The document provides guidance on developing a study guide for open and distance learning students. It defines a study guide as a tool that promotes independent learning and discusses various types of study guides, including academic and administrative guides. The document also outlines principles for writing study guides, such as using an active voice and accessible language. Potential contents are described, such as course overviews, unit outlines, learning objectives, and assessment information. The document emphasizes that study guides should support self-directed learning.
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson ...
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
6a. gambari day 3 study guide template 1
1. A paper presented @ ISD Workshop
Organized by
Centre for Open Distance and e-Learning (CODeL)
THE STUDY GUIDETHE STUDY GUIDE
Dr. Gambari, A. I.
E-mail: gambarii@yahoo.com
Website: www.gambari.mgfglobal.com
Blogsite: www.drgambari.com
March 2012
2. Introduction
Objectives
What is Study Guide?
Purpose of the Study Guide
Types of Study Guide
Principles in Developing ODL Study Guide
Study Guide Toolkits
Potential Contents of a Study Guide
Writing Study Guide
3. Learners often need guidance and support
during the learning process. This assist them in
the process of understanding the course
content and developing the skills and
competencies relevant to the course.
4. Explain the meaning of Study Guide
State the Purpose of the Study Guide
Distinguish between the types of Study Guides
Identify the principles in developing Study Guide
Highlight some potential contents of a Study Guide
Develop a Study Guide in your area of discipline
6. A study guide is a tool that promotes independent
learning, learner interactivity and deep learning.
A student guide is a resource that provides academic
and administrative learner support throughout the
course.
It generally includes information about the topics or
areas being covered in a course, self-study activities,
examples and exercises that promote independent
learning and assist the learner in further
understanding of course materials.
7. It assist learners in interactive, self-directed &
independent learning
It helps learners navigate their way through the
course
It provides answers to the large majority of queries
It teaches them the invaluable skill of how to learn
It helps them to develop a unique set of technical,
research and critical thinking skills
It supplements the role of a tutor who often not
available in a distance learning programme
9. In ODL we can prepare student guides in an
electronic or print format. Below is some useful
information about the use of electronic and print
formats.
Advantages of Print Material:
http://www.uidaho.edu/eo/dist7.html
Instructional Possibilities of the Internet:
http://www.uidaho.edu/eo/dist6.html#possibilities
11. This is a guide used to support the learning
process directly, this include:
Learning Strategies
Outcomes
Assessment
Content
Learning tools
12. This type of guide includes information related
to the general principles and policies of the
institution, it includes:
Testing and examination regulations
How to obtain technical assistance
Means of obtaining financial assistance
Policies related to assignments
Policies related to absenteeism/dropout
13. Write materials in a way that nurtures learning
Use the active voice
Write in a reader-friendly style
(a) Use a ‘tutor’s voice’ rather than a ‘lecturer’s
voice’ – be friendly and conversational.
(b) Find a tone that is inclusive and personal,
without losing academic rigour.
(c) Ask questions and create a sense of
interaction between you and your learners.
14. Write simple rather than complex sentences.
Consider your language
Write in a way that is gender-balanced and
racially sensitive.
Make use of access devices in order to direct
learners to additional information.
15. Remember, ODL materials have a fairly
complex structure and access devices help
learners find their way around the materials!
Remember, learners should ENJOY reading
and using the course materials!
16. For the Course as a Whole
An overview of the course
The aims of the course
A statement of any pre-requisite knowledge and skills
that the course assumes
A list of contents
An explanation of the structure of the course (e.g. how
it is divided into units)
A list of the various components (eg. Workbooks,
cassettes, web pages) and some explanation of what
they are for
17. A course schedule with dates of key events such as
exams
Details of the support system and who to contact about
different types of problems
An explanation of the assignments to be submitted and
the system for submitting them
How and when the course will be assessed
How to use the course (e.g. how to use activities, self
assessment and objectives)
Study skills advice (e.g. how to plan your time, make
notes, learn from the web).
18. For Each Course Unit
Unit number and title
An introduction
Contents list
Statement of pre-requisite knowledge (or a pre-test)
Learning objectives for the unit
List of any equipment needed for studying the unit
Other resources needed for the unit (e.g. a textbook)
19. • Time required for the unit
• Examples explanatory text
• Activities with feedback
• Diagrams and illustrations
• Topic summaries
• Unit summary
• Self-test based on the unit learning objectives
• Link forward to the next unit
20. Reflection
Study Guide Should:
Be prepared for both the web and the print versions.
Electronic form should be searchable.
A reference manual rather than a teaching text.
22. 1. Start with the Course Information
A. General Information:
Students in this course should read this study guide carefully at the start of
semester.
It contains important information about the course.
B. Course Code & Course Name:
C. Credit points:
D. Year:
E. Semester:
F. About the Course
This course introduces students to a range of knowledge, skills, and
perspectives suitable for …….
G. Lecturer Information:
Name, Email etc.
Consultation: This will need to be over the phone, by email, or by blogging.
23. 2. Give Introduction
Welcome the students to the course.
Help the students understand what the course will help them learn,
State the importance of the course
State how the course is going to help them in future.
3. State the Aim
State the aim of the course
Example
This course will seek to……
develop students’ generic skills in a range of areas.
develop their abilities in the following:
Critical analysis skills
Creative thinking skills
Communication skills
24. 4. Develop Course Learning Objectives
This can be done in 3 steps.
1. Create a stem e.g.
After completing the lesson, the student will be able to….
At the conclusion of the course/unit/study, the student will…
2. Add a verb (e.g. analyze, recognize, compare, provide, list)
3. Determine the actual outcome
Define basic literary terms and apply them to….
Explain the meaning of the word(s):
Draw parallels between….
25. 5. Explain Symbols and Acronyms
Let students know what the symbols and acronyms mean
before they see them in print.
Place a bulleted list of the terms that students will need to
know.
This will serve as a quick reference later.
Symbols and Acronyms do not have to be defined here;
there will be a glossary at the end of the study guide for that.
Example:
Π - Pi = 3.14
26. 6. About taking the Course
Give students step-by-step instructions on the process of the
course.
Example:
1. Read the following study material
2. Review the PowerPoint presentation online
3. Take the practice test
4. Review the material
5. Take the exam
Set aside information that is particularly important.
Examples:
NOTE: You must score at least a 70% to pass the exam.
TIP: Taking the practice test improves your chances of success.
27. 7. Preparing for the examination
Use this section to explain what study materials will be needed in
order to prepare for the exam.
Use a bulleted list to show any other materials or other exam
preparation materials needed.
Examples:
1. This study guide will provide you with the in-depth knowledge
you will need in order to complete the exam.
2. A PowerPoint presentation has been included in this study
material
3. The sample questions and practice test at the end of this study
guide will help you asses your knowledge before you take the
examination.
4. The book “________________” is not required to pass the
examination; however, it will provide excellent additional
information concerning this course if you choose to read it.
28. 8. Write out any prerequisites
Examples:
All students must have taken Eco 101 before qualifying to take
this examination.
Students should have a basic knowledge of all mathematical
functions before sitting for this examination for they will not be
taught in this course.
29. 9. State the forms of Assessments
A. Collaboration with you and other students on your blog site
B. Assignments
C. Chatting
D. Exam arrangements
10. Give Special Warning
Penalties on Plagiarism may include
1. Deduction of marks
2. Failure in the course
3. Referral to the Open Distance Learning Disciplinary
Committee.