language of 16 (Data Transfer, Control Flow, Arithmetic-Logic) instructions, with immediate and direct addressing modalities. Instructions and numeric data can be inserted and edited directly in RAM. It is possible to define “labels” to be used as parameters in jump instructions, or as variable identifiers. The speed and level of detail of the animations can be controlled by the users. At any time, it is possible to switch between symbolic and binary representations.

It was successfully evaluated in Colorado: Cortinovis, R., & Rajan, R. Evaluating and improving the Educational CPU Visual Simulator: a sustainable Open Pedagogy approach, Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group (PPIG).

More information available in: Cortinovis, R. (2021). An educational CPU Visual Simulator, Proceedings of the 32nd Annual Workshop of the Psychology of Programming Interest Group (PPIG).

in the following video you can find a list of useful free on-line tools for DNA sequence analisys.

The Peralta CC District developed an Equity Rubric instrument designed to help online instructors make the learning experience more equitable for all students. The rubric’s criteria is roughly aligned with the CVC-OEI Course Design Rubric. It includes strategies to increase students’ access to technology and different types of support (both academic and non-academic); and make explicit the instructor’s commitment to inclusion by addressing some design principles through an equity lens.

This is a quiz designed to accompany the online simulation "Under Pressure," which is part of the PhET Interactive Simulations of the University of Colorado Boulder.The quiz was designed for Canvas. Each question includes instructions for an action the student is to complete in the online simulation, followed by a multiple choice question. 

This is a quiz designed to accompany the online simulation "Collision Lab," which is part of the PhET Interactive Simulations of the University of Colorado Boulder. The quiz was designed for Canvas. Each question includes instructions for an action the student is to complete in the online simulation, followed by a multiple choice question.

This is a quiz designed to accompany the online simulation "Energy Skate Park: Basics," which is part of the PhET Interactive Simulations of the University of Colorado Boulder.The quiz was designed for Canvas. Each question includes instructions for an action the student is to complete in the online simulation, followed by a multiple choice question. 

This is a quiz designed to accompany the online simulation "Projectile Motion," which is part of the PhET Interactive Simulations of the University of Colorado Boulder.The quiz was designed for Canvas. Each question includes instructions for an action the student is to complete in the online simulation, followed by a multiple choice question. 

This is a quiz designed to accompany the online simulation "Wave on a String," which is part of the PhET Interactive Simulations of the University of Colorado Boulder.The quiz was designed for Canvas. Each question includes instructions for an action the student is to complete in the online simulation, followed by a multiple choice question. 

This document is an adaptation for online coursework of an original document prepared by the Professionalism Rubric Task Force in support of the 2016-2020 Master Academic Planning Goal #2: Professional Fluency at Lake Superior College in Duluth, Minnesota. It contains a rubric on professionalism, teaching strategies for the four aspects of professionalism on which the rubric is focused (Written and Oral Communication, Timeliness, Respect, and Taking Personal Responsibility), and appendices.

in the video you can find a list of usefull tools for analize the protien sequences as

- protein alligment
- topoligy prediction
- secondary structure calculation
- signal peptide identification
- search of template for modelling in the PDB

and many others