The document discusses various signs and their meanings around the world. It provides examples of how signs like the V sign, OK sign, and hand gestures can have different meanings depending on the country or context. Specifically, it notes that the V sign can mean victory in some places but have insulting connotations if the palms are reversed. The OK sign can mean "OK" in the US but have other meanings like "money" in Japan or "sex" in Mexico. The document also summarizes data showing the average vocabulary of 14-year-olds dropped from 25,000 words in the 1950s to 10,000 words in 1999. Possible reasons for this are discussed but no definitive conclusions are drawn.

2. THE V SIGN

3. V FOR VICTORY
Winston Churchill
gives the victory sign
at a political rally,
Liverpool, 1951

4. The "V" for victory that Winston Churchill used (with the
palm facing outward, same as the American sign for
"peace"), when the palm is reversed, it means something
else...
If a person used two fingers to order two beers in a
British pub.. it has insulting connotations…

5. # 2
the two fingers in a 1st grade math class may
refer to the number "two"

6. OK (OKAY) VS. 0K (ZERO KILOBYTE)

7. THIS SIGN MIGHT MEAN
 "OK" in the United States
 "money" in Japan
 "sex" in Mexico
 "homosexual" in Ethiopia
 an obscenity in Brazil
 “Zero” in Southern France

8. VOCABULARY AVERAGE OF A 14-
YEAR-OLD DROPPED FROM
25,000 WORDS IN 1950S TO ONLY
10,000 WORDS IN 1999.
“Numbers.” Time Magazine 155, no 6 (Feb 14, 2000);
25
Vocabulary Average for 14-Year-Old
25,000
10,000
0
5,000
10,000
15,000
20,000
25,000
30,000
Year
NumberofVocabulary
Vocabulary
Rate
Vocabulary
Rate
25,000 10,000
1950 1999

9. WHAT THIS RESULTS TELL US?
BLAME somebody or something
 No parent involvement?
 Too much TV/ New media
 No enough reading
Or question the data?
 Who did the research?
 Who sponsored it?
 Who were the participants?

12.  We may simply say language evolves?
 Today, can we read and understand old English ?
 We may also argue that our students are not
learning another language…

17. WHAT IS A
“CLICKER”?
 Personal Response System (PRS)
 Audience Response System (ARS)
 Classroom Performance System (PRS)
 Small, handheld gadget that allows
audiences and students to participate in
presentations or lectures by submitting
responses to interactive questions &
viewing the responses as a graph
www.turningtechnologies.com

18. HOW DO YOU RATE THISHOW DO YOU RATE THIS
PRESENTATION?PRESENTATION?A
B
C
D
E
F
27%
45%
0%0%0%
27%
1. A
2. B
3. C

19. TEXTURING PRIMS
"Using Science in Second Life made it a lot easier for me to do
projects and homework." -- KoraAnne

20. 3D MODELLING ENVIRONMENT

21. PRIM TWISTING
"Learning in Second Life was fun and taught me a lot of things
because its learning and having fun instead of just learning and
being bored." -- Latisha

22. LEARNING GLOBAL SCIENCE
How to teach Science in SL?
"I did not like science before I did this course. I wish I could have
Second Life in each class. This is the most amazing thing that I've
experienced in high school so far." -- Andrysse

23. VARIETY OF ACTIVITIES
"I would recommend this style of learning to anyone who loves
science and online games. It would appeal to what they like." –
Eaon

24. SCIENCE AT HOME
"I never thought global science could be so fun to learn." – Naomi

25. SCIENCE AT HOME

26. WASTE MANAGEMENT IN NAPLES
"It was also educational because we learned science while we were
having fun." -- Zana

27. WASTE MANAGEMENT IN NAPLES

28. NON-RENEWABLE RESOURCES
"I got to learn science in a fun way and still get education." --
Rakeem

29. RENEWABLE RESOURCES
"I did not like science before I did this course. I wish I could have
Second Life in each class." -- Andrysse

30. RENEWABLE RESOURCES

31. VIRTUAL FIELDTRIP
"I would recommend this program to other teachers and student
because it shows science in a whole different way." – Shabede

32. VIRTUAL FIELDTRIP

33. FINAL PROJECT
"It was fun and a great learning experience I enjoyed going on
second life to do science." – Lucius

34. FINAL PROJECT
"I recommend this [class] to people all over the world because they
would be able learn things about science and have fun at the same
time." -- Asha

35. OTHER SKILLS
How to teach everything else?
"In class instead of just writing every day we would use the
computer to type our notes, look up information, and sometimes
get pictures to do class work and homework." -- KoraAnne

36. http://www.flickr.com/photos/courosa/2922421696/

37. http://veja.abril.com.br/imagem/professorantenado.jpg

38. http://www.flickr.com/photos/stylianosm/3706684606/

39. http://www.flickr.com/photos/langwitches/3460307056/

41. CONCLUSION
‘Today, a confluence of events is creating the
perfect storm for significantly advancing
education. With a growing inventory of openly
available educational tools and resources, and
with an increasingly engaged and connected
community, transformative opportunities for
education abound.
The good news is that the emerging open
education movement in higher education and
beyond is beginning to change the way
educators use, share, and improve
educational resources and knowledge by
making them open and freely available.’
(Iiyoshi & Kumar 2008:2)

42. REFERENCES
 Attwood, R (2009) Get it out in the open. Online:
http://www.timeshighereducation.co.uk/story.asp?storycode=408300 24 September
 Bonk, C. (2009) The World is Open for a Reason-Make that 30 Reasons! elearn Magazine,
July 2, 2009. http://elearnmag.org/subpage.cfm?section=articles&article=85-1
 Downes S (2007) Models for sustainable open educational resources. Interdisciplinary
Journal of Knowledge and Learning Objects 3: 29-44.
 Downes, S. (2009) Open Education: Projects and Potential. ECOO Richmond Hill Presented
on November 12, 2009 http://www.downes.ca/cgi-bin/page.cgi?presentation=231
 Iiyoshi, T & Kumar, MSV (Eds) (2008) Opening Up Education: The collective advancement
of Education through Open Technology, Open Content, and Open Knowledge.
Cambridge, Massachusetts: The MIT Press.
 O’Reilly, T (2003) The Architecture of Participation. Available online:
http://www.oreillynet.com/pub/wlg/3017 (Checked 4 October 2009)
 Yuan, L, MacNeill, S and Kraan W (2008). Open Educational Resources – Opportunities and
Challenges for Higher Education. JISC CETIS. Available at
http://wiki.cetis.ac.uk/images/0/0b/OER_Briefing_Paper.pdf [Accessed 4 February 2009].

43. The OER UCT Project homepage http://www.cet.uct.ac.za/oer
Science and ICT http://www.slideshare.net/juko101/science-and-ict/
http://scienceandictlinks.blogspot.com/
Building a global teaching profile:Showcasing Open Educational Resources at
UCTMichael Paskevicius, Michelle Willmers & Cheryl Hodgkinson-Williams
Teaching with Technology Mini Conference 18 November 2009 University of
Cape Town
Learning Global Science Using Second Life Working with Global Kids at the High
School for Global Citizenship, New York
Global Kids (www.globalkids.org) Second Life Curriculum is available in PDF format
at RezEd.org (www.rezed.org/group/GKslcurriculum)
Literature Review in Primary Science and ICT REPORT 5: FUTURELAB SERIES.
Colette Murphy, Graduate School of Education, Queens University,Belfast
(www.futurelab.org.uk/research/lit_reviews.htm)
http://www.eun.org
http://www.europeanschoolnet.org
http://www.xplora.org
http://www.xperimania.net

44. Power of Digital Storytelling-
http://mnyildiz.googlepages.com/digitalstorytelling
There are some students projects on youtube-
http://mnyildiz.googlepages.com/
Teddy Stallard Story- http://www.makeadifferencemovie.com/
Blue Ribbon Story http://www.blueribbonmovie.com/
on you tube- http://www.youtube.com/watch?
v=sN_LPTNQEqM&eurl=http://www.blueribbonmovie.com/
background video on you tube- http://www.youtube.com/watch?v=ytmv9awy-
H8&feature=related
text version- http://www.blueribbons.org/blue_ribbon_story.shtml