A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
This presentation was delivered on the 13th May 2010 at a University of Ulster revalidation away day for the Business school. It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff plan their assessment and feedback strategy for a course.
This presentation was delivered on the 28th May 2010 as part of the School of Law First Year Review.
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course, in particular to help them redesign one module so that it fits better with the other modules and helps students with the transition to University.
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
This presentation was delivered on the 13th May 2010 at a University of Ulster revalidation away day for the Business school. It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff plan their assessment and feedback strategy for a course.
This presentation was delivered on the 28th May 2010 as part of the School of Law First Year Review.
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course, in particular to help them redesign one module so that it fits better with the other modules and helps students with the transition to University.
This workshop, which was delivered at ALT-C 2010 in Nottingham, aims to stimulate constructive dialogue around curriculum planning, allow collaboration and creativity, and help participants plan a student-centred curriculum design model.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
This presentation deals with the various aspects of session planning. It examines the relationship among curriculum planning, course planning and session planning. It also gives tips to young teachers for effective session delivery.
This workshop, which was delivered at ALT-C 2010 in Nottingham, aims to stimulate constructive dialogue around curriculum planning, allow collaboration and creativity, and help participants plan a student-centred curriculum design model.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
This presentation deals with the various aspects of session planning. It examines the relationship among curriculum planning, course planning and session planning. It also gives tips to young teachers for effective session delivery.
Creativity Assessment involves, quite simply, determining your unique creative style and how to develop your other creative assets. A creativity assessment helps you know yourself – what makes you uniquely creative, how you innovate, how you solve problems. A creativity assessment is the first step on the path to total creative development.
This presentation is part of an interactive workshop session delivered at the 3rd CAMEL meeting between University of Ulster, University of Strathclyde and Open University. It gives a taster of the Viewpoints Information Skills and Assessment and Feedback workshop sessions.
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.
Presentation of the Information Skills strand of the Viewpoints curriculum design toolset, at the University of Ulster Library Subject Team Meeting in Jordanstown on March 5, 2010
This workshop was delivered on 18th April 2011 at the TFL Development Programme Residential at the Rosspark Hotel in Ballymena. The theme of the Programme was 'Student Engagement' and there were 3 project teams from the University of Ulster exploring this theme.
Problem: They asked for a proposal from us on motivating faculty and staff to invest in learning design thinking to prepare them with some specific learning and preparing a meeting design and agenda for meeting.
Solution: A solid instructional design for the four hours of faculty development accompanied by a description of the change management actions you would take.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
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?
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
1. Encouraging reflection and creativity in assessment and feedback practice Fiona Doherty, Catherine O’Donnell Technology Facilitated Learning, University of Ulster Assessment for Learning - 9th March 2010