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BadgeStack

BadgeStack
BadgeOS™ is a powerful free plugin to WordPress that lets you easily create achievements and issue sharable badges as your users succeed. Activate the free BadgeStack extension to instantly create Levels, Quests and Badge Achievement Types — and start badging! Each BadgeOS site can be customized to your goals, community, visual identity, and the right mix of social and self-directed activity. As members progress, they earn digital badges they can share anywhere, from Facebook, LinkedIn, or Twitter, to their own blog, or resume. Ready to Build? Get it Now Want to Know More? Dive Deeper Need Expert Help? Reach Out Many organizations are using BadgeOS to enable achievement recognition and community engagement.

The IB Career-related Certificate (IBCC) Life in the 21st Century places many demands on students. Enabling students to become self-confident, internationally minded learners must be integral to their education. The International Baccalaureate (IB) has developed a framework of international education incorporating the vision and educational principles of the IB into local programmes to address the needs of students engaged in career-related studies. *This video will shortly be available in French and Spanish The IB Career-related Certificate (IBCC) increases access to an IB education and is specifically designed to provide a flexible learning framework that can be tailored by the school to meet the needs of students. What is the IB Career-related Certificate (IBCC)? The IBCC’s flexibility allows schools to meet the needs, backgrounds and contexts of students with each school creating its own distinct version of the IBCC. The IBCC framework is built around three interconnected elements: The IBCC enables students to:

Conspiracy Theories in Aerospace History You can’t believe everything you read on the Internet. How do you evaluate the reliability of online information? Check out the conference archives from this National Air and Space Museum interactive online conference developed especially for teachers and secondary students. Access Recordings Related Resources During the event, thousands of teachers and students from around the world asked questions and shared their questions and opinions.

Chirbit - Record, Upload and Share Audio Easily - Social Audio The Participatory Museum Grad Engineering Programs Probe Intersection of Science, Art When engineers seek solutions to a problem—such as how to build a bridge to traverse a river—they tend to draw upon designs that have worked in the past. It takes an artist to provide a "more creative approach," says Christie Lin, a graduate engineering student at Massachusetts Institute of Technology. By collaborating, engineers and artists can push the limits of what is already known about their respective fields, explains Lin, who studies nuclear engineering at MIT, where she is also part of the Art Scholars group. Margaret Duff, a doctoral student at Arizona State University's Fulton School of Engineering, agrees with Lin. Both Lin's and Duff's schools are part of what some are calling a new movement in engineering schools toward the interdisciplinary study of science and art. "No one wants to live in a world of ugly buildings and clunky gadgets," says Evan Ziporyn, the director of the new MIT center and a music professor. [Learn about design M.B.A.' [Check out the U.S.

The Clarifying Routine: Elaborating Vocabulary Instruction By: Edwin S. Ellis When you think of vocabulary, there is a good chance that you think of long lists of words from social studies or science textbooks, spelling word lists, or even the humongous lists of terms to study for college entrance exams. Zillions of flash cards also may come to mind. No doubt you share the common childhood experience of having to "go look up the words in a dictionary, write the definition, and then write a sentence using the term" — but how much of that vocabulary do you remember now? Perhaps the least effective way to study vocabulary is the "look and remember" technique. Ross Perot, with his unique use of the English language, said it best — "That dog don't hunt!" We know from research that new terms must be defined using language and examples which are already familiar to students, and that the more ideas from background knowledge with which the student can associate the new term, the more likely it will become a well-networked and permanent part of memory.

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