PBL enables the students to consolidate their knowledge, stimulate their creativity , critical thinking and communication and problem solving skills. PBL system is actually a kind of flexible teaching method and allow students to go really depth into one of the specific topics. PBL provide right information, It could be either from the internet/journals. One can see the research results and can analyze them critically and can integrate and can find the right decision. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often require more preparation time and resources to support small group learning.
This paper gift concerning PBL Guide that promote technological support to associate degree array of actions into the principles and characteristics originated from learning theories concerning PBL.
This document discusses a study on students' perceptions of using a blended learning approach for teaching mathematics, specifically the application of integration. 30 engineering students participated in a blended learning course that combined traditional lectures, online tutorials and exercises, and face-to-face tutorial sessions. Students completed a questionnaire to evaluate their attitudes and perceptions towards blended learning. The results showed that students had positive perceptions of using the blended learning approach for learning application of integration.
This document discusses how modern teaching methods focus on producing employable graduates through active learning. It provides the example of the University of Western Sydney, which identifies learning objectives before content to emphasize application skills. Their assessments evaluate continuous learning through practical work rather than only testing theoretical knowledge via exams. This process allows graduates to directly apply their skills in employment without additional training.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Jones (2020) Engaging learners with team-based learning (TBL)Brent Jones
This document summarizes an action research project that tested augmenting a project-based learning curriculum with elements of team-based learning. The project involved 28 students in a Beer Industry Project class. It describes the key principles and instructional methods of project-based learning and team-based learning. It then provides a week-by-week overview of how the class was structured, including introducing content through videos and readings, having students complete individual and team readiness assurance tests to check their understanding, forming permanent project teams, and having team application activities and discussions. The goal was to improve learner engagement with the out-of-class assignments and address the wide range of student proficiency levels through the team-based learning approach.
Part 1 challenges presentation (josmar borg)Josmar Borg
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
This document provides guidance on developing distance learning courses at NTU. It discusses different types of distance learning including correspondence, blended, and online-only models. Key considerations for course design are learning outcomes, content, assessment, support structures, accessibility, and evaluation. Staffing, resources, copyright, and quality assurance are also important factors to consider when designing and delivering distance learning courses.
This document discusses a study on students' perceptions of using a blended learning approach for teaching mathematics, specifically the application of integration. 30 engineering students participated in a blended learning course that combined traditional lectures, online tutorials and exercises, and face-to-face tutorial sessions. Students completed a questionnaire to evaluate their attitudes and perceptions towards blended learning. The results showed that students had positive perceptions of using the blended learning approach for learning application of integration.
This document discusses how modern teaching methods focus on producing employable graduates through active learning. It provides the example of the University of Western Sydney, which identifies learning objectives before content to emphasize application skills. Their assessments evaluate continuous learning through practical work rather than only testing theoretical knowledge via exams. This process allows graduates to directly apply their skills in employment without additional training.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Jones (2020) Engaging learners with team-based learning (TBL)Brent Jones
This document summarizes an action research project that tested augmenting a project-based learning curriculum with elements of team-based learning. The project involved 28 students in a Beer Industry Project class. It describes the key principles and instructional methods of project-based learning and team-based learning. It then provides a week-by-week overview of how the class was structured, including introducing content through videos and readings, having students complete individual and team readiness assurance tests to check their understanding, forming permanent project teams, and having team application activities and discussions. The goal was to improve learner engagement with the out-of-class assignments and address the wide range of student proficiency levels through the team-based learning approach.
Part 1 challenges presentation (josmar borg)Josmar Borg
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
This document provides guidance on developing distance learning courses at NTU. It discusses different types of distance learning including correspondence, blended, and online-only models. Key considerations for course design are learning outcomes, content, assessment, support structures, accessibility, and evaluation. Staffing, resources, copyright, and quality assurance are also important factors to consider when designing and delivering distance learning courses.
TRADITIONAL VERSUS BLENDED LEARNING METHOD: A COMPARATIVE STUDY ON ITS EFFECT...ijait
ABSTRACT
This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents’ performance in ENGL118 (English Composition) had an effect on their performance in BUS261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student’sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents’ year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, ePortfolio and class participation. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
Teachers’ perceptions of continuous professional development training.Mei Lick Cheok
This document discusses a study on Chinese school teachers' perceptions of continuous professional development (CPD) training provided by the Melaka Teacher Training Institute in Malaysia. The study explored how teachers perceive the training, their blended learning experience in terms of satisfaction, collaboration and social presence, and principles of effective CPD. Data was collected through questionnaires, reflections, and action plans from teachers and analyzed for themes. Overall, teachers found the training helped their personal and professional development, but noted areas for improvement in ICT integration support and making courses more tailored to teachers' needs.
Designing and Teaching Effective Online PDDiana Benner
This document provides an overview for developing and teaching effective online professional development courses. It discusses key aspects of course design such as writing objectives, presenting content in modules, engaging learners, and using technology tools. The document also covers facilitation strategies like promoting interaction and building learning communities. It emphasizes using assessments that match course objectives and providing rubrics or criteria. Finally, it offers resources for online course evaluation and emphasizes designing courses around desired outcomes.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Morsink Schira Hagerman Hartman Et al 2011 Technology Integration TPACK Learn...Douglas K. Hartman
This document summarizes a study examining how 13 elementary school teachers developed skills in integrating technology, pedagogy, and content knowledge (TPACK) through a 7-month professional development program. The program provided flexible support as teachers worked on self-chosen technology integration projects. Researchers found teachers developed varying degrees of TPACK skills and identified six initial learning trajectories. The study highlights the importance of long-term, collaborative professional development to help teachers effectively integrate technology in a way that enhances student learning.
Active learning techniques in engineering educationeSAT Journals
Abstract The current developments in technology and ideas have given entirely new dimensions to the field of research and education. New delivery methods are proposed which is an added feature to the engineering education. Particularly, more importance is given to new teaching practices such as Information and Communication Technologies (ICT). It is vital to adopt the new ICT methods which lead to emergence of novel structure and mode of education. The flipped classroom, think pair share and peer instruction are the latest pedagogical methods which gives students to learn the course. This involves students to watch video lectures outside the classroom and solve the problems at home. Students are engaged in group discussions in the classroom. These are the active learning methods where in student is involved diversely to learn the course. This paper gives a comprehensive study of past and present researches which is going on with flipped class room, thinks pair share activity and peer instruction. Keywords—Flipped classroom; Think pair share; Peer instruction; Active learning.
This proposal from J/P Haitian Relief Organization outlines their approach to a social accountability pilot project in primary education in Haiti. J/P HRO will target 25 schools in the Delmas 32 school district and implement activities to improve education quality and parental involvement. They will create parental school management committees, provide training to these committees, and conduct literacy classes for parents. J/P HRO has extensive experience managing education projects in Haiti through initiatives like L'Ecole de l'Espoir primary school and teacher training programs. Their proposed methodology aims to strengthen school governance and parental capacity to support children's education.
IRJET- Role of Professional Learning Community for School ImprovementIRJET Journal
1. Professional learning communities (PLCs) in schools encourage collective learning among teachers to improve teaching skills and student academic performance.
2. In PLCs, teachers meet regularly to examine student work, analyze classroom and school-wide performance data, and apply research-based teaching methods.
3. Effective PLCs require support from school administrators, clear goals, and trust among participating teachers. Challenges include lack of support, differing views among teachers, and lack of focus. Suggestions are made to overcome such challenges through cooperation.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
Improving Computing Graduates Writing Skill using Constructivism based Blende...iosrjce
Recognizing that technical report writing is an important employability skill, an action research
study was embarked to examine the efforts of implementing writing interventions through constructivist based
blended learning model to improve computing graduates writing skills. The research was implemented in 142
term for computing graduates of Prince Sultan University, Saudi Arabia. Data was collected through students’
interviews and from Moodle Turnitin, Workshop, Forum and Wiki to analyse the benefits that the students
perceived from each intervention to improve their writing for computing discipline. Encouraging results from
this research suggest new avenues that the computing instructors can practise in their teaching learning process
to help students improve their writing skills. In addition, students’ confidence level increased and the approach
encouraged a positive attitude towards writing.
A feasibility study for delivering an innovative educational programme buramaabdelcris
The document presents the findings of a feasibility study on developing an educational program to enhance employability of upper basic school leavers in four West African countries. Key findings include:
1. There are discrepancies between the current curriculum and social demands for employability skills, including inadequate vocational content, lack of resources, and a focus on examinations over competency development.
2. Employability is understood as the ability to earn a living through self-employment or employment. In-demand skills include literacy, numeracy, basic vocational skills, and soft skills.
3. Recommendations include integrating employability into the curriculum through career guidance, practical application, teacher training, industry partnerships, and equipping
Application Of Problem-Based Learning In Classroom Activities And MultimediaJose Katab
Problem-based learning (PBL) provides students with real-world problems to help develop important skills like critical thinking in a collaborative environment. The document discusses how PBL has been implemented in classroom activities and multimedia tools, with students taking a more active role in their learning compared to traditional lectures. A survey found that students were generally satisfied with applying PBL methods.
This document discusses a study that compares the effects of two problem-based learning strategies - one using the internet and one not using the internet - on student achievement. The study was conducted on sports coaching undergraduate students in Surabaya, Indonesia, randomly assigning students to experimental and control groups. The experimental group used problem-based learning strategies with internet resources, while the control group did not use the internet. Test results showed that the average post-test score was higher for students using internet resources as part of problem-based learning.
roject-based learning (PBL) has a positive impact on student motivation,
students’ perceived learning, and performance. However, many teachers are
reluctant to adopt PBL. This mixed-methods study examined in-service
teachers’ learning experiences of planning and implementing PBL situated in
a graduate level PBL course and sought insight into the challenges and ways
to overcome the challenges in implementing PBL in practice. Results
indicate that teachers’ confidence about their ability to plan and implement a
PBL project improved upon completion of the course. Nevertheless, teachers
cited various obstacles, such as a lack of mentoring, planning time and
implementation experiences, which had prevented them from complete
implementation of PBL in teaching. Possible ways to overcome the
challenges in adopting PBL include school support, opportunities for
experience and practice with PBL, and peer collaboration. The study also
showed that a semester-long course focused on designing and developing a
PBL project of teachers’ choice was effective in helping increase their
confidence and experience in potential implementation of PBL in classroom
practice. This study contributes to the implementation of PBL in classrooms
and teacher education as well as teacher professional development on the
PBL approach.
This document discusses project-based learning (PBL). It defines PBL as a comprehensive, deep learning approach where students investigate authentic problems. PBL involves students working to solve problems, often in groups, and results in an end product. It is student-centered with teachers taking an advisory role. PBL is organized around open-ended challenges, requires skills like critical thinking and collaboration, allows some student choice, and results in a public presentation. It emphasizes long-term, interdisciplinary work and differs from traditional learning by having students manage their own work and time. PBL relies on student groups determining their own projects. Benefits include improved motivation, satisfaction, and development of integrated understanding when applying principles to real-life problems
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
A B-Learning Case Study In Computer NetworksTony Lisko
This document presents a case study of implementing a blended learning (b-learning) approach in a computer networks course at a university in Portugal over nine years. B-learning combines online learning with face-to-face instruction to address challenges of traditional and online-only methods. The case study found that b-learning improved student learning outcomes and engagement. It also gained experience that could be applied to other growing fields. Future research is needed to further address challenges of ensuring consistency across learning environments and mitigating infrastructure problems in b-learning implementations.
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
Implementing a proper learning model during the post COVID-19 pandemic
is fundamental for learning quality enhancement, specifically for students'
conceptual mastery. The research aims to develop a Complexity ScienceProblem
Based
Learning
(CS-PBL)
model
assisted
by
the
Sistem
Informasi
Pengelola
Pembelajaran (SIPEJAR) e-learning platform that is valid,
practical, and effective to enhance students' conceptual mastery during the
post COVID-19 pandemic. The research and development model were
adapted from Plomp & Nieven consisted of three phases: preliminary
research, prototyping phase, and assessment phase. The first phase research
result was that the learning process in during COVID-19 pandemic was less
interactive, which led to less effective learning. The students' score on
conceptual mastery was in the poor category. The second phase resulted in a
book of CS-PBL model assisted by SIPEJAR and supporting instruments
considered valid by three experts. The third phase result was that the CSPBL
model assisted by SIPEJAR was considered practical in the learning
process implementation. The CS-PBL model can enhance students'
conceptual mastery where the N-gain was sufficiently effective. It is
concluded that the CS-PBL model assisted by SIPEJAR was considered
valid, practical, and effective to enhance students' conceptual mastery during
the post COVID-19 pandemic.
TRADITIONAL VERSUS BLENDED LEARNING METHOD: A COMPARATIVE STUDY ON ITS EFFECT...ijait
ABSTRACT
This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents’ performance in ENGL118 (English Composition) had an effect on their performance in BUS261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student’sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents’ year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, ePortfolio and class participation. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
Teachers’ perceptions of continuous professional development training.Mei Lick Cheok
This document discusses a study on Chinese school teachers' perceptions of continuous professional development (CPD) training provided by the Melaka Teacher Training Institute in Malaysia. The study explored how teachers perceive the training, their blended learning experience in terms of satisfaction, collaboration and social presence, and principles of effective CPD. Data was collected through questionnaires, reflections, and action plans from teachers and analyzed for themes. Overall, teachers found the training helped their personal and professional development, but noted areas for improvement in ICT integration support and making courses more tailored to teachers' needs.
Designing and Teaching Effective Online PDDiana Benner
This document provides an overview for developing and teaching effective online professional development courses. It discusses key aspects of course design such as writing objectives, presenting content in modules, engaging learners, and using technology tools. The document also covers facilitation strategies like promoting interaction and building learning communities. It emphasizes using assessments that match course objectives and providing rubrics or criteria. Finally, it offers resources for online course evaluation and emphasizes designing courses around desired outcomes.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Morsink Schira Hagerman Hartman Et al 2011 Technology Integration TPACK Learn...Douglas K. Hartman
This document summarizes a study examining how 13 elementary school teachers developed skills in integrating technology, pedagogy, and content knowledge (TPACK) through a 7-month professional development program. The program provided flexible support as teachers worked on self-chosen technology integration projects. Researchers found teachers developed varying degrees of TPACK skills and identified six initial learning trajectories. The study highlights the importance of long-term, collaborative professional development to help teachers effectively integrate technology in a way that enhances student learning.
Active learning techniques in engineering educationeSAT Journals
Abstract The current developments in technology and ideas have given entirely new dimensions to the field of research and education. New delivery methods are proposed which is an added feature to the engineering education. Particularly, more importance is given to new teaching practices such as Information and Communication Technologies (ICT). It is vital to adopt the new ICT methods which lead to emergence of novel structure and mode of education. The flipped classroom, think pair share and peer instruction are the latest pedagogical methods which gives students to learn the course. This involves students to watch video lectures outside the classroom and solve the problems at home. Students are engaged in group discussions in the classroom. These are the active learning methods where in student is involved diversely to learn the course. This paper gives a comprehensive study of past and present researches which is going on with flipped class room, thinks pair share activity and peer instruction. Keywords—Flipped classroom; Think pair share; Peer instruction; Active learning.
This proposal from J/P Haitian Relief Organization outlines their approach to a social accountability pilot project in primary education in Haiti. J/P HRO will target 25 schools in the Delmas 32 school district and implement activities to improve education quality and parental involvement. They will create parental school management committees, provide training to these committees, and conduct literacy classes for parents. J/P HRO has extensive experience managing education projects in Haiti through initiatives like L'Ecole de l'Espoir primary school and teacher training programs. Their proposed methodology aims to strengthen school governance and parental capacity to support children's education.
IRJET- Role of Professional Learning Community for School ImprovementIRJET Journal
1. Professional learning communities (PLCs) in schools encourage collective learning among teachers to improve teaching skills and student academic performance.
2. In PLCs, teachers meet regularly to examine student work, analyze classroom and school-wide performance data, and apply research-based teaching methods.
3. Effective PLCs require support from school administrators, clear goals, and trust among participating teachers. Challenges include lack of support, differing views among teachers, and lack of focus. Suggestions are made to overcome such challenges through cooperation.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
Improving Computing Graduates Writing Skill using Constructivism based Blende...iosrjce
Recognizing that technical report writing is an important employability skill, an action research
study was embarked to examine the efforts of implementing writing interventions through constructivist based
blended learning model to improve computing graduates writing skills. The research was implemented in 142
term for computing graduates of Prince Sultan University, Saudi Arabia. Data was collected through students’
interviews and from Moodle Turnitin, Workshop, Forum and Wiki to analyse the benefits that the students
perceived from each intervention to improve their writing for computing discipline. Encouraging results from
this research suggest new avenues that the computing instructors can practise in their teaching learning process
to help students improve their writing skills. In addition, students’ confidence level increased and the approach
encouraged a positive attitude towards writing.
A feasibility study for delivering an innovative educational programme buramaabdelcris
The document presents the findings of a feasibility study on developing an educational program to enhance employability of upper basic school leavers in four West African countries. Key findings include:
1. There are discrepancies between the current curriculum and social demands for employability skills, including inadequate vocational content, lack of resources, and a focus on examinations over competency development.
2. Employability is understood as the ability to earn a living through self-employment or employment. In-demand skills include literacy, numeracy, basic vocational skills, and soft skills.
3. Recommendations include integrating employability into the curriculum through career guidance, practical application, teacher training, industry partnerships, and equipping
Application Of Problem-Based Learning In Classroom Activities And MultimediaJose Katab
Problem-based learning (PBL) provides students with real-world problems to help develop important skills like critical thinking in a collaborative environment. The document discusses how PBL has been implemented in classroom activities and multimedia tools, with students taking a more active role in their learning compared to traditional lectures. A survey found that students were generally satisfied with applying PBL methods.
This document discusses a study that compares the effects of two problem-based learning strategies - one using the internet and one not using the internet - on student achievement. The study was conducted on sports coaching undergraduate students in Surabaya, Indonesia, randomly assigning students to experimental and control groups. The experimental group used problem-based learning strategies with internet resources, while the control group did not use the internet. Test results showed that the average post-test score was higher for students using internet resources as part of problem-based learning.
roject-based learning (PBL) has a positive impact on student motivation,
students’ perceived learning, and performance. However, many teachers are
reluctant to adopt PBL. This mixed-methods study examined in-service
teachers’ learning experiences of planning and implementing PBL situated in
a graduate level PBL course and sought insight into the challenges and ways
to overcome the challenges in implementing PBL in practice. Results
indicate that teachers’ confidence about their ability to plan and implement a
PBL project improved upon completion of the course. Nevertheless, teachers
cited various obstacles, such as a lack of mentoring, planning time and
implementation experiences, which had prevented them from complete
implementation of PBL in teaching. Possible ways to overcome the
challenges in adopting PBL include school support, opportunities for
experience and practice with PBL, and peer collaboration. The study also
showed that a semester-long course focused on designing and developing a
PBL project of teachers’ choice was effective in helping increase their
confidence and experience in potential implementation of PBL in classroom
practice. This study contributes to the implementation of PBL in classrooms
and teacher education as well as teacher professional development on the
PBL approach.
This document discusses project-based learning (PBL). It defines PBL as a comprehensive, deep learning approach where students investigate authentic problems. PBL involves students working to solve problems, often in groups, and results in an end product. It is student-centered with teachers taking an advisory role. PBL is organized around open-ended challenges, requires skills like critical thinking and collaboration, allows some student choice, and results in a public presentation. It emphasizes long-term, interdisciplinary work and differs from traditional learning by having students manage their own work and time. PBL relies on student groups determining their own projects. Benefits include improved motivation, satisfaction, and development of integrated understanding when applying principles to real-life problems
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
A B-Learning Case Study In Computer NetworksTony Lisko
This document presents a case study of implementing a blended learning (b-learning) approach in a computer networks course at a university in Portugal over nine years. B-learning combines online learning with face-to-face instruction to address challenges of traditional and online-only methods. The case study found that b-learning improved student learning outcomes and engagement. It also gained experience that could be applied to other growing fields. Future research is needed to further address challenges of ensuring consistency across learning environments and mitigating infrastructure problems in b-learning implementations.
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
Implementing a proper learning model during the post COVID-19 pandemic
is fundamental for learning quality enhancement, specifically for students'
conceptual mastery. The research aims to develop a Complexity ScienceProblem
Based
Learning
(CS-PBL)
model
assisted
by
the
Sistem
Informasi
Pengelola
Pembelajaran (SIPEJAR) e-learning platform that is valid,
practical, and effective to enhance students' conceptual mastery during the
post COVID-19 pandemic. The research and development model were
adapted from Plomp & Nieven consisted of three phases: preliminary
research, prototyping phase, and assessment phase. The first phase research
result was that the learning process in during COVID-19 pandemic was less
interactive, which led to less effective learning. The students' score on
conceptual mastery was in the poor category. The second phase resulted in a
book of CS-PBL model assisted by SIPEJAR and supporting instruments
considered valid by three experts. The third phase result was that the CSPBL
model assisted by SIPEJAR was considered practical in the learning
process implementation. The CS-PBL model can enhance students'
conceptual mastery where the N-gain was sufficiently effective. It is
concluded that the CS-PBL model assisted by SIPEJAR was considered
valid, practical, and effective to enhance students' conceptual mastery during
the post COVID-19 pandemic.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students in implementing project-based learning are also outlined. While research on its effectiveness is mixed, proponents argue it can increase student engagement when implemented properly.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students are examined, with teachers acting as facilitators and students responsible for self-directed learning. Research on project-based learning is mixed, finding it can be engaging but also stressful for teachers.
Instructional Design Quality Evaluation of Eastern Mediterranean University O...Andrew Yoila
The document evaluates the instructional design quality of 27 open online courses accessed through the Open Education Europa Networks using Merrill's First Principles of Instruction. The study found that:
1) Most courses were not problem-centered and did not include real-world problems or examples.
2) The courses generally did not help activate, demonstrate, apply, or integrate learners' prior knowledge. Few courses required prerequisites.
3) Collaboration and collective knowledge-building among learners was limited. Most courses did not promote interaction or knowledge-sharing between learners.
In summary, the evaluation found that according to the First Principles of Instruction, the instructional design of the open online courses was not highly successful
This document discusses project-based learning (PBL) and provides an example of a school PBL project. It begins by defining PBL according to various experts as an instructional approach where students actively investigate real-world problems and questions over an extended period of time. It notes key characteristics of PBL including being driven by an open-ended question, incorporating student voice and choice, and culminating in a realistic product or presentation. The document outlines benefits of PBL as well as potential challenges. It then describes typical roles of students and teachers in PBL. Finally, it provides an example school PBL project on creating a multimedia book, including activities, resources, deliverables, and assessment.
This document provides an introduction to project-based learning (PBL). It defines PBL as a student-centered pedagogical approach that utilizes real-world projects to help students gain deeper knowledge. It emphasizes that PBL involves sustained inquiry over extended periods of time and authentic assessment. The document also outlines why PBL is important for developing 21st century skills and preparing students for a knowledge-based society. It notes PBL promotes skills like collaboration, problem-solving, and self-directed learning.
This document describes how researchers implemented the 5E instructional model in an online hybrid special education course for pre-service teachers. Some key points:
- The 5E model was used to both teach content and provide inquiry-based learning experiences for students. Each online module followed the 5E structure of engage, explore, explain, extend, and evaluate.
- Students responded positively to experiencing the 5E model as learners, saying it helped them understand how to apply it in their own teaching. Researchers concluded modeling this approach was important for the pre-service teachers.
- Researchers analyzed student feedback and found students felt the 5E approach helped them "see" how the model works in practice and how they could
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
Here are 8 Benefits of Project-Based Learning; 1. Develops General Skills 2. Encourages Analytical Thinking 3. Understanding of Concepts 4. Team Building 5. Development of Communication Skills
This document discusses blended learning and its advantages and disadvantages in language education. It defines blended learning as combining face-to-face classroom instruction with online learning, allowing students some control over the time, place, path, or pace of their studies. The document outlines several advantages of blended learning, including improved learning outcomes, personalized instruction, and lower costs. It also notes some potential disadvantages, such as technical issues, lack of student IT literacy, and more time required for feedback.
Similar to Using a Virtual Learning Environment for Problem Based Learning (P.B.L) (20)
Handout on Object orienetd Analysis and DesignSAFAD ISMAIL
Object-oriented analysis and design (OOAD) is introduced as an approach to analyzing, designing, and developing applications through applying the object-oriented paradigm and visual modeling. Key concepts in OOAD include modeling systems as interacting objects, object-oriented analysis to understand concepts in the problem domain, and object-oriented design to define software objects representing analysis concepts. The document then discusses object basics, the object-oriented development life cycle, benefits of the object-oriented approach, and unified modeling language (UML) as a standard modeling notation for object-oriented systems development.
IP Lab Manual for Kerala University 3 Year UG ProgrammeSAFAD ISMAIL
This document provides a lab manual for programming in C language. It contains the syllabus, objectives, outcomes and details of various experiments to be performed in the lab. The syllabus is divided into two parts - the first part covers basic C programming concepts like data types, operators, control structures etc. through 15 experiments. The second part deals with arrays, pointers, structures, files, functions etc. through various other experiments. It also provides information on setting up the programming environment in Linux using GCC compiler or Turbo C/C++ in Windows and the basic structure of a C program. The objectives are to introduce programming fundamentals and impart writing skills in C. The outcomes include understanding programming logic, writing algorithms, using data structures
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.PBL enables the students to consolidate their knowledge , stimulate their creativity , critical thinking and communication and problem solving skills.
Control of Photo Sharing on Online Social Network.SAFAD ISMAIL
A social networking service (also social networking site', SNS or social media) is an online platform which people use to build social networks or social relations with other people who share similar personal or career interests, activities, backgrounds or real-life connections.
The National Rural Employment Guarantee System NREGS is a social security measure that aims to guarantee the ’right to work’. It aims to ensure livelihood security in rural areas by providing at least 100 days of wage employment in a financial year to every household whose adult members volunteer to do unskilled manual work. This system enables public to register for the benefit of this scheme, 100 days work is provided for each ration card, irrelevant of the members in it. Officers verify the info and pass to concerning sections for further proceeding. This system covers the NREG System under a whole panchayat. Apart from providing economic security and creating rural assets, NREGS can help in protecting the environment, empowering rural women, reducing rural-urban migration and fostering social equity, among others. The MGNREGA was initiated with the objective of ”enhancing livelihood security in rural areas by providing at least 100 days of guaranteed wage employment in a financial year, to every household whose adult members volunteer to do unskilled manual work”. Another aim of MGNREGA is to create durable assets (such as roads, canals, ponds, wells). Employment is to be provided within 5 km of an applicant’s residence, and minimum wages are to be paid. If work is not provided within 15 days of applying, applicants are entitled to an unemployment allowance. Thus, employment under MGNREGA is a legal entitlement. MGNREGA is to be implemented mainly by gram panchayats (GPs). The involvement of contractors is banned. Labour-intensive tasks like creating infrastructure for water harvesting, drought relief and flood control are preferred. Apart from providing economic security and creating rural assets, NREGA can help in protecting the environment empowering the rural women reducing rural-urban migration and fostering social equity among others. The law provides many safeguards to promote its effective management and implementation. The act explicitly mentions the principles and agencies for implementation, list of allowed works, financing pattern, monitoring and evaluation and most importantly the detailed measures to ensure transparency and accountability.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.