The document discusses using an adapted SERVQUAL model to assess customer satisfaction of education services at a university in Romania. A survey of over 1,000 students assessed expectations and perceptions across 3 dimensions: tangibility, safety, and empathy. Results found tangibility met expectations but safety and empathy fell short, indicating needs for improved reliability, evaluation systems, and individualized attention. The research provides feedback to improve service quality and a model for assessing higher education satisfaction.
The document provides information about geography optional classes and test series being offered by Direction IAS.
It announces that admission for geography optional morning and evening batches is open from September 25th. It also announces that GS modules classes on environmental/ecology topics will begin on September 18th.
The document outlines the fees and schedule for the geography optional classes and test series. The optional classes will be 4-4.5 months and cover the complete syllabus. The test series will include 12 topic tests, 2 full tests, and 7 mapping tests from October 2019 to January 2020.
This statistical abstract from the Mongolian Ministry of Education, Culture and Science provides education data for the 2010-2011 school year. It shows that in 2010-2011 there were 839 kindergartens in Mongolia serving 157,181 children in pre-school programs. 122,105 children attended kindergartens while 35,076 were in alternative pre-school programs. The largest numbers of pre-schoolers were in Ulaanbaatar, Selenge, and Khentii aimags. 16,659 people worked in pre-school education as teachers and teaching assistants. Pre-school enrollment rates varied regionally from over 90% in Khovsogol and Zavkhan down to 65.
This document summarizes a case study from Latvia on students' intrapreneurship in higher education and its relevance in developing entrepreneurial attitudes. The study analyzed written activities of 17 master's students over one year and assessed their levels of intrapreneurship and entrepreneurial attitudes. Statistical analysis found a significant positive relationship between students' intrapreneurship activities and development of entrepreneurial attitudes. The study recommends monitoring students' intrapreneurship in educational programs as an indicator of entrepreneurial competence development and creating personalized relationships between students and teachers over time.
The document discusses adversity and entrepreneurship. It begins by defining adversity and noting that most entrepreneurship papers focus on processes rather than entrepreneurs themselves. The study aims to examine how adversity influences successful entrepreneurs in the Philippines by using Stoltz's Adversity Quotient theory. The literature review covers theories related to entrepreneurship from various disciplines. The theoretical framework section explains the Adversity Quotient theory and how it will be used. The design section outlines surveys and interviews to measure entrepreneur success and adversity quotient. Preliminary results show a moderate negative correlation between adversity quotient and business performance measures. The conclusion is that entrepreneurs with lower adversity quotients tend to have less successful businesses.
Pp young people’s perception of gender differencescrebusproject
This document summarizes the results of a study on young Romanians' perceptions of gender differences in corporate social responsibility promotion by Romanian entrepreneurs. 276 young adults were surveyed about their views on entrepreneurs' environmental and social performances. The results showed that respondents felt most entrepreneurs were deficient in CSR implementation. While both genders were viewed as low performers, female entrepreneurs were seen as promoting CSR to a larger extent than males in areas like waste reduction, health programs, accident prevention, and philanthropy. The study concludes young Romanians perceive some gender differences favoring women entrepreneurs' social responsibility efforts.
This document discusses entrepreneurship and provides definitions of entrepreneurs. It describes entrepreneurs as intermediaries between capital and labor, people who organize business ventures and assume risk, and those who see problems as opportunities. The document also discusses different types of entrepreneurship and whether entrepreneurs are born or made. It outlines Kondratieff cycles that spur new entrepreneurial ages and how entrepreneurship relates to the growth of corporations. Key aspects of entrepreneurial teams and the role of ideas, opportunity recognition, and teaching entrepreneurship are summarized as well.
The document discusses entrepreneurship and human development as two tools for societies to effectively use resources, meet basic needs, and increase well-being. Entrepreneurship stimulates economic growth and development by increasing revenues, promoting innovation, and improving product quality. Human development complements economic growth by emphasizing capabilities, income equality, and democratic institutions. Both tools are needed for sustainable development and wealth generation.
The document provides information about geography optional classes and test series being offered by Direction IAS.
It announces that admission for geography optional morning and evening batches is open from September 25th. It also announces that GS modules classes on environmental/ecology topics will begin on September 18th.
The document outlines the fees and schedule for the geography optional classes and test series. The optional classes will be 4-4.5 months and cover the complete syllabus. The test series will include 12 topic tests, 2 full tests, and 7 mapping tests from October 2019 to January 2020.
This statistical abstract from the Mongolian Ministry of Education, Culture and Science provides education data for the 2010-2011 school year. It shows that in 2010-2011 there were 839 kindergartens in Mongolia serving 157,181 children in pre-school programs. 122,105 children attended kindergartens while 35,076 were in alternative pre-school programs. The largest numbers of pre-schoolers were in Ulaanbaatar, Selenge, and Khentii aimags. 16,659 people worked in pre-school education as teachers and teaching assistants. Pre-school enrollment rates varied regionally from over 90% in Khovsogol and Zavkhan down to 65.
This document summarizes a case study from Latvia on students' intrapreneurship in higher education and its relevance in developing entrepreneurial attitudes. The study analyzed written activities of 17 master's students over one year and assessed their levels of intrapreneurship and entrepreneurial attitudes. Statistical analysis found a significant positive relationship between students' intrapreneurship activities and development of entrepreneurial attitudes. The study recommends monitoring students' intrapreneurship in educational programs as an indicator of entrepreneurial competence development and creating personalized relationships between students and teachers over time.
The document discusses adversity and entrepreneurship. It begins by defining adversity and noting that most entrepreneurship papers focus on processes rather than entrepreneurs themselves. The study aims to examine how adversity influences successful entrepreneurs in the Philippines by using Stoltz's Adversity Quotient theory. The literature review covers theories related to entrepreneurship from various disciplines. The theoretical framework section explains the Adversity Quotient theory and how it will be used. The design section outlines surveys and interviews to measure entrepreneur success and adversity quotient. Preliminary results show a moderate negative correlation between adversity quotient and business performance measures. The conclusion is that entrepreneurs with lower adversity quotients tend to have less successful businesses.
Pp young people’s perception of gender differencescrebusproject
This document summarizes the results of a study on young Romanians' perceptions of gender differences in corporate social responsibility promotion by Romanian entrepreneurs. 276 young adults were surveyed about their views on entrepreneurs' environmental and social performances. The results showed that respondents felt most entrepreneurs were deficient in CSR implementation. While both genders were viewed as low performers, female entrepreneurs were seen as promoting CSR to a larger extent than males in areas like waste reduction, health programs, accident prevention, and philanthropy. The study concludes young Romanians perceive some gender differences favoring women entrepreneurs' social responsibility efforts.
This document discusses entrepreneurship and provides definitions of entrepreneurs. It describes entrepreneurs as intermediaries between capital and labor, people who organize business ventures and assume risk, and those who see problems as opportunities. The document also discusses different types of entrepreneurship and whether entrepreneurs are born or made. It outlines Kondratieff cycles that spur new entrepreneurial ages and how entrepreneurship relates to the growth of corporations. Key aspects of entrepreneurial teams and the role of ideas, opportunity recognition, and teaching entrepreneurship are summarized as well.
The document discusses entrepreneurship and human development as two tools for societies to effectively use resources, meet basic needs, and increase well-being. Entrepreneurship stimulates economic growth and development by increasing revenues, promoting innovation, and improving product quality. Human development complements economic growth by emphasizing capabilities, income equality, and democratic institutions. Both tools are needed for sustainable development and wealth generation.
SIRIKT Keynote: Learning Analytics: The good, the bad, or perhaps ugly?
The presentation will be the introduction of learning analytics, setting it in the context of big data and the increasing role of technology in learning, emphasising the role of analytics for supporting learning. Some examples will be given, and the points will be highlighted where we have the best evidence for learning analytics being helpful. The presentation will end with some suggestions – some practical, some conceptual – for how researchers and practitioners could move forward.
Dr. Bart Carlo Rienties is Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Student Experience Project Intervention and Evaluation group, which focusses on evidence-based research on intervention of 15 modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
This document provides an overview of a leadership and management module presented by Dr. Muavia Gallie on March 27, 2010. The content includes an introduction, reflection on homework, curriculum management, instructional management, and conclusion. Key terms related to outcomes-based education are defined. OBE systems design is discussed, including curriculum design, teaching practices, assessment, placement of learners, and school organization. Components of school readiness are outlined on a spectrum from dysfunctional to functional.
A Study Of The Effectiveness Of Performance Management In Mafikeng High SchoolsKaren Benoit
The document discusses a study on the effectiveness of performance management in Mafikeng high schools. It provides background on the evolution of performance management systems in South African education, from the Developmental Appraisal System introduced in 1998 to the current Integrated Quality Management System. The problem statement notes that many educators view IQMS as an unnecessary waste of time and that the one percent salary increase for meeting targets is too small. The objectives of the study are to establish the impact of performance management and explore ways to improve the system.
This document provides information and guidelines for students regarding the Teaching Practice (TP) module PCF410X. It outlines:
1. The purpose of the TP module is to provide students the opportunity to apply educational theory in practical school settings and develop teaching skills.
2. Students must complete 10 weeks of teaching practice, with 3 weeks in Grade R and a minimum of 1 week each in Grades 1-3.
3. Assessment will include assignments submitted as evidence of the teaching experience. Assignments must be submitted online by the due dates.
EPP - TLE - Most-Essential-Learning-Competencies-Matrix.pdfHoneylynCataytay
1) The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified for the Edukasyon Pantahanan at Pangkabuhayan/Technology and Livelihood Education (EPP/TLE) subjects for School Year 2020-2021 due to the COVID-19 pandemic and shortened academic year.
2) MELCs were identified in the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. The MELCs focus on the main objectives and preserve the existing curriculum without modifications.
3) Teachers are advised to prioritize the MELCs to prepare appropriate lessons and materials
EPP - TLE - Most-Essential-Learning-Competencies-Matrix.pdffernandopajar1
1. The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of EPP/TLE for School Year 2020-2021 due to the COVID-19 pandemic and shortened academic year.
2. MELCs were identified for the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. The MELCs focus on the main objectives and preserve the essential competencies without modification to the existing curriculum.
3. Teachers are advised to prioritize the MELCs to prepare appropriate instructional materials and employ suitable pedagogies within the 8-9
The document provides various reports and statistics from Wesleyan College of Manila for the 2019-2020 academic year. It includes highlights from events held, inventory of equipment and facilities, student and staff evaluations, library and clinic usage statistics, incident and emergency drill reports, and faculty evaluations. Overall student, staff, and faculty satisfaction appears high based on evaluation averages ranging from 4.13 to 4.64 out of 5. Emergency response times have improved from the previous year. Incidents reported by the clinic and incidents involving students have both decreased compared to last year.
Thesis hadi About RME in Indonesia teching geometriMuhammad Ja'far
The document describes Sutarto Hadi's doctoral dissertation on developing an effective professional development program called IndoMath to support the implementation of Realistic Mathematics Education (RME) in Indonesian junior high schools. The dissertation presents the context of mathematics education in Indonesia, a conceptual framework for RME and teacher professional development, and an overview of the development research approach used to design, implement and evaluate the IndoMath program through multiple iterations. Key aspects of the program included developing RME curriculum materials, designing workshops and classroom practices to build teachers' RME understanding, and conducting evaluations to examine the validity and impact of the program. The goal of the research was to determine how to best support Indonesian teachers in adopting R
This document provides guidelines for assessing pupils' science practical work (UPSR PEKA) in Malaysian primary schools. It outlines the objectives, characteristics, organization, framework, procedures, and reporting of UPSR PEKA. The assessment aims to evaluate pupils' science process skills, science manipulative skills, knowledge, attitudes, and values. It is a school-based assessment administered as part of the regular teaching and learning process. Scores are given based on criteria for different skills and are used to report pupils' mastery levels.
D2 - Tony Nasta & Lynn Rogers (IOE): Impact of the LLUK/SVUK assessment regim...Mike Blamires
D2 - Tony Nasta & Lynn Rogers (IOE): Impact of the LLUK/SVUK assessment regime on ITT curricula and the professional development of trainees across PCET providers in HE
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
The document is a portfolio from a teacher in the Philippines documenting their work assisting other teachers. It includes summaries of providing feedback to teachers on lesson planning and assessment strategies, engaging stakeholders in the learning process, and maintaining professional engagement with other teachers through online meetings and messaging. The portfolio covers standards around designing assessments, addressing learner needs, aligning learning outcomes, and facilitating teacher collaboration.
This document discusses Gold Coast Institute of TAFE's pilot of using iPads and e-portfolios for collecting evidence for staff development programs. [END SUMMARY]
This training program aimed to enhance the ICT competencies of teacher educators in Region 7, Philippines through a hybrid approach. It consisted of an initial needs assessment, a 6-month blended training program involving both online and face-to-face sessions, and evaluation of participants' competency gains. A total of 60 teacher educators participated in the program. Evaluation results showed high retention and satisfaction rates, with most participants applying their new skills and positively impacting their teaching.
This document describes blended modular learning, which combines face-to-face teaching with self-learning modules. It outlines the instructional materials needed, including learning modules, activity sheets, textbooks, and digital resources. The procedures include organizing classes, preparing learning resources, and conducting orientation. Key roles include teachers developing lessons, students completing homework, and school heads ensuring safety and resources. Progress is monitored through student performance and feedback from stakeholders to improve implementation.
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) “a broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process”. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-Gómez, Ros, Hernández, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (González-Torres, García-Peñalvo, & Therón, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
The document discusses principles of adult learning and summarizes the PEER training program. It outlines core assumptions of adult learning including experience, readiness and need to know. It then provides details on the PEER training package, methodology, team composition and instructor development process. Standards and next steps are proposed to further develop and institutionalize the training approach.
The document reports on a study that evaluated student and staff satisfaction and perceptions of importance regarding functions within an institutional learning management system (LMS) before, during, and after replacing the LMS at Deakin University. Surveys of students and staff from 2004-2011 found that satisfaction levels generally declined as the original LMS was replaced, but importance ratings remained stable. Follow-up surveys in 2012 after a new LMS was fully implemented found stable or improved satisfaction ratings compared to 2011 for most functions, though importance ratings were unchanged.
This document outlines the implementation of the Result-Based Performance Management System for teachers in the Philippines for the 2021-2022 school year. It details the Key Result Areas and 19 objectives for teachers to be evaluated on, including 9 classroom observable objectives and 10 non-classroom observable objectives. The objectives cover topics like content knowledge, learning environment, diversity of learners, community engagement, and professional development. Teachers will receive ratings on a 5-point scale for each objective based on evidence like classroom observations, activity sheets, and self-reflection forms.
AECT 2009 - Time and Responsibility: Examining the Volunteer Workload of Scho...Michael Barbour
Barbour, M. K., & Mulcahy, D. (2009, October). Time and responsibility: Examining the volunteer workload of school-based personnel in one distance education program. Roundtable presented at the annual convention of the Association for Educational Communication and Technology, Louisville, KY.
Historically, K-12 distance education in Newfoundland & Labrador largely worked due to the widely known, but rarely documented content-based assistance from school-based personnel. Currently, more rural schools find they must rely upon distance education to offer academic-level courses to students with a wide range of abilities, creating new responsibilities for teachers that have also gone undocumented. This study will document the duties and time required to provide support for this new model of distance education.
The document discusses social entrepreneurship in Romania. It suggests that universities have a role to play in developing social entrepreneurship through policies that coordinate entrepreneurship training across fields. Specifically, the document proposes introducing social entrepreneurship education and partnerships between a university and local organizations in Maramures County to address issues like poverty and unemployment in the region. If successful, the model could be expanded nationally to help solve social needs and train future social entrepreneurs through collaboration between academia, public institutions, and businesses.
The document summarizes the findings of a study on preferable processes for entrepreneurship training and e-mentoring. The study surveyed 109 students/graduates and 49 entrepreneurs across several European countries. Key findings include: 1) Learning by doing was the most important way of learning for both groups. 2) Students understood entrepreneurship as developing potential and practical skills. 3) Italians preferred more practical training than other nationalities. 4) Students were more interested than entrepreneurs in e-mentoring. 5) An effective process would balance theory and practice, have optimal contact hours, and provide practical experience learning from experienced entrepreneurs.
SIRIKT Keynote: Learning Analytics: The good, the bad, or perhaps ugly?
The presentation will be the introduction of learning analytics, setting it in the context of big data and the increasing role of technology in learning, emphasising the role of analytics for supporting learning. Some examples will be given, and the points will be highlighted where we have the best evidence for learning analytics being helpful. The presentation will end with some suggestions – some practical, some conceptual – for how researchers and practitioners could move forward.
Dr. Bart Carlo Rienties is Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Student Experience Project Intervention and Evaluation group, which focusses on evidence-based research on intervention of 15 modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.
This document provides an overview of a leadership and management module presented by Dr. Muavia Gallie on March 27, 2010. The content includes an introduction, reflection on homework, curriculum management, instructional management, and conclusion. Key terms related to outcomes-based education are defined. OBE systems design is discussed, including curriculum design, teaching practices, assessment, placement of learners, and school organization. Components of school readiness are outlined on a spectrum from dysfunctional to functional.
A Study Of The Effectiveness Of Performance Management In Mafikeng High SchoolsKaren Benoit
The document discusses a study on the effectiveness of performance management in Mafikeng high schools. It provides background on the evolution of performance management systems in South African education, from the Developmental Appraisal System introduced in 1998 to the current Integrated Quality Management System. The problem statement notes that many educators view IQMS as an unnecessary waste of time and that the one percent salary increase for meeting targets is too small. The objectives of the study are to establish the impact of performance management and explore ways to improve the system.
This document provides information and guidelines for students regarding the Teaching Practice (TP) module PCF410X. It outlines:
1. The purpose of the TP module is to provide students the opportunity to apply educational theory in practical school settings and develop teaching skills.
2. Students must complete 10 weeks of teaching practice, with 3 weeks in Grade R and a minimum of 1 week each in Grades 1-3.
3. Assessment will include assignments submitted as evidence of the teaching experience. Assignments must be submitted online by the due dates.
EPP - TLE - Most-Essential-Learning-Competencies-Matrix.pdfHoneylynCataytay
1) The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified for the Edukasyon Pantahanan at Pangkabuhayan/Technology and Livelihood Education (EPP/TLE) subjects for School Year 2020-2021 due to the COVID-19 pandemic and shortened academic year.
2) MELCs were identified in the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. The MELCs focus on the main objectives and preserve the existing curriculum without modifications.
3) Teachers are advised to prioritize the MELCs to prepare appropriate lessons and materials
EPP - TLE - Most-Essential-Learning-Competencies-Matrix.pdffernandopajar1
1. The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of EPP/TLE for School Year 2020-2021 due to the COVID-19 pandemic and shortened academic year.
2. MELCs were identified for the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. The MELCs focus on the main objectives and preserve the essential competencies without modification to the existing curriculum.
3. Teachers are advised to prioritize the MELCs to prepare appropriate instructional materials and employ suitable pedagogies within the 8-9
The document provides various reports and statistics from Wesleyan College of Manila for the 2019-2020 academic year. It includes highlights from events held, inventory of equipment and facilities, student and staff evaluations, library and clinic usage statistics, incident and emergency drill reports, and faculty evaluations. Overall student, staff, and faculty satisfaction appears high based on evaluation averages ranging from 4.13 to 4.64 out of 5. Emergency response times have improved from the previous year. Incidents reported by the clinic and incidents involving students have both decreased compared to last year.
Thesis hadi About RME in Indonesia teching geometriMuhammad Ja'far
The document describes Sutarto Hadi's doctoral dissertation on developing an effective professional development program called IndoMath to support the implementation of Realistic Mathematics Education (RME) in Indonesian junior high schools. The dissertation presents the context of mathematics education in Indonesia, a conceptual framework for RME and teacher professional development, and an overview of the development research approach used to design, implement and evaluate the IndoMath program through multiple iterations. Key aspects of the program included developing RME curriculum materials, designing workshops and classroom practices to build teachers' RME understanding, and conducting evaluations to examine the validity and impact of the program. The goal of the research was to determine how to best support Indonesian teachers in adopting R
This document provides guidelines for assessing pupils' science practical work (UPSR PEKA) in Malaysian primary schools. It outlines the objectives, characteristics, organization, framework, procedures, and reporting of UPSR PEKA. The assessment aims to evaluate pupils' science process skills, science manipulative skills, knowledge, attitudes, and values. It is a school-based assessment administered as part of the regular teaching and learning process. Scores are given based on criteria for different skills and are used to report pupils' mastery levels.
D2 - Tony Nasta & Lynn Rogers (IOE): Impact of the LLUK/SVUK assessment regim...Mike Blamires
D2 - Tony Nasta & Lynn Rogers (IOE): Impact of the LLUK/SVUK assessment regime on ITT curricula and the professional development of trainees across PCET providers in HE
Presentation delivered by Paula Philpott, Head of Learning Academy at South Eastern Regional College (SERC) at a meeting of the Scottish Learning Technology Network held on 10/03/17.
The document is a portfolio from a teacher in the Philippines documenting their work assisting other teachers. It includes summaries of providing feedback to teachers on lesson planning and assessment strategies, engaging stakeholders in the learning process, and maintaining professional engagement with other teachers through online meetings and messaging. The portfolio covers standards around designing assessments, addressing learner needs, aligning learning outcomes, and facilitating teacher collaboration.
This document discusses Gold Coast Institute of TAFE's pilot of using iPads and e-portfolios for collecting evidence for staff development programs. [END SUMMARY]
This training program aimed to enhance the ICT competencies of teacher educators in Region 7, Philippines through a hybrid approach. It consisted of an initial needs assessment, a 6-month blended training program involving both online and face-to-face sessions, and evaluation of participants' competency gains. A total of 60 teacher educators participated in the program. Evaluation results showed high retention and satisfaction rates, with most participants applying their new skills and positively impacting their teaching.
This document describes blended modular learning, which combines face-to-face teaching with self-learning modules. It outlines the instructional materials needed, including learning modules, activity sheets, textbooks, and digital resources. The procedures include organizing classes, preparing learning resources, and conducting orientation. Key roles include teachers developing lessons, students completing homework, and school heads ensuring safety and resources. Progress is monitored through student performance and feedback from stakeholders to improve implementation.
Keynote EARLI SIG17 The power of learning analytics: a need to move towards n...Bart Rienties
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative. According to Tempelaar, Rienties, and Giesbers (2015, p. 158) “a broad goal of learning analytics is to apply the outcomes of analysing data gathered by monitoring and measuring the learning process”. Learning analytics applications in education are expected to provide institutions with opportunities to support learner progression, but more importantly in the near future provide personalised, rich learning on a large scale (Rienties, Cross, & Zdrahal, 2016; Tempelaar et al., 2015; Tobarra, Robles-Gómez, Ros, Hernández, & Caminero, 2014).
Increased availability of large datasets (Arbaugh, 2014), powerful analytics engines (Tobarra et al., 2014), and skilfully designed visualisations of analytics results (González-Torres, García-Peñalvo, & Therón, 2013) mean that institutions may now be able to use the experience of the past to create supportive, insightful models of primary (and even real-time) learning processes (Arnold & Pistilli, 2012; Ferguson & Buckingham Shum, 2012; Papamitsiou & Economides, 2014). Substantial progress in learning analytics research relating to identifying at-risk students has been made in the last few years using a range of advanced computational techniques (e.g., Bayesian modelling, cluster analysis, natural language processing, machine learning, predictive modelling, social network analysis).
In this EARLI SIG17 keynote, I will argue that one of the largest challenges for learning analytics and wider educational research still lies ahead of us, and that one substantial and immediate challenge is how to put the power of learning analytics into the hands of researchers, teachers and administrators. While an increasing body of literature has become available regarding how institutions have experimented with small-scale interventions (Papamitsiou & Economides, 2014), to the best of our knowledge no comprehensive conceptual model, nested within a strong evidence-base, is available that describes how researchers, teachers and administrators can use learning analytics to make successful interventions in their own practice. In this keynote, I will use the development of a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is being currently tested and validated at the largest university in Europe (in terms of enrolled learners), namely the UK Open University (OU, Calvert, 2014), as an example of the complexity of different, interlinked methodological and conceptual approaches.
The document discusses principles of adult learning and summarizes the PEER training program. It outlines core assumptions of adult learning including experience, readiness and need to know. It then provides details on the PEER training package, methodology, team composition and instructor development process. Standards and next steps are proposed to further develop and institutionalize the training approach.
The document reports on a study that evaluated student and staff satisfaction and perceptions of importance regarding functions within an institutional learning management system (LMS) before, during, and after replacing the LMS at Deakin University. Surveys of students and staff from 2004-2011 found that satisfaction levels generally declined as the original LMS was replaced, but importance ratings remained stable. Follow-up surveys in 2012 after a new LMS was fully implemented found stable or improved satisfaction ratings compared to 2011 for most functions, though importance ratings were unchanged.
This document outlines the implementation of the Result-Based Performance Management System for teachers in the Philippines for the 2021-2022 school year. It details the Key Result Areas and 19 objectives for teachers to be evaluated on, including 9 classroom observable objectives and 10 non-classroom observable objectives. The objectives cover topics like content knowledge, learning environment, diversity of learners, community engagement, and professional development. Teachers will receive ratings on a 5-point scale for each objective based on evidence like classroom observations, activity sheets, and self-reflection forms.
AECT 2009 - Time and Responsibility: Examining the Volunteer Workload of Scho...Michael Barbour
Barbour, M. K., & Mulcahy, D. (2009, October). Time and responsibility: Examining the volunteer workload of school-based personnel in one distance education program. Roundtable presented at the annual convention of the Association for Educational Communication and Technology, Louisville, KY.
Historically, K-12 distance education in Newfoundland & Labrador largely worked due to the widely known, but rarely documented content-based assistance from school-based personnel. Currently, more rural schools find they must rely upon distance education to offer academic-level courses to students with a wide range of abilities, creating new responsibilities for teachers that have also gone undocumented. This study will document the duties and time required to provide support for this new model of distance education.
Similar to Albu a. ivan p. crebus bucuresti 2012 (20)
The document discusses social entrepreneurship in Romania. It suggests that universities have a role to play in developing social entrepreneurship through policies that coordinate entrepreneurship training across fields. Specifically, the document proposes introducing social entrepreneurship education and partnerships between a university and local organizations in Maramures County to address issues like poverty and unemployment in the region. If successful, the model could be expanded nationally to help solve social needs and train future social entrepreneurs through collaboration between academia, public institutions, and businesses.
The document summarizes the findings of a study on preferable processes for entrepreneurship training and e-mentoring. The study surveyed 109 students/graduates and 49 entrepreneurs across several European countries. Key findings include: 1) Learning by doing was the most important way of learning for both groups. 2) Students understood entrepreneurship as developing potential and practical skills. 3) Italians preferred more practical training than other nationalities. 4) Students were more interested than entrepreneurs in e-mentoring. 5) An effective process would balance theory and practice, have optimal contact hours, and provide practical experience learning from experienced entrepreneurs.
This document discusses the factors that promote social intrapreneurism. It identifies individual factors like empathy, self-confidence, perseverance, and ideals that enable social intrapreneurs. Organizational factors include leadership support, structures to support social intrapreneurs, encouragement at all levels, and making social intrapreneurship part of talent development. The study aims to understand how organizations can be redesigned to go beyond profitability and address societal challenges, which would benefit both society and the organization.
This document discusses entrepreneurship education in higher education. It suggests that entrepreneurship education should be incorporated across all disciplines, not just business studies, and that it is important for developing entrepreneurial mindsets and skills in students. Effective entrepreneurship education involves experiential learning opportunities and collaboration with real entrepreneurs. Both teachers and institutions must be actively involved and support innovative teaching methods that foster entrepreneurship. Technology should also be integrated into entrepreneurship education programs.
The document discusses the need for entrepreneurship education in Romania and the perspectives of students in educational sciences programs. A survey of 168 students found that over 30% want to start a business within 4 years, particularly in education, trade, or services. Students said they lack money, skills, and business ideas to become entrepreneurs. Over half found an entrepreneurship course would be useful to develop skills through activities like visiting businesses. The conclusions were that developing transversal competencies through such a course could help students in educational sciences prepare for careers outside teaching and improve entrepreneurial intentions.
The document proposes using creative games to develop entrepreneurial skills in students. It describes a 5-stage program where students are divided into subgroups running simulated companies. They receive initial data and compete over 6 periods while the coordinating teacher provides information, incentives, and assesses economic knowledge and marketing strategy skills. Testing found the program increased students' participation in applied activities by 20% and 80% answered positively about their experience.
The importance of entrepreneurial role models in shaping the entrepreneurial ...crebusproject
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The document discusses a case study on the central role of educational leadership in developing student intrapreneurship at Latvian universities. The study analyzed participation and interactions of teachers and students in online modules. It found that teachers who displayed strategic and catalytic leadership styles, by creating learning communities and fostering student reflection, had students with the highest levels of intrapreneurship. The document recommends teams of leaders use different styles to engage students and create an online learning community through diverse communication channels.
This document summarizes a study on the challenges of entrepreneurship e-education in Iran. It discusses how entrepreneurship education has grown in Iran in recent years and the University of Tehran's efforts to offer virtual entrepreneurship programs. Through interviews and surveys of faculty and students, the study identified key drivers and barriers to e-education. Major drivers included university reputation, flexibility, and growth of entrepreneurship education. Barriers included traditional teaching methods, lack of experienced faculty, and limited internet infrastructure. The study concludes with suggestions to improve e-education, such as better interaction between faculty and stakeholders and designing new teaching methods for virtual learning.
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This document discusses the relationship between entrepreneurship and ethics. It argues that [1] entrepreneurship requires making ethical decisions that do not violate stakeholders' rights, [2] the qualities of successful entrepreneurship like integrity and principles are also important for ethical decision making, and [3] being an ethical entrepreneur means acting with character and responsibility towards stakeholders based on trust and fairness. The document examines entrepreneurs' ethical obligations and decision making processes, concluding that strong ethical foundations are necessary for long term business success.
This document discusses the need for entrepreneurship education in higher education. It outlines the formal and informal learning required to become an entrepreneur, such as developing a business plan, learning how to overcome obstacles, and gaining work experience. It also recommends supporting entrepreneurs through mentoring, coaching, networking opportunities, and connecting entrepreneurs globally using technology. The document concludes that mentors can be an asset for both students and entrepreneurs.
This document describes an empirical research study on entrepreneurial opportunities and new occupations in the current labor market. The research was conducted in Romania in 2011 and involved collecting data through focus groups and questionnaires from 150 employees, employers, and people interested in starting their own business. The study investigated opinions on entrepreneurship, profiles of entrepreneurs, and motivations for starting a business. It found the top personal qualities of entrepreneurs were decision-making, perseverance, and self-confidence. Motivations included securing a living, financial independence, and having a business idea or plan. Barriers to starting a business included lack of skills, resources, initiative, and financial support as well as excessive bureaucracy.
The document proposes the Entrepreneurs Assistance Tool (EAT) for maritime education to help educators better assist diverse students. EAT would provide a list of technologies to educate students in a practical way and create interconnections between fields like IT, math, education, maritime, and psychology. EAT aims to break old approaches to education, give educators tools and background for professional fields, and make lessons more attractive and interesting through practical tasks.
This document discusses intuitive decision making and heuristics in entrepreneurship education. It presents research on how business administration students approach decision theory problems and if their responses show reliance on intuition over rational analysis. The study analyzed 161 students' exam answers on characterizing decision scenarios as involving certainty, risk, or uncertainty. Preliminary results found most students intuitively relied on standard economic knowledge rather than properly analyzing problems, demonstrating biases like overconfidence. Limitations include students' locus of control and the exam's focus on classifying decisions rather than understanding decision environments.
The importance of entrepreneurial role models in shaping the entrepreneurial ...crebusproject
This document summarizes a research project on the role that family patterns play in economics students' decisions to pursue entrepreneurial careers. The research surveyed 158 economics students about their career interests and parents' occupations. It found that students from families with entrepreneurial backgrounds were more likely to have strong entrepreneurial orientations. The lack of successful entrepreneurial role models and education in Romania contributes to weaker entrepreneurial orientations for students without entrepreneurial family experience. Mentorship programs were discussed as an important way to strengthen Romania's entrepreneurial culture and environment.
The document summarizes research from the CReBUS project on entrepreneurial motivations. The research found that improving quality of life, independence, and implementing own ideas were the most important motivations for both students/graduates and entrepreneurs. Students were most motivated to attend entrepreneurship training by self-development, a supportive environment, and learning from experienced entrepreneurs. Entrepreneurs were most motivated to mentor start-ups because it allows them to help others and use their experience, as well as opportunities for collaboration, networking, and new contacts.
This document discusses academic entrepreneurship and how social media can help academic entrepreneurs. It defines academic entrepreneurship as creating value through organizational creation, renewal, or innovation within or outside a university. There are five types of academic entrepreneurs, including engaging in large-scale science and commercializing research by forming companies. The document outlines how professors should take an entrepreneurial approach and lists several social media platforms that academic entrepreneurs can use to increase their visibility, make contacts, and stay organized, though some have limitations. Overall, social media can help academic entrepreneurs if used properly despite also having drawbacks like being time-consuming.
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The document provides information about entrepreneurship and starting a business venture. It discusses what an entrepreneur is from different perspectives, common behaviors of entrepreneurs, and 8 questions one should ask themselves before starting a business, including who they are, what business they are in, if their idea is viable, their market niche, how they will market and finance the business, and if they will go into business for themselves. It also summarizes 5 common myths about entrepreneurship, such as having more free time, avoiding politics, only needing a good idea, and making lots of money quickly.
1. INNOVATIVE TECHNIQUES FOR
ASSESSING THE CUSTOMER
SATISFACTION, ADAPTED FROM
BUSINESS AREA TO UNIVERSITY
MANAGEMENT
Ass. Prof. PhD Angela ALBU
PhD student Paul IVAN
“Stefan cel Mare” University,
Suceava ROMANIA
2. • The high education system has a crucial importance for
the professional training of the all types of specialists in
every country.
• It gives the opportunity to put into practice the concept of
Long Life Learning.
• The high education is a particular class of service with
very specific features.
• For assessing the quality of the high education services it
is necessary the feed-back with the opinion of the clients
(students).
4. • For assessing the difference between
expectations and perceptions the model uses a
double questionnaire with different statements
about quality
• The final result – the quality of the service – is
given by the average score of every quality
dimension.
5. The adaptation of the SERVQUAL
model for high education services
First stage of the Second stage of the
research research
•The questionnaire in •Modified questionnaire
the form proposed by •15 statements
Parasuraman •3 dimensions of the
•19 statements quality (tangibility,
•5 dimensions of the reliability and empathy)
quality (tangibility,
reliability, solicitude,
safety, empathy).
6. • The changes we proposed at the SERVQUAL
questionnaire are based on:
• The questionnaire is dynamic and can be adapted at
any type of service
• Some affirmations are redundant
7. The assessment of the quality of education
services provided by the FEPA
• The research was developed at the Faculty of
Economic and Public Administration (FEPA)
• 1114 students, bachelor level of study, from all
study programs and all years of study
• 431 students from the first year of study
• The poll had an error of ± 2.996% and 95.45%
probability
8. The new form at the
questionnaire
EXPECTATIONS AFFIRMATIONS PERCEPTIONS
1. 1 2 3 4 5 The FEPA* has modern facilities and equipment 1 2 3 4 5
2. 1 2 3 4 5 The equipment of the faculty are maintained in good conditions 1 2 3 4 5
The professors and employees from FEPA present themselves (clothes, cleanliness, etc.) in an appropriate
3. 1 2 3 4 5 1 2 3 4 5
manner for their position
The materials associated with education service provided by FEPA (as printed matters, journals) have good
4. 1 2 3 4 5 1 2 3 4 5
visual appearance and are updated
5. 1 2 3 4 5 FEPA provides students the conditions for carrying out various extracurricular activities 1 2 3 4 5
6. 1 2 3 4 5 The activities conducted at FEPA respect the deadlines 1 2 3 4 5
7. 1 2 3 4 5 Performance of staff working in the FEPA reflects a high level of knowledge and skills 1 2 3 4 5
The faculty provides the education services in a right manner, according with academic standards, from the
8. 1 2 3 4 5 1 2 3 4 5
beginning and will persist in doing it without error
Specific documentation of the educational process (catalogs, statements, books) are prepared properly and the
9. 1 2 3 4 5 1 2 3 4 5
records are clear, correct
10. 1 2 3 4 5 Evaluation system applied by the professors of FEPA is fair and impartial 1 2 3 4 5
11. 1 2 3 4 5 The professors and employees of the FEPA always show good will in helping. 1 2 3 4 5
12. 1 2 3 4 5 The behavior of employees and professors inspire confidence 1 2 3 4 5
13. 1 2 3 4 5 FEPA has a schedule convenient for all the students 1 2 3 4 5
14. 1 2 3 4 5 The professors and employees are providing individual attention to each student 1 2 3 4 5
15. 1 2 3 4 5 FEPA understands the specific needs of its student 1 2 3 4 5
10. Tangibility (questions 1 – 5); the calculated difference between
expectation and perceptions has the overall value of -0.0800.
•A result close to zero indicates a fairly stable balance between
expectations and perceptions, which means that students'
expectations were confirmed with some very small exceptions.
•Also, it can be seen that at three of the five statements the
average of the perceptions was higher than the average of the
expectations.
•This result again suggests that potential candidates do not know
the facilities and equipment available at the faculty and were
pleasantly surprised in contact with them.
•Negative results were obtained especially at the affirmations
about the quality of FEPA written materials and conducting
various extracurricular activities.
11. Safety (the affirmation from 6 to 10);
•the overall result was negative - 0.3653
•all intermediate averages were negative.
•this results has to be serious analyzed because the safety
dimension involves very important aspects of the
relationship student (client) - faculty (service provider) such
as meeting deadlines and commitments, the level of staff
knowledge and skills, accuracy of implementation of
didactic process and, last but not least, evaluation and
assessment system of the professional results of the
students.
12. Empathy with the last 5 statements
•also a negative general difference -0.5359
•this means that the faculty didn’t understand yet the
specific needs of all its students, there are still situation
when the students are considered a mass and are not
treated as individual entity
•this information are very important both for the staff of the
faculty and for the professors and other employees,
because in the future it is necessary to find a better manner
to collaborate and work with the students, to find the way to
give everyone the due attention.
13. The research has a final part regarding only the
students form the first year of study
14. • This result is probably due to the fact that students have
not yet used / received all facilities of the faculty (that are
in the first year undergraduate).
• But negative results can be viewed from the perspective
of diversification needs, increasing labor market
requirements that require the curriculum to be more
adapted to real economic environment.
15. CONCLUSIONS
• The results of this study are important because
the difference between expectations and
perceptions is a real feedback for the service
providing process;
• Also, the results offer the image of the faculty in
the minds of our students or of potential
candidates.
• The research can be extended at university level
and used as a tool to improve the quality of the
education services.
16. • The research is important because is for the first
time when the SERVQUAL model is applied for
the assessment of the quality of the high
education services in a Romania university.
• The questionnaire presented in this research is
also unique, being an original adaptation of the
method for local education system.