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Step 1: Resource Selection

I chose a simple poster about healthy food called "My Healthy Plate". It was originally a standard PDF document with static text and pictures.

Step 2: Licensing and Copyright

The poster is available under a Creative Commons (CC BY-SA 4.0) license. This means I can legally edit and share it for educational purposes as long as I credit the original author.

Step 3: Teaching and Learning Objectives

STEAM (Math & Art): Help students measure sugar in snacks and draw their own healthy meals.

Health: Teach students aged 8–10 how to choose balanced foods and drink enough water every day.

eTwinning Collaboration: Allow partner students from different countries to share audio messages about their favorite healthy traditional foods.

Step 4: Tools and Modifications

Using Canva for Education, I changed the static poster into an interactive activity:

Replaced hard words with short, simple sentences suitable for 8–10-year-olds.

Added drag-and-drop food stickers so kids can build their own healthy plate.

Added a link to Vocaroo so young learners can easily record their voices instead of typing.

Step 5: Log of Modifications

Simpler Words: I changed complex scientific terms to easy terms like "Energy Foods" and "Growth Foods" so 8–10-year-olds can easily understand them.

Interactive Stickers: I made the food pictures movable because hands-on activities keep young children engaged.

Audio Recording Button: I added voice prompts because 8–10-year-olds enjoy speaking and listening to international partners.

Step 6: Peer Sharing and Feedback

I shared my modified poster with partner teachers in the eTwinning forum. They liked the simple design, but suggested adding a daily water counter for a simple math activity.

Step 7: Reflection and Readjustment

The changes made the resource much more practical and fun for young learners. Based on peer feedback, I added 8 water drop icons at the bottom so children can color them in as they drink water during the school day.

Step 8: Digital Portfolio

I have saved this final interactive activity and my modification steps in my eTwinning digital portfolio.

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In my daily work as an Albanian Language and Literature teacher, I always look for ways to bridge classical literary analysis with modern digital creativity. For me, integrating technology isn't about making a presentation look pretty; it's about helping my 10th-grade students break down complex themes, speak up, and take real ownership of their learning. Looking at one of my traditional PowerPoint decks on literary analysis, I realized it was too teacher-led. I decided to completely revamp it—transforming it from a passive lecture into an interactive experience packed with ongoing check-ins and creative choices for my students."

https://padlet.com/ahoxhaj1972/bookmarks-po6k1f79158iih5y/wish/NvylWEqeVARqW0OX

Modifying a Digital Resource to Enhance Student Autonomy and Creativity

Step 1 – Resource Selection

I selected a traditional PowerPoint presentation originally designed for literary analysis and discussion on set texts for 10th-grade students (within the context of collaborative projects such as "Meeting Books" ).

Step 2 – Copyright

The original resource was created entirely by me, giving me full rights to adapt, re-purpose, and share it openly across educational networks.

Step 3 – Learning Objective

To shift from a teacher-led lecture toward an interactive learning experience where students drive their own inquiry, collaborate digitally, and exercise autonomy over their final learning products.

Step 4 – Tools & Modifications

Interactivity & Formative Feedback: Integrated Mentimeter and Kahoot throughout the presentation to prompt open-ended reflection, check understanding in real time, and encourage live audience participation.

Digital Choice Board: Created a Padlet choice board for the final synthesis task, allowing students to select an assignment format aligned with their learning strengths:

1. Design a visual infographic or digital poster in Canva analyzing literary themes.

2. Record a podcast or video essay (CapCut / Clipchamp) featuring dramatic readings or literary commentary.

3. Author an interactive digital publication or Flipbook with original reflections and artwork.

International Collaboration: Student deliverables were embedded onto the TwinSpace platform to share and review with international partner classrooms.

Step 5 – Changelog

The presentation evolved from a one-way lecture into an interactive learning roadmap. Added formative checkpoint quizzes, reflection prompts, and multi-modal task options to foster intrinsic motivation.

Step 6 – Peer Sharing

Shared the modified digital package on the eTwinning network and with my department colleagues to gather constructive feedback and refine our shared assessment rubrics.

Step 7 – Reflection

Offering choice in task delivery yielded significantly higher student engagement. Students demonstrated deeper text comprehension while building key digital competencies. Their final creations in Canva and CapCut showcased high levels of originality, ownership, and self-direction.

https://canva.link/oq36gv4ahep6cti

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Modifying a Statement for the Formation and Autonomy of Students

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Modifying a Statement for the Formation and Autonomy of Students

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As a teacher of Albanian Language and Literature, I regularly use digital tools to make lessons more interactive, more and more student-centered. I believe that technology should not only be used to make a lesson more interesting, but also for everyone to understand and for students to understand, participate, create and do for their learning. For this reason, I decided to communicate one of my existing reports in PowerPoint, adding activities of these formation activities and opportunities for choices for students.

Step 1 – Selecting the source

I selected a PowerPoint statement that was previously created for an Albanian Language and Literature lesson.

Step 2 – Copyright

The material was created by me, so I can modify and adapt it according to the needs of my students.

Step 3 – Learning Objective

This was a traditional statement in a more interactive and student-centered activity, including the content of the formation and student choices.

Step 4 – Tools and Modifications

I added Google Forms and Kahoot to control the information of the students’ users. If, I gave the freedom to choose the choice of the realization of the final tasks: a video with MeShot or CapCut, an infographic in Canva or a digital book/Flipbook. For the activities also used Padlet.

Step 5 – Changelog

Quizs were added for the formation of forms, while the possibility to choose the forms of the tasks aimed to increase the autonomy, motivation and creativity of the students.

Step 6 – Sharing with colleagues

I shared the modified material with colleagues to get suggestions and ideas on how I could make it even more interactive and effective.

Step 7 – Reflection

After using it in the classroom, I noticed that students were more active, motivated, and involved in the learning process. They were also more likely to express their ideas and use creativity.

Step 8 – Digital Portfolio

I keep the material in my digital portfolio as an example of student-centered learning and use knowledge technology for pedagogical purposes. This experience confirmed to me that technology has its greatest value when students are given an active role in the learning process.

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Adapting a PhET simulation: what I changed and why

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Adapting a PhET simulation: what I changed and why

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Hi everyone,

-> Step 1. The resource: I chose the PhET simulation on acid-base solutions from the University of Colorado Boulder, because it covers exactly the concept my students need before their first titration and because I could not film or build anything better myself.

-> Step 2. Licensing: Most PhET simulations are published under CC BY 4.0, which allows adaptation with attribution to PhET and the University of Colorado Boulder, keeping the PhET logo visible.

Note that the terms changed for simulations published after March 2026, so check the licensing page for the specific one you use. I had first considered the ChemCollective virtual labs, which are excellent, but they are licensed CC BY-NC-ND, and the ND clause means no derivatives. That was the useful lesson of this step: free to use and free to modify are not the same thing, and the difference only becomes visible when you read the licence.

-> Step 3. Objectives: That students can predict how pH changes as a strong base is added to a strong acid, connect the colour change of the indicator to what is happening chemically rather than treating it as a signal to stop, and arrive at the bench having already made and tested a prediction.

-> Step 4 and 5. Modification log:

1. Translated all instructions into Spanish, keeping the technical terms in English in brackets. Reason: language was blocking access to the content, but those terms are the ones they will meet in industry.

2. Replaced the generic examples with our own procedure, HCl and NaOH at 0.1 M with phenolphthalein. Reason: students transfer very little from a generic context to their own bench.

3. Reorganised the free exploration into three guided phases, predict, test, explain. Reason: left free, my weakest students click at random and conclude nothing.

4. Added a short hazard note wherever the simulated action carries a real risk at the bench. Reason: the simulation is safe and the laboratory is not, and I do not want them to learn the gesture without the caution.

5. Removed the parts of the activity dealing with content outside our syllabus. Reason: cognitive load, and the session is 50 minutes.

6. Rebuilt it as a single column, mobile readable document. Reason: not all my students have a computer at home.

7. Added the attribution and licence line, and kept the PhET logo visible. Reason: it is a condition of the licence, and it also shows students what correct reuse looks like.

-> Step 6. Feedback: Two questions. Does the predict, test, explain structure hold, or does it turn the simulation into a worksheet? And when you adapt an open resource, do you publish the adaptation openly as well, or keep it inside your school platform?

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Step 1 – Existing resource
I selected an existing digital presentation about useful English expressions for travelling.

Step 2 – Licensing and copyright
Before modifying it, I checked whether the resource could legally be adapted. I would only modify content that is my own, in the public domain, or published under a licence that allows adaptation, such as an appropriate Creative Commons licence.

Step 3 – Teaching and learning objectives
The objective is to help 4th ESO students use functional English more confidently in real-life travel situations, especially when checking into a hotel, ordering food, asking for directions or dealing with simple problems.

Step 4 – Modifications
I would adapt the resource using Canva or PowerPoint. I would simplify some explanations, add visual support, include short model dialogues, highlight key expressions and add short speaking tasks after each section.

Step 5 – Modification log

Simplified vocabulary and instructions → to make the resource more accessible.

Added visual prompts → to support comprehension.

Added model dialogues → to provide scaffolding before speaking.

Added pair-work speaking tasks → to move from input to real communication.

Reorganised the content into real-life situations → to make the resource more practical and meaningful.

Step 6 – Peer feedback
I would share the adapted resource with colleagues and ask whether the language level, instructions, visual design and speaking tasks are appropriate.

Step 7 – Reflection and readjustment
Based on feedback, I would simplify any unclear sections, reduce unnecessary content and add more support for students who need it.

Step 8 – Digital portfolio
I would include the final adapted version and the modification log in my Digital Portfolio.

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​Digital Portfolio Task: Modifying a Digital Learning Resource

​Step 1: Chosen Resource

I selected an open-source slide deck titled "Daily Routines and Time," originally designed for English language learners and sourced from OER Commons.

​Step 2: Licensing & Copyright

I verified that the resource is licensed under CC BY-NC-SA 4.0 (Creative Commons Attribution-NonCommercial-ShareAlike). This license explicitly permits me to remix, adapt, and build upon the material non-commercially, provided I credit the original creator and publish my modified version under the identical terms.

​Step 3: Teaching & Learning Objectives

​To improve 6th-grade students' vocabulary retention regarding daily activities.

​To break down communication barriers and build student confidence in speaking English.

​To provide multi-sensory support (visual and auditory) for diverse learning needs within the classroom.

​Step 4: Modifications & Tools Used

I imported the original presentation into Canva to redesign the visual layout, replacing text-heavy slides with clear infographics. To support auditory learners, I utilized CapCut to embed short, subtitled audio clips of the vocabulary pronunciations. Finally, I integrated a Padlet link at the end of the lesson for an interactive speaking activity.

​Step 5: Modification Log

​Change 1: Simplified the text and added relatable visual icons. Reason: To reduce cognitive load and support visual learners.

​Change 2: Embedded audio pronunciations. Reason: To model correct pronunciation and support students who struggle with reading out loud.

​Change 3: Added a Padlet QR code/link. Reason: To transition students from passive viewing to active participation, asking them to record a short voice note describing their own morning routine.

​Step 6: Peer Feedback

I shared the modified draft with my colleagues and project partners. The feedback was highly encouraging; however, one colleague pointed out that some students might struggle with the technical steps of recording audio on the Padlet platform.

​Step 7: Reflection & Readjustment

Reflecting on this valuable feedback, I realized the interactive task could cause unnecessary technical frustration. I readjusted the resource by adding a brief, highly visual "Step-by-Step Guide" slide right before the activity, showing exactly which buttons to click to record a voice note on Padlet.

​Step 8: Final Result

The finalized, digitally enhanced, and inclusive lesson is now successfully documented in my digital portfolio and ready for classroom deployment!

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Step 1 The resource I chose the escape-room game in my Grade 2 unit on light, originally a ready-made "Year 6 Light Escape the Room" from Twinkl, which I had already reworked into a lighthouse story with five riddles.

Step 2 : The terms permit personal or direct classroom use only. They prohibit redistributing the material, hosting it elsewhere, and altering the digital versions in any way. So two things were true at once: the rework I had already done was outside the licence, and the resource could never be uploaded to e-me or published as part of a teaching scenario. The finding changed the task. The honest modification was not to edit the file further but to rebuild it from sources that permit editing, and to keep only what was mine to begin with, namely the lighthouse idea and the sequence of the puzzles.

Step 3 : Students apply what they concluded from the torch experiment to solve five puzzles: identifying natural and artificial sources, deciding whether light passes through a given material, and explaining why the room went dark. To produce a resource I can legally adapt, translate, upload to our LMS and share with colleagues, and to remove the reading and time barriers that the original imposed on seven-year-olds.

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For this activity, I selected an existing video resource from YouTube related to travel and cultural experiences, as it fits well with my English lessons. Before using it, I checked the licensing and confirmed that it could be used for educational purposes.

My main learning objective was to help students improve their listening comprehension and vocabulary, while also encouraging discussion and active participation.

To better align the resource with my students’ needs, I modified it using simple tools. I shortened the video to focus only on the most relevant parts, and I added guiding questions and vocabulary tasks to support understanding. I also created a short follow-up quiz using Quizizz to reinforce key concepts and provide immediate feedback.

Throughout the process, I kept a record of the changes I made. For example, I reduced the length of the video to avoid cognitive overload, added visual prompts to support weaker students, and included interactive elements to increase engagement.

After sharing the modified resource with colleagues, I received feedback suggesting that I include clearer instructions for students and more support for lower-level learners. Based on this, I further improved the resource by adding step-by-step guidance and simplifying some tasks.

Reflecting on this process, I realised that modifying digital resources is essential for making them more accessible, relevant, and effective. It is not enough to use existing materials; they need to be adapted thoughtfully to match students’ learning needs and objectives.

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Text editing: Google Docs – a cloud-based tool by Google for drafting and collaborating on engineering reports, project documentation, and technical notes.

Presentation editing: Microsoft PowerPoint – used to create and deliver presentations on construction projects, structural designs, or engineering concepts.

Image editing: Canva – an intuitive, browser-based tool with templates for diagrams, project layouts, posters, and visual reports.

Audio editing: Audacity – a free, open-source software for recording and editing audio explanations, site walkthroughs, or lecture content.

Video editing: OBS Studio – a free tool ideal for recording tutorials, site demonstrations, or lessons on engineering projects, developed by the OBS Project.

Collaboration and content organization: Padlet – an online platform for sharing project ideas, collaborative planning, and organizing engineering resources.

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Step 1: I chose a short ABC video from YouTube.

Step 2: The video is under Creative Commons license, allowing educational reuse with attribution.

Step 3: Objective: Help toddlers learn letters and sounds while staying engaged with interactive elements.

Step 4: I used Canva and iMovie to add colorful visuals, simple animations, and a follow-along song.

Step 5: Modifications log:

Added animations → to attract attention.

Included voiceover → to support letter recognition.

Added pause sections → for children to repeat sounds.

Step 6: Shared with colleagues via email; received feedback suggesting slower pacing and clearer visuals.

Step 7: Adjusted timing and simplified graphics based on feedback.

Step 8: Final video is included in my digital portfolio as an interactive, age-appropriate learning resource.

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Step 1: Selecting a Resource

I chose an existing Google Slides presentation on “Musical Dynamics and Tempo” created by another educator and shared online. It covers key terms, definitions, and examples but lacks multimedia elements and interactive components for student engagement.

Step 2: Licensing & Copyright Check

The presentation was published under a Creative Commons Attribution-NonCommercial (CC BY-NC) license. This allows me to remix, adapt, and build upon the material, as long as I credit the original author and do not use it commercially. I included proper attributions on the final slide.

Step 3: Teaching & Learning Objectives

Students will recognize and describe different dynamic markings and tempo indications.

Students will connect vocabulary to audio examples.

Students will engage more actively through interactive prompts and practical listening tasks.

Step 4: Modifying the Resource

Using Google Slides, Canva, and royalty-free audio resources, I made the following changes:

Added audio clips demonstrating each dynamic level and tempo.

Replaced low-quality images with high-resolution symbols for clarity.

Introduced interactive questions (“Guess the dynamic!”) using linked slides.

Reorganized the sequence: from definitions → examples → practice activities.

Updated the color scheme and layout to improve accessibility and readability.

Step 6: Sharing & Collecting Feedback

I shared the modified presentation with peers on Padlet. Feedback highlighted that the audio examples made the biggest difference and that the new structure felt more intuitive. One suggestion was to add a short formative quiz at the end.

Step 7: Adjustments After Feedback

Based on peer suggestions, I added a five-question exit quiz using Google Forms linked at the end of the presentation. I also included brief instructions for students with headphones to ensure smooth use in class.

Step 8: Final Version for Portfolio

I included the final, revised version of the presentation in my digital portfolio under the section “Modified Learning Resources – Music Education.” This artifact demonstrates my ability to evaluate existing materials, enhance them using digital tools, and align them with learner needs and pedagogical goals.

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Step 1: Selected Resource:
I chose an open educational presentation on sustainable farming and soil protection from OER Commons.

Step 2: Licensing Check:
The resource was available under a Creative Commons (CC BY-NC-SA) license, allowing adaptation and reuse for non-commercial educational purposes with attribution.

Step 3: Teaching Objectives:

Help students understand sustainable farming practices and their environmental impact.

Promote critical thinking about soil management and biodiversity conservation.

Strengthen digital literacy through interactive learning.

Step 4: Modifications Made:
I updated the content with local examples and images of Greek farming landscapes, added a short PhET soil simulation link, and included an interactive quiz created in Genially at the end for formative assessment.

Step 5: Log of Modifications:

Added visuals to make the content more relatable and context-based.

Embedded simulation to encourage hands-on, inquiry-based learning.

Added quiz to support reflection and feedback.

Step 6: Peer Feedback:
Shared the updated version with colleagues through TwinSpace for comments on clarity and engagement.

Step 7: Reflection:
Feedback suggested improving navigation and contrast, so I adjusted layout and colors for accessibility.

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For this activity, I selected a ready-to-use educational poster and translated its content into romanian language to better support my students’ understanding. I enhanced the visual design by adding additional illustrations and adjusting the font styles and sizes to create a more appealing and readable layout. These modifications aimed to make the resource both visually engaging and pedagogically effective.

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When modifying a digital resource, my process is systematic.

Step 1: Resource and Copyright Check I first choose a useful resource, like an article or a presentation. Then, I must check the licensing and copyright to make sure I can legally change and use it in class. Open licenses like Creative Commons are best.

Step 2: Defining Objectives and Modification I clearly define my teaching and learning objectives. For example, I might need to adapt a video to be shorter or modify a presentation to simplify text for students with special needs. I would use tools like Canva, Google Slides, or Edpuzzle to add captions, images, or interactive elements.

Step 3: Feedback and Final Adjustment I keep a log of all changes and share the modified resource with colleagues (e.g., via Padlet or Teams) to get feedback on clarity and effectiveness. I then make final adjustments based on that feedback to ensure the resource is as accessible and useful as possible.

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Using Europeana image collection

Step 1: choose a resource

Select a collection of images from Europeana that depict artifacts, posters, or machinery from the Great Exhibition (or a similar cultural event)

Step 2: licensing and copyright

Images on Europeana typically include metadata with licensing information, often marked as Creative Commons (CC0, CC BY, etc.), allowing reuse with attribution—ideal for classroom adaptation.

Step

Action

3. learning objectives

Improve students’ historical and visual literacy, foster critical thinking, and enhance descriptive language skills.

4. resource modification

Use Canva or Google Slides to compile selected images into a visually engaging presentation. Add captions in English explaining historical context and prompt students with exercises like: "Describe the technology you see" or "Imagine you’re there—what sounds or smells might you notice?"

5. log of modifications

Added images with captions helps contextualize content
Embedded discussion prompts encourage language use and engagement with the material.

6. peer feedback

Share the presentation with colleagues (via Teams or Padlet) for insights on clarity, accessibility, and language level.

7. reflection and adjustment

After testing with students, reflect on what worked, .g., did they feel more connected to the history? Did the prompts generate thoughtful discussion? Adjust wording or add glossary terms if needed.

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1: CONTEXT & LEARNING NEEDS

The resource will be used in a preschool setting with 4-6-year-old children. It supports activities for the eTwinning project focused on learning Olympic and Paralympic sports. The resource helps children stay engaged while reinforcing knowledge through interactive play.

2: DESCRIBING YOUR DIGITAL RESOURCE

"Sport – power!" is an interactive LearningApps game where children reveal images of various sports disciplines. After completing the game, they find a reward – a fun sports activity video to encourage movement and active participation. The resource is designed to be visually engaging, easy to use, and accessible to all learners.

3: CREATING YOUR DIGITAL RESOURCE

The resource was created using LearningApps.org, selecting copyright-free images and video links. No personal data is collected. All materials used follow Creative Commons licenses. The game is shared via a secure link accessible to participants in the eTwinning project.

4: IMPLEMENTATION

The game will be used during physical education and thematic project activities. Children will play the game together on an interactive whiteboard or tablets, completing the task and following up with the physical activity from the video.

5: FINAL REFLECTION

Creating the game was easy because LearningApps provides simple templates. The most challenging part was selecting appropriate, safe content for preschoolers. Feedback from peers helped improve the clarity of images and task instructions.

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Do you know which sport is Olympic and which is Paralympic? After selecting the details, exercise!

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Introdu concluziile pe care le-ai obținut după ce ai rezolvat tema propusă în padlet-ul de mai jos.

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I teach Computer Science IGCSE of Pearson.

Pearson Computing IGCSE is a digital learning resource designed to support students preparing for the International General Certificate of Secondary Education (IGCSE) in Computing. Developed by Pearson, a leading education company, this resource offers comprehensive coverage of the Computing curriculum, equipping students with essential knowledge and skills in computer science. Here's an overview:

Resource Overview:

1. Curriculum Alignment: The Pearson Computing IGCSE resource is aligned with the Cambridge IGCSE Computing syllabus, ensuring that it covers all the topics and learning objectives required for the examination.

2. Content Coverage: The resource covers a wide range of topics in computer science, including:

Fundamentals of computer systems

Data representation and manipulation

Computer networks and communication

Programming concepts and principles

Algorithms and problem-solving techniques

Ethical, legal, and social issues in computing

3. Interactive Learning: Pearson Computing IGCSE incorporates interactive learning activities, simulations, and multimedia elements to engage students and reinforce their understanding of key concepts. This interactive approach helps to make abstract concepts more tangible and accessible.

4. Assessment Support: The resource provides practice questions, quizzes, and sample exam papers to help students prepare for assessments and build confidence in their abilities. It also offers guidance on exam techniques and strategies for success.

5. Teacher Support: In addition to student resources, Pearson Computing IGCSE includes support materials for teachers, such as lesson plans, teaching notes, and assessment tools. This support enables teachers to effectively deliver the curriculum and track students' progress.

6. Flexibility: The digital nature of the resource allows students to access the content anytime, anywhere, using various devices such as computers, tablets, or smartphones. This flexibility accommodates different learning styles and preferences.

7. Alignment with 21st-Century Skills: Pearson Computing IGCSE aims to develop not only subject-specific knowledge but also transferable skills such as critical thinking, problem-solving, collaboration, and digital literacy. These skills are essential for success in the modern digital age.

Overall, Pearson Computing IGCSE is a comprehensive digital learning resource that provides students with the knowledge, skills, and support they need to excel in the IGCSE Computing examination and beyond. It offers a rich learning experience that prepares students for further studies and careers in the field of computer science.

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Step 1: An online presentation on fractions aimed at Grade 3 students.

Step 2: Confirm that the presentation is freely available for educational use and does not violate any copyright restrictions.

Step 3:Students will understand the concept of fractions and their relationship to whole numbers, they will be able to identify and compare fractions using visual representations.

Step 4: Microsoft PowerPoint

Modifications:

I added interactive elements such as clickable buttons and draggable shapes to engage students, incorporate more visual aids, including diagrams and illustrations, to enhance understanding.

Include interactive exercises where students can practice identifying and comparing fractions.

I Embed video clips demonstrating real-life examples of fractions in action.

Step 5: Added interactive elements to increase student engagement and interactivity. Included more visual aids to support visual learners and enhance comprehension.

Embedded video clips to provide real-life context and application of fraction concepts.

Step 6: I would share the modified presentation with fellow teachers and gather feedback on its effectiveness, clarity, and suitability for Grade 3 students.

Step 7: I would make necessary adjustments to the modified presentation to better align with the teaching and learning objectives.

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•	Kahoot Quizz about “money vocabulary” by Kahoot User
•	Public Use
•	Complete the vocabulary list and scaffold questions for assessment.
•	The modifications are made within the same app (Kahoot) adding multimedia elements such as images and videos and adding some new terms content.
•	I would consider the potential impact of each change on student learning according to their needs, study the questions which were not correctly answered and analyzing the reasons for further modification.
•	I would share with other language teachers at school and ask them for feedback.

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Step 1: I chose a video about carpentry tools that can be found on YouTube

Step 2: I struggled to figure out what the copyrights of this video were.

Step 3: My goal for this is for students to learn the tools in a different environment, instead of getting a list of tools, they watch a video.

Step 4: I downloaded the video and adapt it to a program that edits videos.

Step 5: I removed certain tools that are not relevant for the students in order to keep them on track with the tools they need to learn. I kept track of this by doing a screen share while working this way, I can go back and check what I did.

Step 6: I shared the video using TEAMS with my colleagues and asked them to review it and give their feedback.

Step 7: I liked the concept but overall it was very time-consuming, I don't know if this is something I would do again.

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List of Tools in English | Learn Tools Names with Pictures | Tools Vocabulary

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i choose a ready to use poster and translate it in Greek. i also add some more draws in order to make it more appealling. i also change the fonts types and sizes.

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Step 1: I've chosen the online simulator "Membrane Channels" from PhET Interactive Simulations (https://phet.colorado.edu/pt_BR/membrane-channels), relevant to my biology course content on cell biology and transport processes.

Step 2: The PhET Interactive Simulations are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing for modification and redistribution with appropriate credit given to the original source.

Step 3: Teaching and learning objectives:

Enhance students' understanding of membrane transport processes, including diffusion, osmosis, and facilitated diffusion.

Provide interactive and visual learning experiences to reinforce theoretical concepts.

Encourage inquiry-based learning and experimentation to deepen comprehension of cellular transport mechanisms.

Step 4: Using appropriate tools, I'll modify the selected resource by:

Customizing accompanying instructions or questions to align with specific learning objectives.

Integrating additional explanatory materials, such as annotations or diagrams, to provide context and support understanding.

Adapting simulation parameters or scenarios to create tailored learning experiences that address students' needs and interests.

Step 5: Log of modifications:

1. Revised introductory instructions to clarify learning objectives and guide student exploration.

2. Incorporated contextual information on cell membrane structure and function to provide background knowledge.

3. Created supplemental questions to prompt critical thinking and application of concepts.

4. Adjusted simulation settings to simulate various scenarios and reinforce different transport mechanisms.

Step 6: I'll share the modified version of the resource with my peers, highlighting the rationale behind each modification and how it contributes to achieving the defined teaching and learning objectives. Additionally, I'll provide guidance on how they can further customize the resource to suit their specific instructional needs.

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Let's select the digital source we want to change.

Let's define the purpose.

Let's update the information, increase the visual appeal, and add new elements.

Let's Examine Copyright and Licensing.

Let's make sure we have the legal right to change and repurpose content.

Let's use the right tools.

Let's make the necessary changes to the defined digital resource.

Let's maintain quality and consistency while changing the digital source.

After completing the changes, let's test the modified digital source.

Let's save the digital source we changed in the appropriate file format and make sure it complies with the restrictions. Let's cite the source appropriately.

If possible, let's ask for feedback on the digital resource we modified.

Let's refresh the digital source we changed.

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Step 1: I have chosen an existing digital learning resource, a PDF document titled "Introduction to Shakespeare"

https://bishopallenenglish.com/wp-content/uploads/2013/02/introduction-to-shakespeare-revised.pdf

Step 2: I've conducted thorough research into the licensing and copyright information associated with the selected resource to ensure adherence to usage rights and permissions. The document contains excerpts from public domain texts, such as Shakespeare's plays and sonnets, along with properly attributed quotations and references.

Step 3: I've clearly defined the teaching and learning objectives aimed at enhancing students' understanding of Shakespearean literature, analyzing themes and motifs, and developing critical thinking skills through textual analysis and interpretation.

Step 4: Utilizing tools like Adobe Acrobat and Google Docs, I've begun modifying the selected resource to align with the defined teaching and learning objectives. This involves updating content with supplementary materials, such as audio recordings of dramatic readings, interactive links to online resources, and discussion prompts to encourage student engagement.

Step 5: I'm maintaining a comprehensive log detailing the modifications made to the original resource, including rationales for each change and how it contributes to achieving the teaching and learning objectives. This log serves as a reference for tracking progress and ensuring alignment with educational goals.

Step 6: I'll share the modified digital resource with colleagues and peers in the educational community, seeking their feedback on the effectiveness of the modifications and suggestions for further improvement.

Step 7: Based on the feedback received, I'll reflect on the effectiveness of the modifications and make any necessary adjustments to optimize the resource for enhanced teaching and learning outcomes. This iterative process ensures continuous improvement and refinement of the digital resource to meet the evolving needs of students and educators.

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I identify NASA agency moon focus information as resources

STEP 1

https://science.nasa.gov/moon/

STEP2

I investigate the license and copyright information of the selected resource.

Accessibility

https://www.nasa.gov/general/accessibility/

Policy

https://www.nasa.gov/privacy/

Web Site Security Notice

For site security purposes and to ensure that this Web service remains available to all users, this Government computer system employs software programs that monitor network traffic to identify unauthorized attempts to upload or change information,. Anyone using this system expressly consents to such monitoring and is advised that if such monitoring reveals evidence of possible abuse or criminal activity, such evidence may be provided to appropriate law enforcement officials.

Unauthorized attempts to upload or change information on NASA servers are strictly prohibited and may be punishable by law, including under the Computer Fraud and Abuse Act of 1986 and the National Information Infrastructure Protection Act of 1996.

Other Links

NASA Privacy Program

NASA Privacy Impact Assessments (PIAs) Click here.

14 CFR 1212 – NASA Privacy Act Regulations Click here.

NASA Systems of Records Notices (SORNs) Click here.

COMING SOON! The ability to electronically request NASA Privacy Act records on yourself. Meanwhile, such requests may also be made via a Freedom of Information Act request.

For Privacy concerns not related to Systems of Record Notices (SORNs) or NASA Privacy Act, please email a description of your concern along with a preferred return email address to NASA-Privacy

Controlled Unclassified Information (CUI) and Why It Matters Click here.

STEP 3

teaching and learning objectives to be achieved by modifying this digital resource.Description of the flight concept.Thecnical tests of flight with paper planes and rockets physics concept
Collaborative activity :Kahoot-Nearpod

For kids and student

https://www.nasa.gov/learning-resources/for-kids-and-students/

Build Your Own Mars Helicopter

Learning space make a straw rocket

https://youtu.be/aTd2f59TSVo?feature=shared

https://www.nasa.gov/wp-content/uploads/2020/06/build_your_own_mars_helicopter.pdf?emrc=0f2243

Listen to the story

https://youtu.be/pYfwEpfE3Lc?feature=shared

Space the learning

https://www.nasa.gov/learning-resources/for-kids-and-students/

Step4

using editing software tools, online platforms editing the selected resource according to the defined teaching and learning objectives and reorganizing project learning :Genially
just the cover art part of the design
I used dreamstudio to edit the image of the astronaut and the lunar agency from a real photo
only the artistic part of the cover of the drawing with Canva I modified the photo processed by dreamstudio

Step 5: The log of the changes made, I describe them in the plan shared with the team Google docs collaborative
The resources used have rights and can be used and integrated to achieve learning objectives

# data[].attributes.body
As a speech therapist working with children with special needs, modifying digital resources is an essential aspect of creating effective therapy materials. To achieve this, I follow a systematic approach:

First, I select an existing digital resource that aligns with the speech therapy goals and objectives for my students. This resource could be a document, presentation, video, or any other relevant material.

Next, I thoroughly investigate the licensing and copyright information of the chosen resource to ensure that I have the legal right to modify and adapt it for my purposes.

With clear teaching and learning objectives in mind, I define how I aim to modify the digital resource to better meet the needs of my students. This may involve adding visual aids, simplifying language, incorporating interactive elements, or reorganizing the content structure.

Using appropriate tools such as editing software or online platforms, I make the necessary modifications to the digital resource. Throughout this process, I keep a detailed log of the changes I make, documenting the reasons behind each modification and how it contributes to achieving the teaching and learning objectives.

# data[].attributes.body
Step 1: I chose this document from Europeana https://www.europeana.eu/en

A painting from Van Gogh:  The Artist's Bedroom in Arles

https://www.europeana.eu/en/item/199/item_3KSBVX2VFD3HRARN3RVZFZ53ZUMG5ANJ

https://www.bildindex.de/document/obj00075652

Step 2: IN COPYRIGHT https://rightsstatements.org/page/InC/1.0/?language=en

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Step 3: Students will be able to:

cultivate linguistic, communicative, digital, intercultural, interdisciplinary objectives

• Use prior knowledge

• Be able to produce oral and written language (depending on the level of language proficiency)

• Understand oral/written language in the foreign language

• Search for information on the internet and choose the most appropriate

• Develop digital skills in the use of digital tools

• Search for information on the internet and choose the most appropriate

• Recognize the importance and importance of Art in all cultures

• To approach the foreign language through Art

Step 4: use Genially(interactive image) Adding Multimedia Elements

Step 5: upload an image and then add interactive elements to it, such as informational tooltips, links to additional resources, or interactive quizzes. This can be particularly useful in educational contexts for enhancing visual learning materials and engaging students in interactive activities.

Recognize the importance and importance of Art in all cultures/ approach the foreign language through Art

-ytube video: tableaux animés de Van Gogh

-link to Europeana: paintings from Van Gogh

-interactive quiz (promote active participation, and provide immediate feedback to students)

Develop digital skills in the use of digital tools

-collaborative work (google jamboard)

Use prior knowledge and provide help so as students could present orally their room

-ytube presentation

Step 6: https://view.genial.ly/661f301ee6b76d001459e66e/interactive-image-interactive-masterpiecevan-gogh

Step 7: I can always update the content of the selected resource by modifying text, images, or other visual elements using Genially's editing features in order to adjust it and customize it according to my students’ learning needs

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Here is my example:

I need to edit a video because I found that it is necessary for my lesson goals. I check the copyright first and try to find a video with the appropriate Common Creative License.

My goals are:

- shortening of the video due to the duration of the lesson

- emphasizing certain parts of the video

- achieving the outcomes and objectives of the lesson

- adapting the video to the student's needs.

I choose an adequate digital tool (for example Edpuzzle) and make changes. I pay attention to the quality, composition and clarity of the content. I check the final product or make additional modifications and adequately mark the author of the original video and consistently respect the term of use.

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I choose a PowerPoint presentation on basic math concepts. I check the presentation for any copyright notices or attributions to ensure compliance with copyright laws. If the presentation includes images or content from third-party sources, I verify whether they are licensed for modification and redistribution. My objective are:

Increase accessibility for students with special needs by incorporating visual aids and interactive elements.

Simplify complex concepts and provide multiple modalities for understanding.

Foster engagement and retention through interactive activities and real-world examples.

I use PowerPoint to add visual aids such as images, diagrams, and videos to illustrate key concepts. I simplify text and language to make it more accessible for students with special needs, using clear and concise language. I incorporate interactive elements such as clickable buttons, quizzes, and drag-and-drop activities to engage students in active learning. I reorganize the structure of the presentation to follow a logical flow and highlight important points.

I document each modification made to the presentation, including the addition of visual aids, simplification of text, incorporation of interactive elements, and reorganization of content. For each change, I explain how it enhances accessibility, simplifies concepts, or promotes engagement and retention for students with special needs.

# data[].attributes.body
Step 1: Choose a Digital Resource

Select a digital resource that you want to modify. This could be a text document, an image, a video, an audio file, or any other type of digital content.

Step 2: Determine Your Purpose

Clearly define the purpose of the modification. Are you updating information, improving visual appeal, adding new elements, or repurposing the content for a different audience? Understanding your goal will guide the modification process.

Step 3: Review Copyright and Licensing

Before making any modifications, review the copyright and licensing terms associated with the digital resource. Ensure that you have the legal right to modify and repurpose the content, and respect any usage restrictions or attribution requirements.

Step 4: Choose the Right Tools

Select the appropriate tools for the type of modification you plan to make. For example, if you're editing text, you might use a word processor like Microsoft Word or Google Docs. For image editing, tools like Adobe Photoshop or GIMP are suitable. For video editing, consider software like Adobe Premiere Pro or iMovie.

Step 5: Make Your Modifications

Start making the necessary changes to the digital resource based on your defined purpose. This could involve editing text, cropping or resizing images, adding or removing elements, cutting or rearranging video/audio segments, or applying effects and enhancements.

Step 6: Maintain Quality and Consistency

As you modify the digital resource, ensure that you maintain quality and consistency throughout. Pay attention to factors like grammar and spelling in text, resolution and composition in images, and audio/video clarity and continuity.

Step 7: Test and Review

Once you've completed the modifications, test the modified digital resource to ensure that it meets your intended purpose and functions as expected. Review the content to identify any areas that may need further refinement or adjustment.

Step 8: Save and Distribute Responsibly

Save the modified digital resource in the appropriate file format and ensure that you comply with any distribution requirements or restrictions. If necessary, provide proper attribution to the original creator or source.

Step 9: Seek Feedback

If possible, seek feedback from others on the modified digital resource. This can help you identify areas for improvement and ensure that the modifications effectively meet the intended purpose.

Step 10: Iterate and Improve

Based on feedback and your own evaluation, consider making further iterations or improvements to the modified digital resource. The modification process is often iterative, and ongoing refinement can lead to better outcomes.