Special institutional rates are available to universities and colleges sponsoring the conference. The discount codes below apply only toward the Friday registration fee ($100). Note: You must register with your email from the sponsoring institution below to use the code. Only one discount may be applied. Retrieve discounted coupon code from your campus's designated contact listed below: Gold Level Sponsoring Institutions: Free admission Thursday workshops not included ($25 each) Silver Level Sponsoring Institutions: 50% off Thursday workshops not included ($25 each) Bronze Level Sponsoring Institution: 25% off Thursday workshops not included ($25 each) Register Student registrants can save $75 by using the promo code student-twentyfive when registering for the conference. Thursday workshops not included ($25 each) POLICY: A university that has invested in our conference to become a sponsoring university will be sent a coupon code. Faculty from a sponsoring university can register with their university email and with their university's coupon code, and their registration will be discounted. Faculty from a sponsoring university who register without including their university's coupon code, or without a valid email address from that university, will be required to pay full price for their registration. × Step 2 Register The main event. 30+ sessions on Friday plus the option to attend Thursday's hands-on workshops. Thursday workshops: $25 each Friday conference: $100 Follow guide below. Space is limited. Step 3 Relax. If you've gotten your registration confirmation, just kick back and relax. You've earned it. November will be here before you know it. Thank you for supporting the FTTC. Program Registration Instructions Note: If using a coupon code, it will be input on the final page of the checkout. Click Register (above), then Login in the upper-right. If you've never attended the FTTC Conference, create a new account. Important! If you registered for the conference in a years past, you already have an account in the registration system. You will not be allowed to create another account with the same information. Please contact the Higher Reach Helpdesk by phone at: (314) 516-6775. If you are using a coupon code, please use your institutional email address (ex. @umsl.edu). Add the Friday Conference to your Cart. Add any Thursday pre-conference workshops to your cart (if desired). Each is a separate item. Click Checkout on the right side of the page to input your payment information and coupon code (if applicable). You will receive confirmation message(s) with your selections. As the conference date approaches, you will receive reminder emails about your selections from FTTC Participant Concierge, Janet Roberts (Maryville U.). Problems registering? Contact Higher Reach HelpDesk by phone at: (314) 516-6775. 2015 FTTC Teaching With Technology Award We are accepting nominees for a Teaching With Technology Award for an instructor who has used technology in innovative and effective ways in classroom or online teaching. You can find out more and submit a nomination below. The deadline has been extended through October 15. Please read the criteria carefully to ensure that you submit all necessary sections. Printable Version Make a Nomination Award Criteria and Form Two awards will be given in the following categories: Traditional – These are classes that meet face to face. They may contain blended or flipped components, but they have established meeting times that occur in a physical classroom. Online – These are classes that take place online. They don’t have established meeting times, nor do they meet in a physical classroom. The two awards will be given to the recipients who best demonstrate pedagogically sound and innovative uses for educational technology in their teaching. Eligibility Requirements The nominee must be a higher education instructor and a registered attendee of the conference. Nomination Criteria Nominations can be made online using the link below. Each nominees must provide examples of how s/he: Creates and implements useful and creative ways to incorporate technology into online or face-to-face classroom design and instruction. Demonstrates an innovative approach to teaching within their content area through the use of technology (including but not limited to: English, science, math, community service, group work, etc.) Provides and maintains an engaging student learning environment through active learning, interaction (student to student, student to instructor and student to content) and technology integration. Demonstrates the technology used supports specific student learning outcomes. Brings a new technology to the institution (new technology, new research, etc), uses technology in a new way, or is innovative in some other way in support of student learning. Scope of Award For the purpose of this award, the term “innovation” will be loosely defined by the nominees. “Technology” can be anything from computer-based learning devices, software, classroom design, to other devices that aid teaching and learning. “Instruction" or "Teaching” is defined as teaching in undergraduate and graduate courses in higher education. Poster Session A subcommittee member will notify the nominee of their nomination so that they may prepare a poster for display on Conference Day 2 (Friday). Posters should be hung up Friday morning by 7:30am. The purpose of the poster is to share the nominee’s innovative idea. Posters should be 24 inches x 36 inches. Poster hanging material will be provided. Deadline Award selection will be made by FTTC planning subcommittee members. Awards will be presented at lunch on the Friday of the conference. Submit a Nomination × Dr. Todd Zakrajsek Associate Professor UNC-Chapel Hill Biography: Dr. Todd Zakrajsek is an Associate Professor in the School of Medicine and the Department of Family Medicine at UNC-Chapel Hill. Todd is the immediate past Executive Director of the Center for Faculty Excellence at University of North Carolina at Chapel Hill. Prior to his work at UNC, he was the Inaugural Director of the Faculty Center for Innovative Teaching at Central Michigan University and the founding Director of the Center for Teaching and Learning at Southern Oregon University, where he also taught in the psychology department as a tenured associate professor. Todd currently directs two Lilly Conferences on College and University Teaching and Learning, one annually in Traverse City, Michigan, and the other in Bethesda, Maryland. Todd also sits on two educationally related boards: ERI for Lenovo Computer and TEI for Microsoft. Dr. Zakrajsek received his Ph.D. in Industrial/Organizational Psychology from Ohio University. He has published and presented widely on the topic of student learning, including workshops and conference keynote addresses in 42 states and 6 countries. Maps Tip: Parking can be limited on Fridays, but there are designated conference parking spaces in the West Parking Garage. Lodging Conference attendees can get a special rate at two area hotels, the Drury Inn-Airport and the Moonrise Hotel, both within a ten-minute drive or Metrolink ride of the UMSL campus. The special rate is available from Nov. 12-14 at both hotels. Drury Inn and Suites - Airport 10490 Natural Bridge Rd St Louis, MO 63134 (314) 423-7700 Free Hot Quikstart Breakfast Free 5:30 Kickback (food and beverages) Free Wireless Internet Free Long Distance Calling Free Shuttle to UMSL available on conference days at designated times (TBD) Moonrise Hotel 6177 Delmar Boulevard, St Louis, MO 63112 (314) 721-1111

Editor's note: Today the World Economic Forum's Meta-Council on Emerging Technologies, one of the organization's networks of expert communities that form the Global Agenda Councils, released its Top 10 List of Emerging Technologies for 2015. Bernard Meyerson, chief innovation officer of IBM and author of the following essay, is chair of the Meta-Council. Scientific American editor-in-chief Mariette DiChristina is serving as vice-chair. Technology is perhaps the greatest agent of change in the modern world. Although never without risk, technological breakthroughs promise solutions to the most pressing global challenges of our time. From zero-emission cars fueled by hydrogen to computer chips modeled on the human brain, this year’s Top 10 Emerging Technologies list—an annual compilation from the World Economic Forum (WEF)—offers a vivid glimpse of the power of innovation to improve lives, transform industries and safeguard our planet. To compile this list the WEF’s Meta-Council on Emerging Technologies, a panel of 18 experts, draws on the collective expertise of the Forum’s numerous communities to identify the most important technological trends. In doing so, the Meta-Council aims to raise awareness of their potential and contribute to closing the gaps in investment, regulation and public understanding that so often thwart progress. 1. Fuel-cell vehicles Zero-emission cars that run on hydrogen Fuel-cell vehicles have long promised several major advantages over those powered by electricity or hydrocarbons. The technology has only now begun to reach the stage where automotive companies are planning launches for consumers, however. Initial prices are likely to be in the range of $70, 000 but should come down significantly as volumes increase within the next couple of years. Unlike batteries, which must be charged from an external source and can take from five to 12 hours depending on the car and charger, fuel cells generate electricity directly, using hydrogen or natural gas. In practice, fuel cells and batteries are combined, with the fuel cell generating electricity and the batteries storing it until demanded by the motors that drive the vehicle. Fuel-cell vehicles are therefore hybrids and will likely also deploy regenerative braking, which recovers energy from waste heat, a key capability for maximizing efficiency and range.

Students must be able to correctly interpret math graphics in order to correctly answer many applied math problems. Struggling learners in math often misread or misinterpret math graphics. For example, students may: Teachers need an instructional strategy to encourage students to be more savvy interpreters of graphics in applied math problems. One idea is to have them apply a reading comprehension strategy, Question-Answer Relationships (QARs) as a tool for analyzing math graphics. The four QAR question types (Raphael, 1982, 1986) are as follows: Teachers use a 4-step instructional sequence to teach students to use Question-Answer Relationships (QARs) to better interpret math graphics: 1. Distinguishing Among Different Kinds of Graphics Students are first taught to differentiate between five common types of math graphics: table (grid with information contained in cells), chart (boxes with possible connecting lines or arrows), picture (figure with labels), line graph, bar graph. Students note significant differences between the various types of graphics, while the teacher records those observations on a wall chart. Next students are shown examples of graphics and directed to identify the general graphic type (table, chart, picture, line graph, bar graph) that each sample represents. As homework, students are assigned to go on a 'graphics hunt', locating graphics in magazines and newspapers, labeling them, and bringing them to class to review. 2. Interpreting Information in Graphics Over several instructional sessions, students learn to interpret information contained in various types of math graphics. For these activities, students are paired off, with stronger students matched with less strong ones. The teacher sets aside a separate session to introduce each of the graphics categories. The presentation sequence is ordered so that students begin with examples of the most concrete graphics and move toward the more abstract. The graphics sequence in order of increasing difficulty is: Pictures > tables > bar graphs > charts > line graphs. At each session, student pairs examine examples of graphics from the category being explored that day and discuss questions such as: "What information does this graphic present? What are strengths of this type of graphic for presenting data? What are possible weaknesses?" Student pairs record their findings and share them with the large group at the end of the session. 3. Linking the Use of Question-Answer Relations (QARs) to Graphics In advance of this lesson, the teacher prepares a series of data questions and correct answers. Each question and answer is paired with a math graphic that contains information essential for finding the answer. At the start of the lesson, students are each given a set of 4 index cards with titles and descriptions of each of the 4 QAR questions: RIGHT THERE, THINK AND SEARCH, AUTHOR AND YOU, ON MY OWN. (TMESAVING TIP: Students can create their own copies of these QAR review cards as an in-class activity.) Working first in small groups and then individually, students read each teacher-prepared question, study the matching graphic, and 'verify' the provided answer as correct. They then identify the type of question being posed in that applied problem, using their QAR index cards as a reference. 4. Using Question-Answer Relationships (QARs) Independently to Interpret Math Graphics Students are now ready to use the QAR strategy independently to interpret graphics. They are given a laminated card as a reference with 6 steps to follow whenever they attempt to solve an applied problem that includes a math graphic: Read the question, Review the graphic, Reread the question, Choose the appropriate QAR, Answer the question, and Locate the answer derived from the graphic in the answer choices offered. Students are strongly encouraged NOT to read the answer choices offered on a multiple-choice item until they have first derived their own answer-to prevent those choices from short-circuiting their inquiry.

Couldn't be happier that you're interested in web development. I like some of the other answers I see, but I feel like there are still major pieces missing to the puzzle. Don't get into development for the wrong reason. I fell in love with development when I was 12. Not because I wanted to be an internet entrepreneur and make the next greatest thing, but because of the instant gratification development often provides. There is no feeling like being able to fiddle with a few lines of code and drastically change what you're working on and not having to wait more than a refresh or a build to see the outcome...

He said he doesn’t know what the next step will be — and that’s OK. “I don’t want to engage in thinking about the next career move while I am still on the taxpayer’s dime, ” he told the Star-Telegram . “In the course of my life, I’ve been blessed and opportunities have come available. I hope I’ll be blessed again and another opportunity will present itself.” He did say he doesn’t “ever expect to be on a ballot again” and believes he will end up working in the private sector after he steps down as commissioner of education on Jan. 1. Abbott was quick to thank Williams for his service. “Commissioner Williams is a public servant dedicated to elevating our state’s education system to be the best in the nation, ” Abbott said Thursday. “I am grateful for his leadership and steadfast advocacy on behalf of our students, and I wish him the best of luck in all future endeavors.” Time in Austin During his tenure, Williams faced challenges ranging from implementing a new standardized test to dealing with the fallout from the Legislature’s significant cuts to public school funding. Michael Williams was the first African-American to hold a statewide elected position in the executive branch. Now, he said, more challenges await the new commissioner. “Texas is poised to usher in a new level of high-quality Pre-K education, as well as bring greater flexibility and innovation to our school districts, ” he wrote to Abbott. “You have worked to assure the return of valuable literacy and math academies as well as other supports for our teachers. “Finally, we are again broadening the choices and information provided to Texas parents to help them make informed decisions about their children’s education.” “The Texas State Teachers Association urges the governor to listen to the vast majority of Texans and appoint a commissioner who will advocate for a greater investment in our public schools and policies that will end punitive standardized testing that robs teachers and students of the time they need for real teaching and learning, ” Candelaria said, Political past Williams was appointed assistant secretary of education for civil rights in 1990 by President George H.W. Bush, was deputy assistant secretary for law enforcement at the Treasury Department and served as special assistant to Attorney General Richard Thornburgh in the late 1980s. Through the years, his work has included serving as a prosecutor in the Reagan administration’s Justice Department, as general counsel for the Republican Party of Texas and as chairman of the Texas Juvenile Probation Commission. He has served on countless boards and commissions, including the Arlington Chamber of Commerce, the Interstate Compact on Educational Opportunity for Military Children and the Southern Regional Education Board. He is a member of Most Blessed Sacrament Catholic Church and the Rolling Hills Country Club, both in Arlington. Raised in Midland, Williams graduated from Robert E. Lee High School in 1971 and went on to receive three degrees from the University of Southern California — a bachelor’s, a master’s and a law degree. Williams and his wife, Donna, moved to Arlington in 1993 and bought a house in 1995 that they still own. Gov. George W. Bush appointed him in 1998 to the Railroad Commission, which oversees the state’s natural gas and oil industry, and he was elected in 2000, 2002 and 2008. He was the first African-American to hold a statewide elected position in the executive branch.

This course consists of 5 lessons. The first one is an overview of responsive design and introduces the way you’ll need to shift your thinking as you go from desktop first design, to responsive design. Lessons 2, 3, 4 and 5 will cover the important theoretical concepts of responsive design, and include plenty of hands-on exercises implementing what you’ve learned. Lesson 1 - Why Responsive? What is responsive web design and why is it important? What kinds of devices should we be targeting with our design? How can we best leverage the different capabilities of each device to provide great experiences to users? You’ll also make sure that your development environment is ready to go. Topics covered: What is responsive design? Why does responsive design work for any device? Remote debugging and emulation in the browser Lesson 2 - Starting Small The best way to get started is to start small and build up. In this lesson, we’ll cover the key components that make a site great on a small screen, including setting the viewport, adding content and sizing the content to the viewport. You’ll start the home town site project, by making sure that it looks good on a small screen. Why start small and build up? What is the viewport? Sizing the content to the viewport avoiding static sized items Touch targets, and why they should be large Lesson 3 - Building Up Once you’ve got a page optimized for small screens, it’s time to start thinking about how they’ll look on larger screens. Learn how to use CSS media queries to add breakpoints that change the layout depending on the screen size or other device characteristics. CSS media queries What is a breakpoint, and how to choose one Using the CSS flexbox to modify layout Lesson 4 - Common Responsive Patterns Now that you’ve got the basics of responsive design down, you’ll learn about and practice some of the common layout design patterns used across sites. You’ll also iterate on the home town site project, creating breakpoints for tablet and desktop layouts using the patterns from this lesson. Mostly fluid pattern Column drop pattern Layout shifter pattern Off canvas pattern Lesson 5 - Optimizations Learn strategies for minor breakpoints used to adjust the margins or padding on an element, or increase the font size to make it feel more natural in the layout. You’ll also learn about strategies for dealing with tables and optimal text readability. At the end of the lesson, you’ll iterate for the last time on the home town site, adding minor breakpoints to really make the experience stand out.

Our online MCS program was cited as a "top notch online degree program" by GetEducated.com in a recent IEEE article titled, "Exploring CS Degree Options, Is the online route worth the trip?" Colorado State University has had distance degree programs for over 30 years and has awarded hundreds of master's degrees. Our students have gone on to work for many major computer companies. CSU has had a particularly close relationship with Hewlett Packard: CSU is one of the top five universities in the world providing employees for HP, drawing from both on-campus and online students. * Courses in the online program are identical to those offered on campus and are indistinguishable from on-campus courses on the CSU transcript. This is also true of the degree itself. The Computer Science Department offers an online program leading to a Master of Computer Science degree (MCS) via the Internet from an accredited research university. The non-thesis Master of Computer Science is a course work only professional degree that can be completed from anywhere in the world completely online via the world wide web. You are welcome to take any of the online courses regardless of whether you have been admitted to the graduate program. Of course, you will not earn an official Master of Computer Science degree unless you have been admitted. To earn this Masters degree, you must take 35 credits of coursework. (All of our courses carry 4 credits.) You may earn up to 14 credits (or three courses) before admission. Any online courses taken beyond the first three will not count towards the degree, unless you have been formally admitted to the MCS program. Note: in order to count courses taken prior to admission, a grade greater than B- must be earned. Course Schedule: We plan to offer the online version of advanced computer science courses according to this schedule. Although these courses are online, they will be offered on a semester schedule so that students taking the course at the same time can communicate with each other. We feel that the bulletin board discussions are an important part of an online course learning experience. Course Registration: Degree Requirements: The degree requirements for the MCS online degree can be found here: Prerequisites: To be admitted as a graduate student, you are expected to be prepared to take graduate level courses. This requires a background in: Programming experience Data structures Computer organization Software engineering/Program design Operating systems

Australian Educational Computing (AEC) is the refereed journal of the Australian Council for Computers in Education (ACCE) and is published twice a year. All submissions should be via Correspondence should be directed to: The Editor Australian Educational Computing Dr Jason Zagami School of Education and Professional Studies Griffith University Gold Coast, Queensland, Australia Journal Websites The editorial board welcomes contributions in the form of original articles, letters, reports and reviews. AEC provides a vehicle for the publication of articles for which a national or international audience is appropriate. These fall into a number of categories. There are articles relating to research in the educational computing field and which are likely to be of interest to a wide cross-section of educators. In addition there are many educators who are exploring new ideas about the use of computers in education and who are writing articles of national interest. The journal may also contain reprinted articles from international organisations such as ISTE and IFIP; however the majority of articles are of Australian content. Twice a year in July and November AEC publishes general articles, research papers, and association news, into journal editions that are readable on digital devices and printable. Currently we will be publishing in iBook and PDF formats and these are available from the ACCE website at . Research is published via the OJS, visit where Refereed/Reviewed papers can be submitted, tracked, edited and published. Accepted articles will then be immediately available on the OJS database. General article on teaching practice or other areas of interest to computer education professionals are submitted via Non Refereed/Reviewed papers that will be considered for publication in the next journal edition in July or November. Refereed/Reviewed papers can be articles relating to research, theoretical articles, position or policy papers. Non Refereed/Reviewed papers can be papers relating to practice or policy. Authors should ensure that their manuscript conforms to the American Psychological Association (APA6) bibliographic convention. Generally authors should aim for articles of 4000 words. Articles should include an abstract of 100-150 words. Articles should generally be submitted in the Microsoft Word or Apple Pages file formats. Authors should include a brief autobiographical statement on the submission form and upload as a file attachment (to their bio submission) a current photograph (ideally 1024 pixels in JPEG or PNG formats). Authors should include a reference list in APA format on the submission form with each reference separated by a blank line. Authors may also submit additional material such as research data or multimedia. To ensure the integrity of the blind peer-review for submission to AEC, every effort should be made to prevent the identities of the authors and reviewers from being known to each other. This involves authors, editors, and reviewers (who upload documents as part of their review) checking to see if the following steps have been taken with regard to the text and the file properties: Authors have deleted their names from the text, with "Author" and year used in references instead of the authors' name, article title, etc.; and Metadata in document files that shows the author of the document has been removed. Papers contributed for the Refereed/Reviewed sections will be anonymously refereed by at least two members of the Editorial Board. All submitted material will pass through an editorial phase to maintain journal standards and balanced coverage.

There are lots of ingredients to a great elearning course. But in the end, the success of your course hinges on a critical question: does it help your audience learn and apply relevant skills and knowledge? If not, it’s probably because the instructional design got lost in the shuffle. These posts explore key elements of instructional design to help you think through how to build courses that truly help people learn. Upcoming E-Learning Events March 16-17 (Orlando, FL). Learning Solutions. Swing by the Articulate booth and say "Hello" or check out some of our sessions: How to Quickly Create Video-Based Scenarios, 5 Ways to Add Interactivity to E-Learning, and BYOL: Interactive Video for Storyline . April 26 (Houston, TX). Interactive Video Made Easy in Articulate Storyline . Learn more & register. April 27 (Houston, TX) . Keynote presentation. Think Forward Conference. Upcoming locations: Indianapolis, Phoenix, Sydney, Melbourne, Toronto, Vancouver, Dallas, and more. Stay tuned for details.

Attributes The tag accepts the attributes in the following table (as well as the HTML 5 global attributes and HTML 5 event handler content attributes). Attribute Description alt Alternate text. This specifies text to be used in case the browser/user agent can't render the image. src Location of the image. crossorigin This attribute is a CORS settings attribute. CORS stands for Cross-Origin Resource Sharing . The purpose of the crossorigin attribute is to allow you to configure the CORS requests for the element's fetched data. The values for the crossorigin attribute are enumerated. Possible values: Value anonymous Cross-origin CORS requests for the element will not have the credentials flag set. In other words, there will be no exchange of user credentials via cookies, client-side SSL certificates or HTTP authentication. use-credentials Cross-origin CORS requests for the element will have the credentials flag set. If this attribute is not specified, CORS is not used at all. An invalid keyword and an empty string will be handled as the anonymous value. ismap For image maps. See the element. usemap width Specifies the width of the image. height Specifies the height of the image. Background Image Code You can also add a picture to the background, so that text and other elements appear in front of the image. You can do many things with background images, such as make it tile/repeat, change its position, change its size, and more. Background images are defined differently to foreground images (as in the above example). Background images are defined using the CSS background-image property and can be applied to any HTML element. Here's a basic example of a background image. See the background image? You can also use the background shorthand property to set the background image and other background properties.