The document outlines a training trends plan for Miami Dade College to address 4 top trends in education: developing e-learning classes, selecting approaches to support collaborative projects, defining andragogy theory for instructors, and developing a social media strategy to integrate into classrooms. Goals, objectives, and strategies are presented for each trend to prepare the college to stay current and cater to student learning preferences and styles. The plan shows how the college can address these important trends in education over the next few years.
The document outlines the University of Florida's social media strategy and objectives for 2016. The primary goals are to optimize content for faculty and students and support the university. Key tactics include growing social media platforms, engaging followers with relevant content, and monitoring for shared content. The roles and responsibilities, policies, and response plan provide guidelines for social media team members. Progress will be measured through analytics reporting every two months.
Many higher ed organizations launch their social web presence BEFORE they fully understand the values and risks of social media, often times resulting in poorly developed and managed virtual communities. This workshop will provide real world strategies and tactics to help every stakeholder in your university - from part-time student to chancellor - participate in and rally behind a comprehensive social media strategy. How can you perform a social media audit and develop a 6/12/24 month rolling plan? What are the necessary resources and integration points for executing on your social media objectives? How can you further deliver upon your business and marketing goals through social media? How can you secure buy-in for your social media plan from even the staunchest faculty member?
How Community Colleges Are Using Social Media: 2013 Case StudyLeigh-Anne Lawrence
Presents the results of a 2013 community college social media study. The purpose of this study was to explore how community colleges use social media to communicate and build relationships with students and the campus community. The survey sought information about current usage, initial implementation, policies and guidelines, and best practices for institutional social media use.
Learn more at www.leighannelawrence.com.
The document discusses how school leaders and policymakers can leverage social media for professional development. It recommends that school leaders engage with social media platforms used by teachers, parents, and students, and use social media for communications. It also suggests policymakers provide guidelines for using social media in schools and recognize self-directed online professional learning. The document then notes that teachers profiled have found social media allows them to access ideas from other educators, reflect on their own teaching, and engage with students, parents, and communities to improve learning.
RCE Southern Vietnam aims to promote sustainable development (SD) integration into school and university curriculums. It works with partners on projects that incorporate SD into education and better connect with local communities. This strategy addresses SDG targets under Priority Action Areas 2, 3 and 5 by transforming learning environments, building educator capacities, and accelerating local sustainable solutions.
This paper explores university approaches to teaching social media and the expertise of social media professionals.
Colleges and universities teach social media in business or communication-focused departments if it all. Social
media professionals were surveyed to assess their skill set and how they obtained it. Respondent’s self-reported
skills predominantly comprise marketing and brand management vs. analysis. Identification of this skill gap
provides business schools opportunities to adjust their curriculum by teaching social media strategy coupled with
analytics to better prepare graduates.
The document provides guidance on using social media for marketing purposes. It discusses:
- Why the college uses social media including large audiences, strategic distribution, driving traffic, and brand advocacy.
- Current social media tactics that are working well such as native videos on Facebook and Instagram, engaging photos, driving conversations, and coding links.
- Online tools and techniques individuals can use to contribute including determining the right channels, creating engaging content, and modeling other successful efforts.
- Tips for personal social media success like determining if it's right for you, posting often with relevant content, and integrating your professional affiliation.
Application of mirc through 2 triple 3 singleFlora Membuas
1. The document introduces using the mIRC web application in an English class for Form 4 students over the course of a school term to improve their English usage and participation.
2. The plan is to use mIRC in the English class, with the teacher demonstrating how to use it and having students communicate through chatting groups and sharing files.
3. Students will be evaluated through presentations, monthly tests on mIRC, and a questionnaire at the end to assess if mIRC improved their English and participation.
The document outlines the University of Florida's social media strategy and objectives for 2016. The primary goals are to optimize content for faculty and students and support the university. Key tactics include growing social media platforms, engaging followers with relevant content, and monitoring for shared content. The roles and responsibilities, policies, and response plan provide guidelines for social media team members. Progress will be measured through analytics reporting every two months.
Many higher ed organizations launch their social web presence BEFORE they fully understand the values and risks of social media, often times resulting in poorly developed and managed virtual communities. This workshop will provide real world strategies and tactics to help every stakeholder in your university - from part-time student to chancellor - participate in and rally behind a comprehensive social media strategy. How can you perform a social media audit and develop a 6/12/24 month rolling plan? What are the necessary resources and integration points for executing on your social media objectives? How can you further deliver upon your business and marketing goals through social media? How can you secure buy-in for your social media plan from even the staunchest faculty member?
How Community Colleges Are Using Social Media: 2013 Case StudyLeigh-Anne Lawrence
Presents the results of a 2013 community college social media study. The purpose of this study was to explore how community colleges use social media to communicate and build relationships with students and the campus community. The survey sought information about current usage, initial implementation, policies and guidelines, and best practices for institutional social media use.
Learn more at www.leighannelawrence.com.
The document discusses how school leaders and policymakers can leverage social media for professional development. It recommends that school leaders engage with social media platforms used by teachers, parents, and students, and use social media for communications. It also suggests policymakers provide guidelines for using social media in schools and recognize self-directed online professional learning. The document then notes that teachers profiled have found social media allows them to access ideas from other educators, reflect on their own teaching, and engage with students, parents, and communities to improve learning.
RCE Southern Vietnam aims to promote sustainable development (SD) integration into school and university curriculums. It works with partners on projects that incorporate SD into education and better connect with local communities. This strategy addresses SDG targets under Priority Action Areas 2, 3 and 5 by transforming learning environments, building educator capacities, and accelerating local sustainable solutions.
This paper explores university approaches to teaching social media and the expertise of social media professionals.
Colleges and universities teach social media in business or communication-focused departments if it all. Social
media professionals were surveyed to assess their skill set and how they obtained it. Respondent’s self-reported
skills predominantly comprise marketing and brand management vs. analysis. Identification of this skill gap
provides business schools opportunities to adjust their curriculum by teaching social media strategy coupled with
analytics to better prepare graduates.
The document provides guidance on using social media for marketing purposes. It discusses:
- Why the college uses social media including large audiences, strategic distribution, driving traffic, and brand advocacy.
- Current social media tactics that are working well such as native videos on Facebook and Instagram, engaging photos, driving conversations, and coding links.
- Online tools and techniques individuals can use to contribute including determining the right channels, creating engaging content, and modeling other successful efforts.
- Tips for personal social media success like determining if it's right for you, posting often with relevant content, and integrating your professional affiliation.
Application of mirc through 2 triple 3 singleFlora Membuas
1. The document introduces using the mIRC web application in an English class for Form 4 students over the course of a school term to improve their English usage and participation.
2. The plan is to use mIRC in the English class, with the teacher demonstrating how to use it and having students communicate through chatting groups and sharing files.
3. Students will be evaluated through presentations, monthly tests on mIRC, and a questionnaire at the end to assess if mIRC improved their English and participation.
This document outlines the agenda and assignments for an educational webinar on applying social media. It includes 4 projects for candidates to complete: 1) Designing and implementing a professional development module on using social media for instruction; 2) Creating a personal social media plan and reflection; 3) Designing a public service campaign to promote digital citizenship; and 4) Researching and developing an acceptable use policy for social media. The projects are designed to help candidates learn how to incorporate social media into teaching and learning, while ensuring its safe, legal and ethical use. The document provides due dates between December 6-20 for submitting the completed assignments.
The document provides a social media plan for the University of Florida. It includes an audit of current social media performance and objectives to increase followers and engagement. Strategies outlined are increasing valuable content and paid/owned posts. Key dates and roles/responsibilities are defined. Metrics include growth targets for followers and engagement rates across major networks.
MBA sip project on social media teaching and learning at MIT .pptxAmolOvhal3
The document summarizes the results of a survey conducted at MIT Junior Colleges on the use of social media in teaching and learning. The survey found that most teachers are aware of major social media platforms like Facebook and YouTube, but awareness decreases for less common sites. While teachers widely use social media personally, their use of it for teaching purposes varies - online videos are most commonly used. However, teachers also identified barriers to integrating social media in teaching, including concerns about the integrity of student submissions and privacy issues. Overall, most teachers see potential benefits of social media but challenges to its adoption in education.
The document discusses the top trends in higher education marketing for 2013. These trends include:
1) The continued importance of high-quality content marketing
2) The rapid evolution of social media and the rise of new platforms like Google+ and LinkedIn
3) A focus on mobile-first branding and engaging website design
4) Innovative lead generation techniques like gamification
5) Growing international student recruitment
6) Advanced analytics solutions for improved performance measurement.
Concordia University Irvine - Social Media PlaybookVeronica Steele
This playbook is supporting documentation behind Concordia University Irvine's Social Media Policy. For questions on use or permissions please contact Veronica Steele.
The document discusses marketing trends in higher education for 2013. The key trends included content marketing being important, the evolving role of social media, focusing on mobile-friendly websites, innovative lead generation techniques, international student recruitment, and improved analytics. Content and sharing it across different social media platforms was important for engagement. Mobile usability and responsiveness became priorities as more prospective students accessed websites from mobile devices. Schools implemented new lead generation like gamification and text messaging. International recruitment grew more competitive with a focus on countries like China, India, and South Korea. Analytics solutions helped schools measure and improve performance.
ASSESSING THE DIGITAL FOOTPRINT AND SUGGESTING SOCIAL MEDIA MARKETING PLAN FO...Lisa Brewer
This document discusses assessing the digital footprint and suggesting a social media marketing plan for educational institutions. It begins with an introduction and background on the topic. It then reviews relevant literature on traditional vs social media marketing, the use of social media for information search and decision making. It discusses the need for educational institutions to change and adapt to social media/digital marketing. It also covers digital footprints and the importance of key social media platforms like Facebook, Instagram, and LinkedIn. The goal is to develop a social media strategy to help educational institutions with marketing and admissions.
Using Social Media to Connect, MWACE Webinar, August 2010avpsnowden
This document summarizes a webinar about using social media to connect with students. DePaul University and Marquette University representatives discussed their social media strategies and best practices. They use tools like Facebook, Twitter, LinkedIn, blogs and YouTube to inform students about career services, build awareness of their resources, and deliver services. Representatives emphasized tracking engagement, establishing social media guidelines, and developing a strategic multi-year plan to grow their social media presence. The webinar provided a checklist for universities starting a social media strategy.
Self guided social media training manualMeganRaposa1
This document is a self-guided social media training manual that outlines how to use social learning and social media tools to address business issues. It discusses barriers to effective social learning like negative experiences or fear of technology. It also provides guidelines for social learning like setting values and codes of conduct. The manual explores using social learning and social media like YouTube, Twitter, Pinterest and blogs to solve problems, strengthen relationships, and allocate resources accountable. It emphasizes that social learning is a platform for knowledge sharing and communication to assess goal achievement.
Project Two
Educational Vision
I. Overview
Mentoring programs, as well as peer coaching within schools have proven to be valuable for both teachers and administrators. With the implementation of the New York State Common Core Learning Standards (CCLS), administrators no longer have the time to work with all members of the staff.
By creating a new teacher induction program, new teachers will be offered support and guidance instructionally, socially and emotionally. This direct assistance from an experienced teacher to a new teacher will be provided for one school year.
II. Relevant Data
a. Consult with new hires and survey the areas in which they feel require improvement.
b. Research strategies and resources for new teachers to receive necessary support.
c. Pair new teachers with a senior teacher to mentor them.
d. Surveys/feedback from new hires and summary of research strategies to improve new teacher effectiveness.
e. Train mentors to offer support and guidance.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – All pedagogical, guidance and support staff
c. Work with a social service, private, or community organization – Network 603, Community board, UFT, NYC DOE
IV. ISLLC Standards
a. Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by all stakeholders.
b. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Template for BINDER #2: EDUCATIONAL VISION PROJECT
1. Describe the nature of the project that you accomplished which supported an educational vision.
2. Incorporate an organizational map of the school or district which identifies the key people, networks and relationships that exists at this work setting.
3. Design a strategic communication system that will be used to disseminate the information in your project to all stakeholders.
4. Submit your goals for improving curriculum, instruction and/or assessment practices.
5. Describe how your project was supported or hindered by existing “structural” aspects of the school or district, such as, professional development, scheduling, policies and budgeting.
...
This document outlines a teacher initiative to address issues arising from the pandemic through professional development. It identifies key issues like a need for collaboration between teachers and preparation for distance learning. The proposed solutions include implementing collaboration meetings between staff to discuss student needs and communicating more with families. Barriers to the solutions like scheduling and funding are also discussed. The goal is to use teacher leaders to foster changes that improve student retention and achievement.
Social media is shaping how school
leaders communicate, connect with
their communities, share breaking
information, monitor sentiment, and,
yes, how they talk with and teach their
kids. This five-step toolkit provides
you with resources to implement,
maintain and successfully leverage
social media to improve student,
teacher and community engagement
and move your communications and
community engagement programs
into the 21st century.
The interactive document is loaded with links to external sources, a one-stop-shop for your school's social media program.
The document summarizes the work of the SSTVET Promotions team in promoting technical and vocational education and training (TVET) in Laos between 2018-2021. Key accomplishments include:
1) Developing evidence-based promotion strategies through audience research and segmentation.
2) Implementing a participatory strategy across 8 TVET colleges using digital channels and capacity building.
3) Adapting digital content production skills and social media management amid the COVID-19 pandemic, increasing engagement on official Facebook pages and audiences for TVET brands.
The document outlines goals, strategies, and tactics for a mastery journey in instructional design. It includes goals such as applying course topics to work, creating engaging trainings, enhancing literacy in media/technology, integrating film/music/gaming in training, developing an instructional design model, learning design tools/software, creating a final project, and finding a mentor. Strategies include reading books/articles, improving skills in software/tools, researching techniques, and joining online groups. The goals and strategies indicate a focus on gaining diverse skills and knowledge across instructional design topics.
The document outlines goals and strategies for a mastery journey in instructional design. It includes goals related to developing skills in areas like media integration, learning management systems, and assessment techniques. Strategies include reading books and research articles, improving skills through online courses, and joining professional groups. The overall goal is to combine knowledge and skills into a final capstone project demonstrating mastery of instructional design. Potential mentors are also listed who could provide guidance, with attributes like experience, commitment, and a willingness to share both successes and failures.
Educational planning involves determining goals and strategies for achieving educational objectives efficiently. It is a democratic process that involves participation from all stakeholders through teamwork. Modern educational planning is systematic, anticipates future needs, and chooses the best alternatives. It aims to achieve social and economic goals for society. The key principles of educational planning are that it must be integrated with national planning, research-based, continuous, ensure stakeholder participation, and provide for evaluation. Educational administration works to realize educational aims through coordination, resource utilization, and implementing policies. Its functions include delegating roles, strengthening local control, and securing support from personnel and the public.
This document discusses academic integrity and avoiding plagiarism and cheating. It provides information on completing mandatory Academic Integrity Modules for students, defines different types of academic misconduct like plagiarism and contract cheating. It warns about risks of using commercial file sharing sites and outlines strategies they use to legitimize themselves. The document advises students to avoid uploading or downloading work and to seek help from legitimate university sources instead. It notes the university takes academic misconduct seriously, dealing with thousands of cases annually.
Beyond Likes, Towards Engagement: Connecting with Students via Social TechnologyPaul Brown
Originally presented at the OrgSync Connect Users Conference in Dallas, TX in June of 2016. This session reviews ways you can use social technology to connect with students. How to develop a plan, how to staff it, how to generate content, and how to remain relevant.
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIEScscpconf
This document discusses using social media technologies to promote student engagement in a software project management course. It describes the course and objectives of enhancing communication. It discusses using Facebook for 4 years, then switching to WhatsApp based on student feedback, and finally introducing Slack to enable personalized team communication. Surveys found students engaged and satisfied with all three tools, though less familiar with Slack. The conclusion is that social media promotes engagement but familiarity with the tool also impacts satisfaction.
USAID comet program toolkits learning institute kmutt 31 oct'16Wei Chiao Kuo
The document discusses tools and strategies provided by the USAID COMET Program to help university instructors improve their teaching practices. It describes several instructional toolkits focused on areas like work readiness skills, facilitation skills, participatory learning, instructional design, project-oriented learning, and blended learning. It also discusses administrator toolkits for building communities of practice and industry partnerships. The document recommends using a design thinking approach to define problems, gather needs, and design class improvements. It provides overviews of backward design and strategies like establishing learning outcomes and evidence of learning. The goal is to help instructors transition from an instructor-centered approach to a more student-centered one.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
This document outlines the agenda and assignments for an educational webinar on applying social media. It includes 4 projects for candidates to complete: 1) Designing and implementing a professional development module on using social media for instruction; 2) Creating a personal social media plan and reflection; 3) Designing a public service campaign to promote digital citizenship; and 4) Researching and developing an acceptable use policy for social media. The projects are designed to help candidates learn how to incorporate social media into teaching and learning, while ensuring its safe, legal and ethical use. The document provides due dates between December 6-20 for submitting the completed assignments.
The document provides a social media plan for the University of Florida. It includes an audit of current social media performance and objectives to increase followers and engagement. Strategies outlined are increasing valuable content and paid/owned posts. Key dates and roles/responsibilities are defined. Metrics include growth targets for followers and engagement rates across major networks.
MBA sip project on social media teaching and learning at MIT .pptxAmolOvhal3
The document summarizes the results of a survey conducted at MIT Junior Colleges on the use of social media in teaching and learning. The survey found that most teachers are aware of major social media platforms like Facebook and YouTube, but awareness decreases for less common sites. While teachers widely use social media personally, their use of it for teaching purposes varies - online videos are most commonly used. However, teachers also identified barriers to integrating social media in teaching, including concerns about the integrity of student submissions and privacy issues. Overall, most teachers see potential benefits of social media but challenges to its adoption in education.
The document discusses the top trends in higher education marketing for 2013. These trends include:
1) The continued importance of high-quality content marketing
2) The rapid evolution of social media and the rise of new platforms like Google+ and LinkedIn
3) A focus on mobile-first branding and engaging website design
4) Innovative lead generation techniques like gamification
5) Growing international student recruitment
6) Advanced analytics solutions for improved performance measurement.
Concordia University Irvine - Social Media PlaybookVeronica Steele
This playbook is supporting documentation behind Concordia University Irvine's Social Media Policy. For questions on use or permissions please contact Veronica Steele.
The document discusses marketing trends in higher education for 2013. The key trends included content marketing being important, the evolving role of social media, focusing on mobile-friendly websites, innovative lead generation techniques, international student recruitment, and improved analytics. Content and sharing it across different social media platforms was important for engagement. Mobile usability and responsiveness became priorities as more prospective students accessed websites from mobile devices. Schools implemented new lead generation like gamification and text messaging. International recruitment grew more competitive with a focus on countries like China, India, and South Korea. Analytics solutions helped schools measure and improve performance.
ASSESSING THE DIGITAL FOOTPRINT AND SUGGESTING SOCIAL MEDIA MARKETING PLAN FO...Lisa Brewer
This document discusses assessing the digital footprint and suggesting a social media marketing plan for educational institutions. It begins with an introduction and background on the topic. It then reviews relevant literature on traditional vs social media marketing, the use of social media for information search and decision making. It discusses the need for educational institutions to change and adapt to social media/digital marketing. It also covers digital footprints and the importance of key social media platforms like Facebook, Instagram, and LinkedIn. The goal is to develop a social media strategy to help educational institutions with marketing and admissions.
Using Social Media to Connect, MWACE Webinar, August 2010avpsnowden
This document summarizes a webinar about using social media to connect with students. DePaul University and Marquette University representatives discussed their social media strategies and best practices. They use tools like Facebook, Twitter, LinkedIn, blogs and YouTube to inform students about career services, build awareness of their resources, and deliver services. Representatives emphasized tracking engagement, establishing social media guidelines, and developing a strategic multi-year plan to grow their social media presence. The webinar provided a checklist for universities starting a social media strategy.
Self guided social media training manualMeganRaposa1
This document is a self-guided social media training manual that outlines how to use social learning and social media tools to address business issues. It discusses barriers to effective social learning like negative experiences or fear of technology. It also provides guidelines for social learning like setting values and codes of conduct. The manual explores using social learning and social media like YouTube, Twitter, Pinterest and blogs to solve problems, strengthen relationships, and allocate resources accountable. It emphasizes that social learning is a platform for knowledge sharing and communication to assess goal achievement.
Project Two
Educational Vision
I. Overview
Mentoring programs, as well as peer coaching within schools have proven to be valuable for both teachers and administrators. With the implementation of the New York State Common Core Learning Standards (CCLS), administrators no longer have the time to work with all members of the staff.
By creating a new teacher induction program, new teachers will be offered support and guidance instructionally, socially and emotionally. This direct assistance from an experienced teacher to a new teacher will be provided for one school year.
II. Relevant Data
a. Consult with new hires and survey the areas in which they feel require improvement.
b. Research strategies and resources for new teachers to receive necessary support.
c. Pair new teachers with a senior teacher to mentor them.
d. Surveys/feedback from new hires and summary of research strategies to improve new teacher effectiveness.
e. Train mentors to offer support and guidance.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – All pedagogical, guidance and support staff
c. Work with a social service, private, or community organization – Network 603, Community board, UFT, NYC DOE
IV. ISLLC Standards
a. Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by all stakeholders.
b. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Template for BINDER #2: EDUCATIONAL VISION PROJECT
1. Describe the nature of the project that you accomplished which supported an educational vision.
2. Incorporate an organizational map of the school or district which identifies the key people, networks and relationships that exists at this work setting.
3. Design a strategic communication system that will be used to disseminate the information in your project to all stakeholders.
4. Submit your goals for improving curriculum, instruction and/or assessment practices.
5. Describe how your project was supported or hindered by existing “structural” aspects of the school or district, such as, professional development, scheduling, policies and budgeting.
...
This document outlines a teacher initiative to address issues arising from the pandemic through professional development. It identifies key issues like a need for collaboration between teachers and preparation for distance learning. The proposed solutions include implementing collaboration meetings between staff to discuss student needs and communicating more with families. Barriers to the solutions like scheduling and funding are also discussed. The goal is to use teacher leaders to foster changes that improve student retention and achievement.
Social media is shaping how school
leaders communicate, connect with
their communities, share breaking
information, monitor sentiment, and,
yes, how they talk with and teach their
kids. This five-step toolkit provides
you with resources to implement,
maintain and successfully leverage
social media to improve student,
teacher and community engagement
and move your communications and
community engagement programs
into the 21st century.
The interactive document is loaded with links to external sources, a one-stop-shop for your school's social media program.
The document summarizes the work of the SSTVET Promotions team in promoting technical and vocational education and training (TVET) in Laos between 2018-2021. Key accomplishments include:
1) Developing evidence-based promotion strategies through audience research and segmentation.
2) Implementing a participatory strategy across 8 TVET colleges using digital channels and capacity building.
3) Adapting digital content production skills and social media management amid the COVID-19 pandemic, increasing engagement on official Facebook pages and audiences for TVET brands.
The document outlines goals, strategies, and tactics for a mastery journey in instructional design. It includes goals such as applying course topics to work, creating engaging trainings, enhancing literacy in media/technology, integrating film/music/gaming in training, developing an instructional design model, learning design tools/software, creating a final project, and finding a mentor. Strategies include reading books/articles, improving skills in software/tools, researching techniques, and joining online groups. The goals and strategies indicate a focus on gaining diverse skills and knowledge across instructional design topics.
The document outlines goals and strategies for a mastery journey in instructional design. It includes goals related to developing skills in areas like media integration, learning management systems, and assessment techniques. Strategies include reading books and research articles, improving skills through online courses, and joining professional groups. The overall goal is to combine knowledge and skills into a final capstone project demonstrating mastery of instructional design. Potential mentors are also listed who could provide guidance, with attributes like experience, commitment, and a willingness to share both successes and failures.
Educational planning involves determining goals and strategies for achieving educational objectives efficiently. It is a democratic process that involves participation from all stakeholders through teamwork. Modern educational planning is systematic, anticipates future needs, and chooses the best alternatives. It aims to achieve social and economic goals for society. The key principles of educational planning are that it must be integrated with national planning, research-based, continuous, ensure stakeholder participation, and provide for evaluation. Educational administration works to realize educational aims through coordination, resource utilization, and implementing policies. Its functions include delegating roles, strengthening local control, and securing support from personnel and the public.
This document discusses academic integrity and avoiding plagiarism and cheating. It provides information on completing mandatory Academic Integrity Modules for students, defines different types of academic misconduct like plagiarism and contract cheating. It warns about risks of using commercial file sharing sites and outlines strategies they use to legitimize themselves. The document advises students to avoid uploading or downloading work and to seek help from legitimate university sources instead. It notes the university takes academic misconduct seriously, dealing with thousands of cases annually.
Beyond Likes, Towards Engagement: Connecting with Students via Social TechnologyPaul Brown
Originally presented at the OrgSync Connect Users Conference in Dallas, TX in June of 2016. This session reviews ways you can use social technology to connect with students. How to develop a plan, how to staff it, how to generate content, and how to remain relevant.
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIEScscpconf
This document discusses using social media technologies to promote student engagement in a software project management course. It describes the course and objectives of enhancing communication. It discusses using Facebook for 4 years, then switching to WhatsApp based on student feedback, and finally introducing Slack to enable personalized team communication. Surveys found students engaged and satisfied with all three tools, though less familiar with Slack. The conclusion is that social media promotes engagement but familiarity with the tool also impacts satisfaction.
USAID comet program toolkits learning institute kmutt 31 oct'16Wei Chiao Kuo
The document discusses tools and strategies provided by the USAID COMET Program to help university instructors improve their teaching practices. It describes several instructional toolkits focused on areas like work readiness skills, facilitation skills, participatory learning, instructional design, project-oriented learning, and blended learning. It also discusses administrator toolkits for building communities of practice and industry partnerships. The document recommends using a design thinking approach to define problems, gather needs, and design class improvements. It provides overviews of backward design and strategies like establishing learning outcomes and evidence of learning. The goal is to help instructors transition from an instructor-centered approach to a more student-centered one.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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2. Introduction
The four top trends for Miami Dade College:
1. E-learning for classes in education
2. More collaborative projects in education
3. Using the Andragogy theory in education
4. Social media integrated into the classroom
This Photo by Unknown Author is licensed under CC BY-SA
3. E-learning for
Classes in
Education
Goal 1: Develop the e-learning classes that will be finished at Miami
Dade College by August 2020.
Develop
Goal 2: Assist Miami Dade College (MDC) students by demonstrating,
practicing, and training the e-learning classes in the second week in
December 2020.
Assist
Goal 3: Aid and support Miami Dade College while launching the e-
learning classes for the students in January 2021.
Aid and
support
4. More
Collaborative
Projects
Evaluate
Goal 3: Evaluate which approaches to use in relation to
collaborative learning with group projects for the students
at Miami Dade College by December 2020.
Utilize
Goal 2: Utilize the new group projects and desired ways to
collaborate during group projects for the students at
Miami Dade College in January 2021.
Select
Goal 1: Select different approaches to support
collaborative group projects for students at Miami Dade
College by December 2020.
5. Using
Andragogy
Theory
Goal 1: Define andragogy for instructors to develop
comprehension of the theory at Miami Dade College in
August 2020.
Goal 2: Modify and change the learning theory to
andragogy instead of pedagogy for all of the students
at Miami Dade College starting in January 2021.
Goal 3: Assess, evaluate, and apply the selected
approaches to integrate the andragogy learning theory
at Miami Dade College in the summer of 2021.
6. Social Media
Integration
Goal 1: Develop a social media strategy to integrate
social media into classrooms for learning at Miami
Dade College by January 2021.
Goal 2: Apply and experiment with integrating the
social media strategy into the classrooms at Miami
Dade College in August 2021.
Goal 3: Evaluate, critique, and evolve the social
media strategies for students at Miami Dade
College in the summer of 2022.
7. Conclusion
Miami Dade College (MDC) is missing out on some important trends right now. E-
learning, collaborative learning, andragogy theory, and social media are all here to
stay in the education department. MDC needs to develop and apply these four
trends to stay current and to be more successful. Students are looking for schools
that cater to their learning preferences and styles, so MDC needs to address these
trends immediately. The Training Trends Plan shows the goals, objectives, and
strategies to use to prepare and complete the process.
8. References
Miami Dade College. (2020). MDC Online faculty Resources. Retrieved from: https://www.mdc.edu/online/faculty/course-analytics.aspx
US Department of Education. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Retrieved
from: https://tech.ed.gov/files/2017/01/NETP17.pdf
Your Training Edge (2017). Retrieved from: http://www.yourtrainingedge.com/5-corporate-training-trends-you-cant-afford-to-ignore/
Editor's Notes
Due to the current pandemic, Miami Dade College has started to look into bringing in new trends to see how they can be further implemented. In today's society, associations that neglect to modify their learning administration practices and arrangements frequently battle with hierarchical development or efficiency and this is something has had to face recently. Subsequently, driving organizations are surrendering conventional techniques for learning for more successful arrangements regularly including innovation development that engage talent and enhance execution. According to the U.S. Department of Education (2017), online training are set to continue growing as part of an overall strategy to gain competitive advantage, and the use of e-learning is rapidly expanding, replacing or supplementing traditional classroom learning.
Each Trend has:
3 Goals
3 Objectives for each Goal
2 Strategies for each Objective
E-learning for Classes in Education Slide:
Goal 1: Develop the e-learning classes that will be finished at Miami Dade College (MDC) by August 2020.
Objective 1:
Gather a team together of five individuals for collaboration on the e-learning classes in July 2020.
Strategy:
Use program planners and instructors for the team collaboration on the e-learning classes.
Strategy:
Use mostly staff from MDC, but one outside team member to help with diversity and ideas.
Objective 2:
Interview three different professionals who have experience creating e-learning platforms for assistance and tips on March 20, 2020.
Strategy:
Find professionals who have been in the e-learning field for at least three years.
Strategy:
Make a list of questions to ask each professional being interviewed, where the questions and answers are consistent.
Objective 3:
Schedule meetings for the team every week on Monday, Wednesday, and Friday. The time of day will be decided from week to week, and this is to connect and collaborate offline for the development.
Strategy:
Create a schedule every week that works with each of the team member’s availability. Decide on how many hours offline each day for the schedule the team will work together.
Strategy:
Work offline on the program each scheduled day for eight hours.
Strategy:
Collaboration within the team is asynchronously online each day.
Goal 2: Assist MDC students by demonstrating, practicing, and training the e-learning classes in the second week in December 2020.
Objective 1:
Prepare for the e-learning training and do any final changes to complete the online environment two weeks before the launch date.
Strategy:
Make revisions to the e-learning training program online.
Strategy:
Use instructors to point out any changes that need to occur.
Objective 2:
Examine and evaluate the e-learning platform before the launch date at MDC.
Strategy:
Prepare the program planning group for the classes by logging into the e-learning platform each day.
Strategy:
Keep the program planning group evaluating the e-learning platform every day for mistakes.
Objective 3:
Administer the demonstration, practice, and training of the e-learning to the learners starting December 11, 2020.
Strategy:
Start the e-learning classes with the instructors and learners on the start date.
Strategy:
Practice and train learners how to operate the e-learning classes.
Goal 3: Aid and support MDC while launching the e-learning classes for the students in January 2021.
Objective 1:
Launch the e-learning classes for students to start January 2021 at MDC.
Strategy:
Begin the e-learning classes by opening up the platform for learners.
Strategy:
Start the first day on the e-learning environment with the students to get them comfortable.
Objective 2:
Instruct the e-learning classes during the first six semesters for evaluation purposes.
Strategy:
Use the e-learning platform to conduct the classes with the students.
Strategy:
Gather all data throughout the first six semesters for evaluation. Include the assignments, grades, and feedback from students.
Objective 3:
Critique the first three e-learning classes, and compare classes and approaches between instructors.
Strategy:
Use the information from the e-learning classes to find the successful approaches in each class.
Strategy:
Use the information to decide how to modify the e-learning classes to make them more effective.
More Collaborative Projects Slide
Goal 1: Select different approaches to support collaborative group projects for students at Miami Dade College by December 2020.
Objective 1:
Gather a team of five individuals as program planners for designing collaborative group projects.
Strategy:
Use program planners and instructors for creating collaborative group projects for students.
Strategy:
Use mostly staff from Miami Dade College, but one outside team member to help with diversity and ideas.
Objective 2:
Compare and contrast different approaches for collaborative projects for the students in the groups.
Strategy:
Find examples from professionals who have used collaborative group projects for at least five years.
Strategy:
Discuss different approaches the program planning team develops together.
Strategy:
Compare the examples and the developed ideas for collaborative projects.
Objective 3:
Decide and create the collaborative projects students will use at Miami Dade College.
Strategy:
Decide how many collaborative projects will be in each class for the students.
Strategy:
Decide the collaborative approaches that will be used together to formulate successful collaboration.
Goal 2: Utilize the new group projects and desired ways to collaborate during group projects for the students at Miami Dade College in January 2021.
Objective 1:
Introduce the new collaborative group projects to students at Miami Dade College.
Strategy:
Define and explain what collaborative group projects are to the students.
Strategy:
Give students time for questions about the new integration of collaborative group projects.
Objective 2:
Practice collaboration with the students on the first project because it is new to Miami Dade College.
Strategy:
Practice an example group collaboration project together as a whole class.
Strategy:
Practice the first group collaboration project together to get the students used to working together on a project.
Objective 3:
Experiment and develop the student’s knowledge about collaboration with group projects at Miami Dade College.
Strategy:
Remain available for questions and feedback from students about the group collaboration projects.
Strategy:
Experiment with new ideas for students on collaborative group projects to develop a better understanding.
Goal 3: Evaluate which approaches to use in relation to collaborative learning with group projects for the students at Miami Dade College by December 2021.
Objective 1:
Gather the five individuals who are the program planners by the beginning of December 2021.
Strategy:
Contact all of the program planners for an evaluation.
Strategy:
Set up a meeting for the program planners to meet and discuss the collaboration project.
Objective 2:
Examine and score the different approaches to collaborative learning for the students at Miami Dade College.
Strategy:
Gather and organize the results of the different approaches to collaborative learning.
Strategy:
Rate and score which approaches to collaborative group projects were the most successful.
Objective 3:
Determine, which approaches and projects for collaborative learning projects that Miami Dade College will use in their classes.
Strategy:
Decide which approaches to use for collaboration for the projects for the students.
Strategy:
Decide which projects for group collaboration to be implemented into the classes.
Using Andragogy Theory Slide:
Goal 1: Define andragogy for instructors to develop comprehension of the theory at Miami Dade College in August 2020.
Objective 1:
Gather a program planning team of six individuals at Miami Dade College by August 1, 2020.
Strategy:
Use program planners and instructors for creating a program to integrate the andragogy theory into classes.
Strategy:
Use mostly staff from Miami Dade College, but one outside team member to help with diversity and ideas.
Objective 2:
Illustrate what andragogy is to each instructor at Miami Dade College in the middle of August 2020.
Strategy:
Define andragogy to each instructor to give them an idea of the learning theory.
Strategy:
Send links to references to instructors for more information on the learning theory.
Objective 3:
Distinguish if instructors have the knowledge and comprehend the theory of andragogy by the end of August 2020.
Strategy:
Make the instructors practice the theory of andragogy together for questions and feedback.
Strategy:
Make the instructors demonstrate the andragogy learning theory in one of their classes in front of an evaluator.
Goal 2: Modify and change the learning theory to andragogy instead of pedagogy for all of the students at Miami Dade College starting as a freshman in January 2021.
Objective 1:
Assemble the program planning team together to design the modifications to the andragogy learning theory by December 2020.
Strategy:
Contact the program planning group for the andragogy theory integration.
Strategy:
Make a set date for the program planning team to meet and make schedules.
Objective 2:
Develop an andragogy learning theory plan to assist instructors in the changes for all of the students at Miami Dade College.
Strategy:
Choose references for examples of integrating the andragogy learning theory into higher education.
Strategy:
Discuss different approaches the program planning team develops.
Strategy:
Compare the examples and the developed ideas for the andragogy theory for education.
Objective 3:
Integrate the andragogy learning theory developed by the program planners into each classroom at Miami Dade College in January 2021.
Strategy:
Choose the ideas of how to integrate andragogy into education.
Strategy:
Apply the andragogy learning theory into the classrooms through the instructors.
Goal 3: Assess, evaluate, and apply the selected approaches to integrate the andragogy learning theory at Miami Dade College in the summer of 2021.
Objective 1:
Gather the program planning team together to assess their approach to andragogy at Miami Dade College.
Strategy:
Contact and gather the program planners together for a meeting.
Strategy:
Make a schedule for evaluations for the program planners.
Objective 2:
Evaluate and revise the approach of the andragogy learning theory at Miami Dade College.
Strategy:
Critique how successful the integration of the andragogy learning theory was in the classrooms.
Strategy:
Find feedback and problems that need to be revised in the andragogy learning theory program.
Strategy:
Make revisions to the approach to the andragogy learning theory.
Objective 3:
Apply and execute the andragogy learning theory into all classrooms at Miami Dade College in the summer of 2021.
Strategy:
Integrate the idea of the andragogy learning theory into the classes for students.
Strategy:
Instruct learners only using the andragogy learning theory.
Social Media Integration Slide
Goal 1: Develop a social media strategy to integrate social media into classrooms for learning at Miami Dade College by January 2021.
Objective 1:
Collect a group of seven program planners to address the integration of social media by August 2020.
Strategy:
Use program planners and instructors for developing a social media strategy for education.
Strategy:
Use mostly staff from Miami Dade College, but one outside team member to help with diversity and ideas.
Objective 2:
Define and identify the social media strategies that can be implemented into the classrooms at Miami Dade College.
Strategy:
Research social media websites.
Strategy:
Research social media strategies to integrate social media into education.
Strategy:
Make a list of social media strategies that were discovered.
Objective 3:
Design social media strategies to integrate into education at Miami Dade College by January 2021.
Strategy:
Narrow down the list of social media strategies.
Strategy:
Choose different strategies for different approaches to learning.
Strategy:
Develop a social media strategy design with the choices of approaches.
Goal 2: Apply and experiment with integrating the social media strategy into the classrooms at Miami Dade College in August 2021.
Objective 1:
Apply the social media strategies the program planners designed into the classroom education at Miami Dade College.
Strategy:
Choose the social media strategies to develop the design for the classroom.
Strategy:
Utilize the social media strategy design the program planners developed.
Objective 2:
Experiment with different social media strategies; letting instructors manage their own strategy into education at Miami Dade College.
Strategy:
Make instructors experiment with different social media tools for the integration into the classroom.
Strategy:
Include the strategy of instructors trying to create their own social media strategy for their class specifically.
Objective 3:
Develop the social media strategies while integrating them into education at Miami Dade College.
Strategy:
Add on to the social media strategies during integration so they increase successful development.
Strategy:
Detect any social media strategies that develop with integrating them into classes.
Goal 3: Evaluate, critique, and evolve the social media strategies for students at Miami Dade College in the summer of 2022.
Objective 1:
Evaluate the social media strategies that were implemented into education at Miami Dade College.
Strategy:
Gather information from all of the instructors on the social media design.
Strategy:
Find feedback from instructors and learners from the social media design.
Strategy:
Compare and contrast the different social media strategy success results.
Objective 2:
Critique each strategy to define anything that needs to be altered in the social media strategies.
Strategy:
Find what made some of the social media designs unsuccessful.
Strategy:
Look for any differences or similarities in the social media designs that could be altered for better results.
Objective 3:
Evolve the social media strategies into a more concrete program plan for integrating social media into education at Miami Dade College.
Strategy:
Look over the evaluation and critique to find where to evolve and change the social media design.
Strategy:
Use the findings to change the social media design for education.
Strategy:
Make a concrete social media program design for education with the changes and evolution of the design.