A condensed version of my Keynote presentation for Mahara Hui 2015, Auckland, New Zealand.For more info go to: https://mahara.org/user/samtaylor/maharahuinz15
Workshop by Dr Tim Linsey, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010.
A condensed version of my Keynote presentation for Mahara Hui 2015, Auckland, New Zealand.For more info go to: https://mahara.org/user/samtaylor/maharahuinz15
Workshop by Dr Tim Linsey, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010.
This is a very brief overview of some of the things a midwife has to consider when discharging a mother and baby from her care in the post natal period
Web 2.0 & social networking for supporting practiceSarah Stewart
This slide show discusses how web 2.0 and social networking can be used to support people in the workplace, which in turn may help to improve recruitment & retention.
Things for midwives to consider when taking a woman's history at the beginnin...Sarah Stewart
This presentation sets a framework for taking the history of a pregnant woman. If you have any comments about it, please add them to the "comments" section here
Using A Virtual Birth Unit To Teach Midwifery StudentsSarah Stewart
This is part of a workshop I ran with Dr Deborah Davis on Second Life and midwifery education at the Australian College of Midwives conference, Adelaide, September 2009. The presentation is about the work we have been doing with the virtual birthing unit in Second Life as part of the Second Life Education New Zealand project: http://slenz.wordpress.com
NB: I have to clarify that the BUD research was carried out by the University of Technology Sydney (UTS), not the University of Sydney
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
Top tips and techniques for getting started (or expanding) your flexible trai...Vanguard Visions
Learners are looking for flexible training options that allow them to learn anytime, any where and from any device. Designing and implementing flexible or blended learning programs can be challenging as they require trainers rethink their current training program.
These slides showcase some best practice examples of flexible learning design techniques which will allow you to get started (or benchmark) your existing flexible training program. You will walk away with some useful resources and some solid actions to kick start your flexible training program design process (or which will help you breath some life into your existing implementation).
Quick intro to blended learning for participants in the Community Colleges Australia Victorian networking project. Developed and presented by Michael Gwyther
Less is More Teaching Philosophy (less traditional teaching and more active learning, more integration of technology, less paper works). 5 best practices in teaching and learning (know your learner, learn by sharing, teach how to learn, feedback is good and stay connected)
ASCILITE 2014. Three paths for Learning AnalyticsColin Beer
There is growing rhetoric about the potential of learning analytics in higher education. There is concern about what the growing hype around learning analytics will mean for the reality. Will learning analytics be a repeat of past mistakes where technology implementations fail to move beyond a transitory fad and provide meaningful and sustained contributions to learning and teaching? How can such a fate be avoided? This paper identifies three paths that learning analytics implementations might take, with particular consideration to their likely impact on learning and teaching. An ongoing learning analytics project – currently used by hundreds of teaching staff to support early interventions to improve student retention - at a regional Australian university is examined in relation to the three paths, and some implications, challenges and future directions are discussed.
E portfolios what, when and how to use effectively with your studentsSarah Horrigan-Fullard
E-Portfolios - what, when and how to use effectively with your students - Staff development session as part of the Academic Practice Programme, University of Derby, June 5th 2013
Developed and delivered by Sarah Horrigan and Laura Hollinshead, LEI, University of Derby
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
This is a very brief overview of some of the things a midwife has to consider when discharging a mother and baby from her care in the post natal period
Web 2.0 & social networking for supporting practiceSarah Stewart
This slide show discusses how web 2.0 and social networking can be used to support people in the workplace, which in turn may help to improve recruitment & retention.
Things for midwives to consider when taking a woman's history at the beginnin...Sarah Stewart
This presentation sets a framework for taking the history of a pregnant woman. If you have any comments about it, please add them to the "comments" section here
Using A Virtual Birth Unit To Teach Midwifery StudentsSarah Stewart
This is part of a workshop I ran with Dr Deborah Davis on Second Life and midwifery education at the Australian College of Midwives conference, Adelaide, September 2009. The presentation is about the work we have been doing with the virtual birthing unit in Second Life as part of the Second Life Education New Zealand project: http://slenz.wordpress.com
NB: I have to clarify that the BUD research was carried out by the University of Technology Sydney (UTS), not the University of Sydney
Engaging students in the curriuclum: Students as producers of learningNatalie Lafferty
This presentation is from a workshop run at the University of Dundee eLearning Symposium on 31 May 2013, co led with my colleague Annalisa Manca and three of our students, Elizabeth Ferris, Scott Kendall and Satoko Orihashi. The abstract for our session read:
With the growing use of technology in learning and 24/7 access to information, there is growing interest in ensuring students develop 21st-century learning skills such as enquiry, participation, creativity and digital literacy. One way of nurturing these skills in students is to involve them in developing learning resources. In the School of Medicine students have identified that student-led eLearning development can evolve lifelong learning skills and encourage interprofessional and collaborative working. Furthermore, creating learning resources and peer-led teaching activities not only demonstrate students’ understanding of the curriculum, but also helps them gain a deeper understanding of the subject material, as well as pedagogical skills.
Top tips and techniques for getting started (or expanding) your flexible trai...Vanguard Visions
Learners are looking for flexible training options that allow them to learn anytime, any where and from any device. Designing and implementing flexible or blended learning programs can be challenging as they require trainers rethink their current training program.
These slides showcase some best practice examples of flexible learning design techniques which will allow you to get started (or benchmark) your existing flexible training program. You will walk away with some useful resources and some solid actions to kick start your flexible training program design process (or which will help you breath some life into your existing implementation).
Quick intro to blended learning for participants in the Community Colleges Australia Victorian networking project. Developed and presented by Michael Gwyther
Less is More Teaching Philosophy (less traditional teaching and more active learning, more integration of technology, less paper works). 5 best practices in teaching and learning (know your learner, learn by sharing, teach how to learn, feedback is good and stay connected)
ASCILITE 2014. Three paths for Learning AnalyticsColin Beer
There is growing rhetoric about the potential of learning analytics in higher education. There is concern about what the growing hype around learning analytics will mean for the reality. Will learning analytics be a repeat of past mistakes where technology implementations fail to move beyond a transitory fad and provide meaningful and sustained contributions to learning and teaching? How can such a fate be avoided? This paper identifies three paths that learning analytics implementations might take, with particular consideration to their likely impact on learning and teaching. An ongoing learning analytics project – currently used by hundreds of teaching staff to support early interventions to improve student retention - at a regional Australian university is examined in relation to the three paths, and some implications, challenges and future directions are discussed.
E portfolios what, when and how to use effectively with your studentsSarah Horrigan-Fullard
E-Portfolios - what, when and how to use effectively with your students - Staff development session as part of the Academic Practice Programme, University of Derby, June 5th 2013
Developed and delivered by Sarah Horrigan and Laura Hollinshead, LEI, University of Derby
With apologies to the great twentieth century philosopher, Don Henley, this talk looks back to the reasons we did learn and looks forward to some of the ways technology might help us to learn for the future.
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
Similar to "Any time, any where, any how" - flexible teaching and learning practice (20)
The networked nurse: Using virtual communication systems for practice develop...Sarah Stewart
This is the presentation I gave at the Virtual Nurse Practice Development Conference on the 13th May 2015.
Many factors impact on the nurse's ability to develop practice. Lack of access to research, organisational barriers to implementation of evidence-based practice, managerial or even collegial constraints, as well as lack of personal critical-thinking and reflective skills. Developing virtual networks using online communication tools such as social media, and initiatives like the VIDPC allows nurses to break down traditional barriers to learning, and facilitates collaboration, sharing, scholarship and campaigns. Using examples from her own experience I will discuss how nurses can harness online networking for practice development at both individual and professional levels
Frivolous fun or innovative learning? Using social media to deliver professio...Sarah Stewart
The story of how the Virtual International Day of the Midwife Conference uses social media to facilitate learning and CPD to midwives. Talk give to OZELIVE 2014 conference: http://australianeducators.ning.com/accepted-presentations/frivolous-fun-or-innovative-learning-using-social-media-to-delive
Using social media for collaboration and engagement in associations and organ...Sarah Stewart
This is the presentation I put together to support my workshop with the staff of the Australian College of Midwives in January 2014 - more information here: http://sarah-stewart.blogspot.com.au/2014/01/acm-workshop-january-15-2014-use-social.html
Midwifery: isn't there an app for that?Sarah Stewart
This is the framework for a workshop I facilitated at the 2013 Australian College of Midwives conference in Hobart, on the 30th September, about midwives' use of social media. This year my focus is moving away from the actual tools, to how we use them in a professional manner.
Social media and midwifery postgraduate educationSarah Stewart
Some thoughts to consider if you're wanting to embed social media into postgraduate midwifery education - presentation given in Denmark, September 2012
Presentation about what to think about if/when you consider using virtual worlds and Second Life for midwifery (or any kind) education, given at the University of the West Country, UK on September 3rd 2012.
Social media and technology-enhanced learningSarah Stewart
Presentation about how you can use social media for teaching and learning in higher education, given at the University of the West Country, UK on September 3rd 2012.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
"Any time, any where, any how" - flexible teaching and learning practice
1. Any time, any where, any how: flexible learning in practice Sarah Stewart Otago Polytechnic, Dunedin 2011 http://farm6.static.flickr.com/5207/5366530695_60d25182f5.jpg
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5. Flexible use of time http://farm1.static.flickr.com/27/51307333_49319d363f.jpg
6. Attitudes of you and your students to time and place may have to change http://farm1.static.flickr.com/49/110993877_7e91376579.jpg
7. Can the times you teach better suit students? How can course time frames suit students’ needs? http://farm1.static.flickr.com/8/9500812_11935bf7a4.jpg
8. What are the constraints that impact on time? http://farm3.static.flickr.com/2686/4086292276_d36fa4d6a8.jpg
18. What’s the secret to being a flexible teacher? http://farm6.static.flickr.com/5207/5366530695_60d25182f5.jpg
19. Letting go of your traditional views of teaching and learning http://farm2.static.flickr.com/1117/1307859206_72c5480e01.jpg
20. Be prepared to be challenged – to think outside the box http://farm2.static.flickr.com/1090/760054533_abfad7a79d.jpg
21. Think of sustainable ways to manage your workload http://farm4.static.flickr.com/3195/2745563123_2d03f5500d.jpg
22. Be creative with institutional processes http://farm3.static.flickr.com/2250/2404778213_7ce3917701.jpg
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Editor's Notes
Some of the issues we’ll talk about today
Will be telling my story: “ Facilitating Online” – open, online course – Otago Polytechnic Bachelor of Midwifery, Griffth University Virtual International Day of the Midwife My own experiences as student using learning as informal learner which was integrated in GCTLT
Flexible about time I deliver content as well as length of course.
FO2011 – students have a designated time for the course, but they can have long extensions. They can also do the course as self-directed students because it is in an open environment and then enrol for assessment when they choose Whilst some students like open ended courses, others like a schedule to work to
Griffith – time frame for completing so more constraints around that *I have to re-consider my attitudes to how my work – freed me to be flexible in my approach to work, so I suit my needs *Have to support students to think about their attitudes to time *time zones, when working with people overseas *Difficult to please all the people all the time – work out what best suits people *Facilitate other methods of content delivery to suit all time zones etc *Implications about workload for me for people finishing all over the place
Mix of delivery modes.
Need to think about learning styles – try to keep things exciting and “sexy” . I don’t think so much about learning styles, but more about using a variety of delivery modes.
Need to think about digital literacy, and people who do not have access to good computers or Internet. Challenge for me, to develop my technology skills
FO2011. Needing to align delivery of course with institution policies eg enrolment of informal students
Mix of live and asynchronous – need to think about giving access to students who cannot get to the live session ie recordings Use open content – course materials openly available Re-use of open materials developed my other people eg Nancy White’s work…iFacilitate Griffith – flexible about location, but having issues working through processes about things like moderation and equitable access to resources and learning opportunities.
FO2011 Explain model of enrolment
Open entry can be problematic for some courses – you will have to think about how you prepare & support students who have academic challenges
My experience with CCK2008, transferring in GCTlT & GETTING CREDIT FOR f02007
Open content-prepares students for when they do prepare eg NZ midwives course Supporting students to move from sponges of content to life-long learners Put content in open environment – sustainable, supporting bigger world of learners