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Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxmadlynplamondon
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
OTL565: Portfolio Project Description
Portfolio Project: Summary of Differentiated Teaching Approaches: A Tool Kit for Practical Use (350 points)
Throughout this course you have been asked to design/redesign certain elements of lessons on specific topics that you teach or will teach in your content area or in your expertise using differentiated instruction for CLD students. The culmination of these experiences will serve as the basis for your analysis and discussion in this Portfolio Project.
It is important, then, that you remember to account for instructor feedback on all of your assignments when constructing the final draft of your project.
Below is a list of main topics from your Critical Thinking Assignments. Create a toolkit containing all the approaches, methods, strategies, and techniques you can implement to meet the needs of diverse learners, specific to your grade level and content areas. Consider this a tool that you can use, share with colleagues, and refer to when planning future lessons to ensure your continued use of effective instructional strategies for diverse learners.
To build this kit, you can use any online website creation tool you want (Google Sites, Weebly, Wix, wikis, etc.); however, you will want to make sure that it is compatible or can be linked from your school's website (again, the point is to share what you learn and to be able to use it in a few clicks!). Bear in mind that you may have already developed a professional Website or wiki or some other source sharing site in another course in your MSTL program; feel free to use and build upon your existing site if you have one. This website needs to be public and the instructor needs to have easy access.
Items to include in your toolkit:
1. Pre-Assessment: Embed a way or ways to pre-assess the prior knowledge and experiences your CLD students bring to the classroom (Modules 1-6 Critical Thinking Assignments).
2. Scaffolding Approaches: Incorporate support structures for learners at the non-English speaking level (Modules 1-6 Critical Thinking Assignments) and at various stages of second language acquisition (Modules 3 and 4 Critical Thinking Assignments).
3. CLD Instructional Approaches: Incorporate one of the dominant approaches to second language instruction discussed in Module 5 (Modules 5 and 6 Critical Thinking Assignments), as well as Integrated Content-Based Teaching Approaches that will support CLD students inyour class.
4. Instructional Methods/Approaches for ANY student: Incorporate alternate instructional methods that will assist or differentiate for ANY student that needs it (e.g., students with disabilities, CLD student with a disability, students with gifts, general education students, etc.) (Modules 1-6 Critical Thinking Assignments).
5. Learning Environment Impact: You should also include the impact the physical class setting will play in the lesson you are (re)designing (Modules 1 and 2 Critical Thinking Assignments).
6. Additional Inst.
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Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxmadlynplamondon
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
OTL565: Portfolio Project Description
Portfolio Project: Summary of Differentiated Teaching Approaches: A Tool Kit for Practical Use (350 points)
Throughout this course you have been asked to design/redesign certain elements of lessons on specific topics that you teach or will teach in your content area or in your expertise using differentiated instruction for CLD students. The culmination of these experiences will serve as the basis for your analysis and discussion in this Portfolio Project.
It is important, then, that you remember to account for instructor feedback on all of your assignments when constructing the final draft of your project.
Below is a list of main topics from your Critical Thinking Assignments. Create a toolkit containing all the approaches, methods, strategies, and techniques you can implement to meet the needs of diverse learners, specific to your grade level and content areas. Consider this a tool that you can use, share with colleagues, and refer to when planning future lessons to ensure your continued use of effective instructional strategies for diverse learners.
To build this kit, you can use any online website creation tool you want (Google Sites, Weebly, Wix, wikis, etc.); however, you will want to make sure that it is compatible or can be linked from your school's website (again, the point is to share what you learn and to be able to use it in a few clicks!). Bear in mind that you may have already developed a professional Website or wiki or some other source sharing site in another course in your MSTL program; feel free to use and build upon your existing site if you have one. This website needs to be public and the instructor needs to have easy access.
Items to include in your toolkit:
1. Pre-Assessment: Embed a way or ways to pre-assess the prior knowledge and experiences your CLD students bring to the classroom (Modules 1-6 Critical Thinking Assignments).
2. Scaffolding Approaches: Incorporate support structures for learners at the non-English speaking level (Modules 1-6 Critical Thinking Assignments) and at various stages of second language acquisition (Modules 3 and 4 Critical Thinking Assignments).
3. CLD Instructional Approaches: Incorporate one of the dominant approaches to second language instruction discussed in Module 5 (Modules 5 and 6 Critical Thinking Assignments), as well as Integrated Content-Based Teaching Approaches that will support CLD students inyour class.
4. Instructional Methods/Approaches for ANY student: Incorporate alternate instructional methods that will assist or differentiate for ANY student that needs it (e.g., students with disabilities, CLD student with a disability, students with gifts, general education students, etc.) (Modules 1-6 Critical Thinking Assignments).
5. Learning Environment Impact: You should also include the impact the physical class setting will play in the lesson you are (re)designing (Modules 1 and 2 Critical Thinking Assignments).
6. Additional Inst.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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?
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
Embracing GenAI - A Strategic ImperativePeter 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.
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.
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1. ASH EDU 695 Week 6 Assignment Final Paper and
ePortfolio NEW
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ash/edu-695-week-6-assignment-final-paper-and-
eportfolio-new
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Final Paper and ePortfolio
You will create an ePortfolio that includes
redesigned activities from prior coursework in the
Masters of Arts in Education (MAED) Program that
demonstrate your competency with the nine
Program Learning Outcomes, which are also the
Course Learning Outcomes for EDU 695.
Additionally, you will write a narrative reflection
of your experience with the program and the
ePortfolio construction. The overarching goal of
2. showcase learning from the MAED Program in a
consolidated, web-based format that can easily be
shared with anyone: colleagues, potential or
current employers, friends, family members, and
others. For the ePortfolio, you use a system called
Pathbrite. Within this ePortfolio, you will tell the
story of your educational journey and value of
your personal MAED experience as it applies to the
labor market. Remember, the ePortfolio is your
chance to show what you know and are able to do
in the practice of teaching and learning with
technology. You will submit a link to your
ePortfolio and attach your paper portion of the
assignment in a Week Six discussion for
preliminary feedback by peers and the instructor
before the final submission. The earlier you
submit in the Week Six discussion the more
opportunity you have for input from your peers
and instructor to improve your work before the
final submission of this assignment.
Creating the Final Paper and ePortfolio Please
include a link to the ePortfolio (Pathbrite) within
the paper portion of this assignment. As needed,
refer to the MAED program learning outcomes
(PLOs) list. Then, create your final assignment to
meet the content and written communication
expectations below.
3. Content Expectations
• ePortfolio Components (5 Points): Include at
least one artifact demonstrating mastery for each
of the nine MAED Program Learning Outcomes
(PLOs).
• ePortfolio Design (3 Points): Design the
ePortfolio to be professional in appearance. Be
sure to exemplify effective and ethical uses of
technology so that the ePortfolio logically
organized in a visually appealing way.
• Narrative - Ranking (5 Points): Rank and discuss
the importance of each Program Learning
Outcome to your individual work setting, including
an explanation of each ranking and its value to you
in your learning environment or your position.
Discuss how you currently use each PLO in your
work setting and, if PLOs are not used, discuss
ways you might begin to use them in your current
or future work setting. If you are unemployed or
otherwise do not work in a teaching role, you can
either (a) use a previous work location, or (b)
imagine the perfect work location (e.g., your
dream job), and use that fictional work center to
rank and discuss each PLO. The overall goal of this
section of the narrative is to rank each PLO
according to its importance to you as an educator
4. or potential educator, starting by listing the most
important PLO to you first.
• Narrative - Challenges/Solutions (5 Points):
Discuss the design and development challenges
you experienced while creating this ePortfolio in
Pathbrite and explain how you overcame those
challenges. If you feel that you did not face any
challenges during your design/redesign, please
state that there were no challenges and clearly
support this statement with a discussion of the
details, or reflect and think deeply about your
design/redesign process and offer a detailed
narrative of how the process excelled. Examples of
challenges include: (a) getting accustomed to
specific technology to communicate and showcase
your learning, (b) difficulty ranking the PLOs, (c)
finding creative ways to display your newly
learned skill sets, and (d) tying together concepts
and theories into one cohesive digital collection.
When you explain how you resolved or worked
around challenges you need to consider how you
became proficient in using various digital tools,
how you linked PLOs to your job responsibilities,
how Internet searches uncovered new ways to
utilize your talents, how peer collaboration
produced ways to effectively consolidate multiple
5. concepts and theories in one package, and how
ePortfolio examples sparked creative thought.
Written Communication Expectations
• Page Requirement (.5 points): Include one
page per discussion of each of the nine MAED
Program
Learning Outcomes and a tenth page for the
narrative response for a total of ten pages (not
including the title and reference pages).
• APA Formatting (.5 points): Use APA
formatting
consistently throughout the assignment.• Syntax and Mechanics (.5 points): Display
meticulous comprehension and organization of
syntax and mechanics, such as spelling and
grammar.
• Source Requirement (.5 points): Reference
three scholarly sources in addition to the course
textbook. All sources on the references page need
to be used and cited correctly within the body of
the assignment.
For information related to APA style, including
samples and tutorials, please visit the Ashford
Writing Center.
Next Steps: Review and Submit the Assignment
6. Review your assignment with the Grading Rubric
to be sure you have achieved the distinguished
levels of performance for each criterion. Next,
submit the assignment for evaluation no later
than
Day 7.
www.edu695assignment.com
7. Review your assignment with the Grading Rubric
to be sure you have achieved the distinguished
levels of performance for each criterion. Next,
submit the assignment for evaluation no later
than
Day 7.
www.edu695assignment.com