Справочники по формам
Как вызвать форму для заполнения
Semantic Forms предоставляет несколько служебных страниц, предназначенных для того, чтобы генерировать шаблоны, описания семантических свойств и формы.
Эти страницы называются
Спецстраница Special:CreateClass позволяет одним махом описать класс объектов: она создаёт все необходимые свойства, шаблоны и форму.
Тестирование форм
В форме таблицы с перечнем всех свойств
Учащийся 5 - 7 лет знает следующие понятия про бюджет: «-7» не объявлена как допустимая единица измерения этого свойства.
Тестирование Scratch блоков внутри вывода
Empowered Learner:: #0000FF C
Digital Citizen:: #9400D3 C
Knowledge Constructor:: #FFD700 stack
Innovative Designer:: #FFA500 C
Computational Thinker:: #00BFFF C
Creative Communicator:: #008000 C
Global Collaborator:: #FF8C00 C
Empowered Learner:: #0000FF C
Возраст
| |
Возрастная категория |
|---|
| Actively seek performance feedback from people |
12
13
14 |
| Appropriation (the ability to meaningfully sample and remix media content) |
8 |
| Arranging personnel information into an organizational chart |
12 |
| Articulate personal learning goals, select and manage appropriate technologies to achieve them |
12
13
14 |
| Asking questions of a professor that help disambiguate a vague research assignment |
12 |
| Begin to transfer their learning to different tools or learning environments |
8
9
10
11 |
| Break down problems into smaller parts, identify key information and propose solutions |
8
9
10
11 |
| Break problems into component parts, identify key pieces and use that information to problem solve |
12
13
14 |
| Build a network of experts and peers within school policy |
8
9
10
11 |
| Categorizing emails into appropriate folders based on a critical view of the emails contents |
12 |
| Collaborate with a teacher to employ appropriate research techniques to locate digital resources |
8
9
10
11 |
| Collective intelligence |
12 |
| Communicate complex ideas clearly using various digital tools |
12
13
14 |
| Comparing advertisements, emails or websites from competing vendors by summarizing information into a table |
12 |
| Conducting effective preliminary information searches to help frame a research statement |
10 |
| Create digital artifacts to communicate ideas visuall |
8
9
10
11 |
| Create original works and learn strategies for remixing |
8
9
10
11 |
| Create original works or responsibly repurpose other digital resources into new creative works |
12
13
14 |
| Creating a data display to clarify the relationship between academic and economic variables |
14 |
| Creating a presentation slide to support a position on a controversial topic |
12 |
| Deciding the extent to which a collection of resources sufficiently covers a research area |
12 |
| Deciding what types of resources might yield the most useful information for a particular need |
10 |
| Demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems |
12
13
14 |
| Demonstrate an understanding of how automation works |
12
13
14 |
| Demonstrate an understanding of the role an online identity plays in the digital world |
8
9
10
11 |
| Demonstrate an understanding of what personal data is |
8
9
10
11 |
| Demonstrate an understanding of what personal data is and how to keep it private and secure |
12
13
14 |
| Demonstrate and advocate for an understanding of intellectual property with both print and digital media |
12
13
14 |
| Demonstrate and advocate for positive, safe, legal and ethical habits |
12
13
14 |
| Demonstrate and encourage respect for intellectual property |
8
9
10
11 |
| Demonstrate perseverance when working with open-ended problems |
8
9
10
11 |
| Designing a flyer to advertise to a distinct group of users |
12 |
| Determine their role on a team to meet goals, based on their knowledge of technology and content |
12
13
14 |
| Develop a plan to address a complex global issue |
10 |
| Develop learning goals in collaboration with an educator, select the technology tools to achieve them |
8
9
10
11 |
| Distinguishing a clear, concise and topical research question from poorly framed questions |
10 |
| Distributed cognition |
10 |
| Editing and formatting a document according to a set of editorial specifications |
12 |
| Efficiently browsing one or more resources to locate pertinent information |
10 |
| Engage in a cyclical design process to develop prototypes |
8
9
10
11 |
| Engage in a design process and employ it to generate ideas |
12
13
14 |
| Engage in a design process to develop, test and revise prototypes |
12
13
14 |
| Evaluate how well a solution meets specified criteria |
7
8
9 |
| Evaluating whether a database contains appropriately current and pertinent information |
12 |
| Explain how technologies can result in positive and negative effects |
8
9
10 |
| Explore and practice how a design process works to generate ideas |
8
9
10
11 |
| Explore different points of view on various topics |
8
9
10
11 |
| Explore or solve problems by selecting technology for data analysis |
8
9
10
11 |
| Explore real-world issues and problems and actively pursue an understanding of them and solutions for them |
12
13
14 |
| Explore real-world problems and issues and collaborate with others to find answers or solutions |
8
9
10
11 |
