The document describes a biodiesel project lesson plan called "The Innoventive Company". Students were tasked with forming groups to develop solutions to interrelated problems as an invented company. They engaged in board room sessions to provide feedback and evaluate student learning. The project allowed for flexible, authentic learning as students applied their knowledge to solve real-world problems and develop practical solutions. Student work and progress was assessed using rubrics to provide feedback and assign grades based on goals and teacher evaluation. The project framework gave students freedom within set boundaries to structure their own learning through teamwork and problem-solving.
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
Tutor Professional Development: Preparing sessional teachers to facilitate students’ graduate skills development.
Presentation to the Graduate Psychology Skills Australia Conference Feb 6-7, 2014
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
Tutor Professional Development: Preparing sessional teachers to facilitate students’ graduate skills development.
Presentation to the Graduate Psychology Skills Australia Conference Feb 6-7, 2014
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
Strategies to Improve your Digital Well-being Using ePortfolios Marie B FisherePortfolios Australia
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
Do Colleges Need An Outcome Based Education SoftwareAbhishek Das
This presentation answers the most pressing concern for today's Colleges and Universities. If colleges do go for an OBE Software, what features should such a solution have.
ePortfolios and English language learners Christine Grimmer, John BourkeePortfolios Australia
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
This slideshow is not my work. It has been sourced from http://assessment.tki.org.nz/Assessment-in-the-classroom/Assessment-for-learning-in-practice. The purpose of this slideshow is to be used for professional development ONLY!
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
A case study of reflective learning online Eloise Tan
Slides from presentation by Eloise Tan, Dublin City University at annual CELT conference at NUIG, 2012. http://www.nuigalway.ie/celt/conference/conference12.html
Strategies to Improve your Digital Well-being Using ePortfolios Marie B FisherePortfolios Australia
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
Do Colleges Need An Outcome Based Education SoftwareAbhishek Das
This presentation answers the most pressing concern for today's Colleges and Universities. If colleges do go for an OBE Software, what features should such a solution have.
ePortfolios and English language learners Christine Grimmer, John BourkeePortfolios Australia
How does creating online professional identities, articulating learning goals and developing reflective text in PebblePad engage international students in enhancing language proficiency and professional learning? Join us as we share the journey of our international students on a professional studies intensive program at Griffith. Our engaging story reveals the capacity of the digital portfolio to motivate international students by recognising existing professional skills and experiences, and providing a supportive platform for growing language capability.
This slideshow is not my work. It has been sourced from http://assessment.tki.org.nz/Assessment-in-the-classroom/Assessment-for-learning-in-practice. The purpose of this slideshow is to be used for professional development ONLY!
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
In refining process, physical and chemical processes are combined to remove undesirable natural as well as environmental-related components from the crude oil.
this presentation has a business plan for setting up a Bio diesel plant in Laos. it includes all the operational, financial and legal considerations that are to be followed for starting such kind of business
Palm Oil, Palm Kernel Oil Process - Fractions, Derivatives and Product UsesGreenPalm
One of our previous infographics looked at an overview of the complexity in the palm oil / palm kernel oil supply chain. RSPO (Roundtable on Sustainable Palm Oil) certified oil still remains a market niche (16% of total palm oil production now RSPO certified); keeping physical oil separated from non certified oil can be very difficult and impossible depending on where you are based and the types of process and products used. If the world just used crude palm oil, tracing physical sustainable palm oil would be simpler.
We now delve a little deeper into the supply chain, identifying the various processes along the supply chain. Included are examples of product applications with a key that describes the various products and processes e.g Fractionation, Hydrogenation, distillation, IE Palm Stearin, RBD Palm Kernel Stearin, Emulsifier etc.
The product examples we provide do not cover all individual products that palm or palm kernel oil are used in. All main refinery processes are covered; however further blending and manufacturing processes do take place passed what is shown in this graphic.
Processes
- Palm Oil Mill Process
- Crushing
- Refining RBD
- Fractionation
- Interesterification
- Hydrogenation
- Glycerolysis
- Distillation
Products
- RBD Palm Oil
- RBD Palm Olein
- RBD Palm Stearin
- Double Olein (or Super Olein)
- Palm Mid Fraction
- Double Stearin
- Mid Stearin
- Palm Kernel Expeller
- RBD Palm Kernel Oil
- RBD Palm Kernel Olein
- RBD Palm Kernel Stearin
- Palm Fatty Acid Distillate (PFAD)
- Palm Kernel Fatty Acid Distillates (PKFAD)
- Oleochemicals
- Hydrogenated Palm Kernel Oil (HPKO)
- Emulsifier
- Hydrogenated Palm Olein
- Hydrogenated Double Olein
- Hydrogenated Palm Oil
- Hydrogenated Palm Kernel Olein
- IE Palm
- IE Palm Olein
- IE Palm Stearin
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Here are 8 Benefits of Project-Based Learning; 1. Develops General Skills 2. Encourages Analytical Thinking 3. Understanding of Concepts 4. Team Building 5. Development of Communication Skills
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
Initial Identification
When you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in). This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail.
The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures. In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently. As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap.
The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities. A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches.
For instance, completing classes in hi ...
Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Artifact 3 kleier
1. Lesson and Unit Planning
Biodiesel Project
Chemistry B – Kleier
Artifact: Innoventive Company
http://innoventive.weebly.com/index.html
•Develop a company mission statement
created by the students for the project
•Company Style provides opportunity to
form groups and learn management styles
•Students are self directed to formulate
solutions to a group of inter-related
problems
•Board Room sessions provide ongoing
feedback from other students and faculty
members
•Students have the flexibility to choose
how they complete the problem
• Authentic Learning– As the students work
through their ‘problems’ and begin to
develop solutions they require specific
knowledge which provides teaching
opportunities
• Student Learning is evaluated via rubric
through board room sessions
• Students create products and solutions
that may have practical applications
• Each year the site is reset in order to allow
a clean slate and provide students greater
flexibility.
Domain 3 – Instruction
2. Reflection
My artifact was a problem based learning opportunity which was titled “The Innoventive Company” which was
published through a Weebly site. The name of the company is a combination of invention and innovation which reflects the
students’ process of inventing innovative solutions to real world problems. This instructional opportunity provides students a
real world situation where they utilize their knowledge previously learned to develop a solution to a problem which creates
authentic teaching opportunities. This PBL opportunity provides students with a framework in which they need to learn
teamwork, hierarchical work structure, time management, HR development and most importantly a goal towards which they
work.
One of these problems was the concept that The Innoventive Company wanted to create a Biodiesel product line.
Each group was tasked with a specific objective through a Board Room where they decided how to go about creating a solution.
The intention was to allow the students to direct their learning which worked well with the motivated classroom and had to be
adjusted for the students who lacked the drive. In each case the instructional goal was laid out for the students and they choose
the path that allowed them to achieve the goal in the timeframe allotted. If they were unable to do so the project design
automatically delegated particular tasks such as they were relegated to cleaning (custodial tasks), filing (secretarial), or copying
(intern) roles. These were delegated as each group was assigned a project leader who was also responsible for the delegation of
the tasks and the teacher as the CEO was able to delegate each of these menial tasks to particular group. If any member of the
group did not have or did not want a task they would be responsible for these additional tasks. If they did not complete the task
it fell onto the project leader. Students were quickly able to realize that this HR task was a small portion of the overall objective
but necessary to the success of the project. When students were able to go over this first hurdle they gave attention to the
instructional needs which in the real world would be professional development or training. This gave the authentic teaching
opportunity that is so needed in the classroom.
This flexible authentic teaching provided real time learning where students could apply their knowledge and
receive feedback on their performance through direct experimentation. Their success and failures were assessed through a
rubric style 360 degree evaluation which included a self reflection and discussion of their own achievement of their personal
goals. This evaluation along with the teacher’s evaluation made up their second marking period grade. This sliding scale of
evaluation showed the students that in the real world they will be evaluated on their actions but the difference is that many
times they will get to choose the path towards success and that they can use or loose the tools around them. The project
provided a clear framework for learning and allowed students to build the structure within the designated confines. This
flexibility provided students with a forum of learning and interaction allowing for premium learning opportunities.