Applied learning analytics for modular content
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The document discusses using learning analytics to track student engagement and application of knowledge from online educational content. It proposes separating content into modular posts including key words, quotes, links and notes for students to interact with. Students would then demonstrate applied learning by posting assignments, questions, and discussions showing how they are using and transferring the ideas to real-world practice. The goal is to promote meaningful learning and knowledge transfer from classroom concepts to other contexts.
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Applied learning analytics for modular content
The document discusses using learning analytics to track student engagement with course material from initial attention and bookmarking, through note taking and highlighting, to reflection, commentary, and real-world application after class. It proposes separate, modular blog posts where students can publicly post quotes, notes, assignments, and discussion points that demonstrate how they are incorporating and applying key ideas from the material. The goal is to make visible how students are transforming, integrating, and applying the content in real world practice and promote transfer of learning.
Applied learning analytics for modular content (updated)
The document discusses using learning analytics to track student engagement and application of knowledge from online educational content. It proposes breaking content into modular, bite-sized posts that students can interact with by including keywords, quotes, links and notes. Student interactions like posting questions, discussions and assignments would provide visibility into outcomes and how students are using and applying ideas in real world practice.
Applied learning analytics for modular content
The document discusses using learning analytics to track student engagement and application of knowledge from online educational content. It proposes separating content into modular posts including key words, quotes, links and notes for students to interact with. Students would then demonstrate applied learning by posting assignments, questions, and discussions showing how they are using and transferring the ideas to real-world practice. The goal is to promote meaningful learning and knowledge transfer from classroom concepts to other contexts.
Applied learning analytics for modular content
The document discusses using learning analytics to track student attention, engagement, learning, and application of concepts from byte-sized blog posts on a modular online platform. Students would post responses incorporating key ideas, words, quotes, and links discussed in the lessons. Their notes and assignments would be visible to assess understanding and application of the concepts to real-world problems. The platform aims to support the learning process before, during, and after class.
Applied learning analytics for modular content (updated)
The document discusses using learning analytics to track student engagement with course content from initial attention and engagement through applying ideas in real world practice. It proposes separate modular blog posts that allow students to incorporate key ideas, quotes, and links while posting assignments, questions, and discussions. The goal is to make visible how students transform, integrate, and apply course content beyond the initial learning event.
Requirements for personalised blended (e)learning and training
This document discusses requirements for personalized eLearning and training, including data and analytics to analyze student/trainee performance, feedback from teachers/instructors to support practice and transfer of skills from classroom to workplace, and encouraging student/trainee metacognition, reflection, and self-awareness through blended engagement with content and educational processes.
Learning and Training for Transfer
This document outlines a training process for transferring learning to practice. The process involves experiencing something, actively engaging with it reflectively by taking notes and discussing, practicing it, and transferring it to practice with feedback and reflection on one's own practice. Learners repeat this cycle by working with coaches and master practitioners on increasingly difficult problems to get feedback before, during, and after for optimal learning transfer.
Using data to inform (e)teaching and (e)learning workshop and symposium
This document outlines the pre-class, in-class, and after-class activities for a workshop on using data to inform eTeaching and eLearning. Pre-class activities include reviewing blog posts and analytics. In-class activities involve text analysis, instructor presentations, and group discussions. After-class actions consist of posting and sharing notes, reflections, and plans to pilot ideas and future actions informed by the workshop discussions.
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Applied learning analytics for modular content
The document discusses using learning analytics to track student engagement with course material from initial attention and bookmarking, through note taking and highlighting, to reflection, commentary, and real-world application after class. It proposes separate, modular blog posts where students can publicly post quotes, notes, assignments, and discussion points that demonstrate how they are incorporating and applying key ideas from the material. The goal is to make visible how students are transforming, integrating, and applying the content in real world practice and promote transfer of learning.
Applied learning analytics for modular content (updated)
The document discusses using learning analytics to track student engagement and application of knowledge from online educational content. It proposes breaking content into modular, bite-sized posts that students can interact with by including keywords, quotes, links and notes. Student interactions like posting questions, discussions and assignments would provide visibility into outcomes and how students are using and applying ideas in real world practice.
Applied learning analytics for modular content
The document discusses using learning analytics to track student engagement and application of knowledge from online educational content. It proposes separating content into modular posts including key words, quotes, links and notes for students to interact with. Students would then demonstrate applied learning by posting assignments, questions, and discussions showing how they are using and transferring the ideas to real-world practice. The goal is to promote meaningful learning and knowledge transfer from classroom concepts to other contexts.
Applied learning analytics for modular content
The document discusses using learning analytics to track student attention, engagement, learning, and application of concepts from byte-sized blog posts on a modular online platform. Students would post responses incorporating key ideas, words, quotes, and links discussed in the lessons. Their notes and assignments would be visible to assess understanding and application of the concepts to real-world problems. The platform aims to support the learning process before, during, and after class.
Applied learning analytics for modular content (updated)
The document discusses using learning analytics to track student engagement with course content from initial attention and engagement through applying ideas in real world practice. It proposes separate modular blog posts that allow students to incorporate key ideas, quotes, and links while posting assignments, questions, and discussions. The goal is to make visible how students transform, integrate, and apply course content beyond the initial learning event.
Requirements for personalised blended (e)learning and training
This document discusses requirements for personalized eLearning and training, including data and analytics to analyze student/trainee performance, feedback from teachers/instructors to support practice and transfer of skills from classroom to workplace, and encouraging student/trainee metacognition, reflection, and self-awareness through blended engagement with content and educational processes.
Learning and Training for Transfer
This document outlines a training process for transferring learning to practice. The process involves experiencing something, actively engaging with it reflectively by taking notes and discussing, practicing it, and transferring it to practice with feedback and reflection on one's own practice. Learners repeat this cycle by working with coaches and master practitioners on increasingly difficult problems to get feedback before, during, and after for optimal learning transfer.
Using data to inform (e)teaching and (e)learning workshop and symposium
This document outlines the pre-class, in-class, and after-class activities for a workshop on using data to inform eTeaching and eLearning. Pre-class activities include reviewing blog posts and analytics. In-class activities involve text analysis, instructor presentations, and group discussions. After-class actions consist of posting and sharing notes, reflections, and plans to pilot ideas and future actions informed by the workshop discussions.
Applying learning analytics to the flipped classroom (updated)
This document discusses using learning analytics to encourage students to complete pre-class preparation assignments and materials. It proposes tracking various engagement metrics like views of online content, posts and responses on discussion platforms, and checkpoint submissions. This data could be analyzed as a whole for the cohort to see popular resources, and individually to understand each student's usage. The analytics would inform faculty actions like sending reminders, reorganizing content, and customizing learning paths. The goal is to align learning analytics with learning design to improve pedagogical approaches.
Role of digital analytics to guide e teaching and elearning
The document discusses the use of digital content in education, including how instructors and students access and use digital content, how often and how much is used, the reasons and contexts for its use, and the role of analytics in guiding the provision and planning of digital content. It also covers learning outcomes that can be measured through digital artifacts created by students such as notes, drafts, prototypes, models, completed projects, and portfolios.
Practical tips in formulating an e learning strategy and developing an e-lear...
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
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SlideDeck for presentation as part of MEU lunchtime symposium, Dec 10, 2013; Symposium room 2 and 3, Clinical Research Centre (CRC), Block MD 11, 10 Medical Drive, Yong Loo Lin School of Medicine, National University of Singapore
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This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/
Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
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Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu-695-week-4-dq-1-share-your-action-research-study-new
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Embedding Quality Assurance in Online Course Design (An African Perspective)
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
A learning design toolkit for creating effective learning activities
This document summarizes a learning design toolkit created by researchers to help teachers design effective learning activities. The toolkit addresses the gap between educational technology potential and how technologies are actually applied based on sound pedagogical principles. It involves reviewing learning theories, defining components of learning activities, and mapping them to real examples. The toolkit guides teachers through articulating information needs to produce lesson plans. It prompts them to consider pedagogical approaches, tasks, tools, and assessments when creating or modifying activities.
Elementary Artifact Workshop
The document outlines guidelines for teacher education students to create electronic portfolios, including artifact selection and reflections. It recommends choosing artifacts that demonstrate growth and meeting teaching standards. Suggested artifacts include lesson plans, assessments, and course assignments. Reflections should explain how artifacts meet standards and show growth over time, linking learning experiences. Resources are provided to help students structure their portfolios and reflections.
Brain Science and Learning Online
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Considerations for an iPad Professional Development Conference
The document discusses considerations for developing an iPad Professional Development Program (iPDP) to support the adoption of iPads in higher education teaching. It recommends that an iPDP (1) address both pre-adoption and post-adoption learners, (2) demonstrate useful apps and workflows to increase perceptions of usefulness and ease-of-use, and (3) provide training interventions spread over time and involve stakeholders to encourage adoption. The program should be evaluated over time using the Technology Acceptance Model to measure changes in perceptions of the iPad's usefulness and ease-of-use as adoption increases in the organization.
BED111A Intel Practical
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Modeling physics is an inquiry-based teaching method where instruction is organized around storylines that develop conceptual representations into physical models using various representations. The classroom shifts to make students responsible for their own learning through discourse and interactive engagement with physics concepts, developing models through demonstration labs, representations, and whiteboarding sessions for collaborative work and presentations. Socratic questioning by students and teachers encourages further thinking to analyze topics, reason through complex ideas, and uncover misconceptions without direct answers. This approach improves students' understanding of concepts and makes them self-directed learners while increasing classroom interaction, presentation skills, and confidence.
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https://medicaleducationelearning.blogspot.com/2024/02/using-micro-scholarship-to-incentivize.html
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The document discusses emerging opportunities in radiology education related to future roles, technology, and scholarship. It explores how technologies like augmented reality, virtual reality, simulation, and artificial intelligence can be leveraged in radiology education. It addresses barriers to adopting new technologies like costs and the need for faculty development. It emphasizes focusing on what is useful and pedagogically important when using new technologies. The document also discusses expanding roles for radiologists through technology, including freeing up time for higher-value tasks through AI. It stresses approaches like blended learning and innovating through combining old and new methods.
Guide on Micro-Scholarship in Health Professions Education.pdf
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Role of digital analytics to guide e teaching and elearning
The document discusses the use of digital content in education, including how instructors and students access and use digital content, how often and how much is used, the reasons and contexts for its use, and the role of analytics in guiding the provision and planning of digital content. It also covers learning outcomes that can be measured through digital artifacts created by students such as notes, drafts, prototypes, models, completed projects, and portfolios.
Practical tips in formulating an e learning strategy and developing an e-lear...
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
Flipped classroom
SlideDeck for presentation as part of MEU lunchtime symposium, Dec 10, 2013; Symposium room 2 and 3, Clinical Research Centre (CRC), Block MD 11, 10 Medical Drive, Yong Loo Lin School of Medicine, National University of Singapore
Computer Practical
Useful to understand the computer practical course in B.Ed. course of Savitribai Phule University of Pune. Just main documents are mentioned.
Using online tools to provide relevant, authentic and timely assessment
This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/
Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu 695 week 4 dq 1 share your action research study new
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu-695-week-4-dq-1-share-your-action-research-study-new-1
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
Ash edu-695-week-4-dq-1-share-your-action-research-study-new
Ash edu 695 new week 4 learning team financial reporting problem part i,Ash edu 695 new week 4 individual wileyplus assignment,Ash edu 695 new week 4 dq 2,Ash edu 695 new week 4 dq 1,Ash edu 695 new week 4, ecet 370 week 4,Ash edu 695 new,ecet 370,Ash edu 695 new week 4 tutorial,ecet 370 week 4 assignment,Ash edu 695 new week 4 help
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2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
A learning design toolkit for creating effective learning activities
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Elementary Artifact Workshop
The document outlines guidelines for teacher education students to create electronic portfolios, including artifact selection and reflections. It recommends choosing artifacts that demonstrate growth and meeting teaching standards. Suggested artifacts include lesson plans, assessments, and course assignments. Reflections should explain how artifacts meet standards and show growth over time, linking learning experiences. Resources are provided to help students structure their portfolios and reflections.
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Applying Brain Science in Online Learning Design: A Practical Approach; Alan Hiddleston, D2L. Presentation originally prepared by Sarah Nicholl, D2L.
Presentation at the Brightspace London Connection, May 18. 2017. Canada House in Trafalgar Square.
Macedonia Icamp Short
The document discusses the iCamp project which aims to design innovative learning experiences to develop soft competencies through challenging learning environments, building personal learning environments, and applying Web 2.0 tools. It provides an overview of trials conducted using tools like blogs, wikis and chat for collaboration, content creation and self-reflection. A new model is proposed for visualizing learning landscapes and activity patterns to better describe the learning process and environment.
Considerations for an iPad Professional Development Conference
The document discusses considerations for developing an iPad Professional Development Program (iPDP) to support the adoption of iPads in higher education teaching. It recommends that an iPDP (1) address both pre-adoption and post-adoption learners, (2) demonstrate useful apps and workflows to increase perceptions of usefulness and ease-of-use, and (3) provide training interventions spread over time and involve stakeholders to encourage adoption. The program should be evaluated over time using the Technology Acceptance Model to measure changes in perceptions of the iPad's usefulness and ease-of-use as adoption increases in the organization.
BED111A Intel Practical
The presentation was given on the workshop for the orientation BED111A. B.Ed. syllabus of Savitribai Phule Pune University, Pune. It is a personal document, for official information please see SPPU B.Ed. syllabus.
Action Research Project: Electronic Portfolios
This document summarizes the key findings from a literature review and action research project on electronic portfolios. It discusses the history of electronic portfolios at a school and outlines research questions on improving their purpose and student involvement. The literature review covered various portfolio types, users, and benefits. An action research project tested different portfolio platforms (VoiceThread and iWeb) with elementary students and gathered data from student and teacher surveys and interviews. Key findings indicated the importance of teacher buy-in, involvement of students in portfolio creation and selection of pieces, and using portfolios to facilitate student reflection and communication with parents.
Modeling physics presentation
Modeling physics is an inquiry-based teaching method where instruction is organized around storylines that develop conceptual representations into physical models using various representations. The classroom shifts to make students responsible for their own learning through discourse and interactive engagement with physics concepts, developing models through demonstration labs, representations, and whiteboarding sessions for collaborative work and presentations. Socratic questioning by students and teachers encourages further thinking to analyze topics, reason through complex ideas, and uncover misconceptions without direct answers. This approach improves students' understanding of concepts and makes them self-directed learners while increasing classroom interaction, presentation skills, and confidence.
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The document discusses taking small, incremental steps towards learning, practice, and scholarship in health professions. It recommends starting with micro-learning individual concepts at their most basic level. This includes seeing, doing, teaching, and engaging in small acts of scholarship like documenting and sharing. When done incrementally and with guidance, feedback, and community support, these micro-steps can lead to progressive mastery and make learning, practice, and scholarship accessible to all levels from students to scholars.
Combining Adaptive Expertise with See-Do-Share (Open Digital Practice and Eng...
This document proposes a new model of lifelong learning called See-Do-Share that combines adaptive expertise with open digital practice and engagement in scholarship. The model involves seeing or catching attention to a topic, doing by exploring and practicing it while taking notes, and then sharing one's demonstrated knowledge, skills, and attitudes on the topic by sharing notes within communities of practice. It is an iterative and cumulative model where learning occurs through reflective practice, feedback, mentoring, and coaching in just-in-time, bite-sized, or modular lessons that build up over time to deeper mastery through training and deliberate practice.
Bite size Just-in-Time (JiT) Learning in the classroom, workplace and as a Li...
session information and additional material available here - https://medicaleducationelearning.blogspot.com/2022/09/bite-size-just-in-time-jit-learning-in.html
The 3Ps (Preparation, Process and Progression) of Coaching
https://pohsungoh.blogspot.com/2022/10/coaching-process-and-value-add-for.html
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Head, heart, and hands are mutually reinforcing and interact dynamically with both inner and outer environments. Somatic practices, coaching conversations, and reflection can affect how we think, feel, and act. These interactions are represented by a diagram showing the head, heart, and hands surrounded by overlapping inner and outer environments, with feedback loops indicating how actions, thoughts, and feelings influence each other bidirectionally.
Head, Heart, Hands- Mutually Reinforcing Interconnections
This document discusses the mutually reinforcing connections between head, heart, and hands. It suggests that actions affect how we feel, thinking affects how we feel, and feeling good can lead to satisfaction, happiness, and peace. Coaching and somatic practices can help by focusing on feedback, attention, posture, breathing, observation, listening, reflection, and developing helpful routines and habits.
Micro-/Digital - Learning, Practice, Scholarship - on Demand, when Needed, Ou...
Micro- and Digital- Learning, Practice and Scholarship, on Demand and when Needed, Outcome focused, on 'Job(s) to be Done'
to Achieve Outcomes in Health-care, Disease-Management-Treatment - on demand,...
This document discusses a new approach to learning called "eat when hungry" which focuses on micro-learning opportunities that are available on demand and when needed. It advocates for learning in small steps that can be immediately practiced and applied, especially in workplace and healthcare settings. The approach emphasizes raising awareness first before determining what and how to learn, and encourages exploring topics, practicing skills, demonstrating knowledge to others, and disseminating information through micro-scholarship. The goal is to improve health, disease management and treatment through personalized and accessible learning that blends human and artificial intelligence.
The Spectrum of Coaching - over Time, in Time, focused for and toward Perform...
Coaching as a continuum and spectrum of activities, over time, just in time, to task, and broader general coaching considerations
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Guide on Micro-Scholarship in Health Professions Education.pdf
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Small Steps to Successful Scholarship in Health Professions Education
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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The complex relationship between human activities and the environment has been the focus
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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www.StokeNewingtonHistory.com
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Wahiba Chair's Talk at the 2024 Learning Ideas Conference. ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to deliver Powerpoint Presentations.pptx
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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