Assessment and Feedback Cluster A IBLC 2012
•Download as PPT, PDF•
0 likes•404 views
This document provides an overview of four projects aiming to redesign assessment and feedback practices using technology. The projects are: FASTECH which enhances assessment strategies using readily available technologies; FAST which integrates technology into assessment and feedback to improve employability; COLLABORATE which creates employability-focused assessments through collaboration between staff, students and employers using technology; and ITEAM which provides integrated technology support for a range of in- and out-of-class assessments. The session activities involve engaging with project posters, discussing one project in depth, and sharing key points.
Report
Share
Report
Share
Recommended
Supported experiments dissemination conference 2014: Grwp Llandrillo Menai pr...
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Supported experiments dissemination conference 2014: Coleg Cambria presentation
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Supported experiments dissemination conference 2014: Coleg Sir Gar presentation
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Supported experiments dissemination conference 2014: Gower College Swansea pr...
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
UO INCEPR Year 2 summary
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
Hannah Smith - Removing Complexity through Creative, Collaborative Working at...
Hannah Smith - Removing Complexity through Creative, Collaborative Working at...Association of University Administrators
Laura Hallett and Hannah Smith presented techniques for managing a complex project to deliver a new student experience within four months across ten departments. Business analysis was used to identify required changes, and project management provided the framework. Engagement techniques included stakeholder maps, matrices, and visual agendas. The implementation approach involved context, tools, plans, RAID logs, stand-ups, user testing, and feedback loops. Evaluation comprised student and staff questionnaires, retrospectives, and adjusting their approach for next steps. Group work involved applying the tools, critiquing approaches, and discussing lessons learned.USC2 Induction Model
The document proposes an innovative model for teacher induction that utilizes technology and support from university induction specialists. The model aims to increase teacher retention, improve teaching performance as new teachers transition from theory to practice, and promote personal and professional well-being of beginning teachers. It involves new teachers and their mentors participating together in seminars online and face-to-face according to individual induction plans, with ongoing support from mentors and specialists through an online school.
Assessment 2 feb sarah davies
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
Recommended
Supported experiments dissemination conference 2014: Grwp Llandrillo Menai pr...
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Supported experiments dissemination conference 2014: Coleg Cambria presentation
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Supported experiments dissemination conference 2014: Coleg Sir Gar presentation
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Supported experiments dissemination conference 2014: Gower College Swansea pr...
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
UO INCEPR Year 2 summary
The University of Oregon ePortfolio group is working to build recognition for eportfolios on campus through sharing resources and knowledge over the past two years. A prototype eportfolio was developed within the School of Architecture and Allied Arts to integrate IT coursework with professional preparation through eportfolios as authentic assessment. The project is expanding institutionally to integrate student learning assessment strategies and eportfolios as a measure of institutional accountability and student-centered learning outcomes. Broad goals include encouraging deeper reflective learning and professional career development for students, and new assessment approaches and teaching evaluation for faculty that support administrative assessment goals and accreditation.
Hannah Smith - Removing Complexity through Creative, Collaborative Working at...
Hannah Smith - Removing Complexity through Creative, Collaborative Working at...Association of University Administrators
Laura Hallett and Hannah Smith presented techniques for managing a complex project to deliver a new student experience within four months across ten departments. Business analysis was used to identify required changes, and project management provided the framework. Engagement techniques included stakeholder maps, matrices, and visual agendas. The implementation approach involved context, tools, plans, RAID logs, stand-ups, user testing, and feedback loops. Evaluation comprised student and staff questionnaires, retrospectives, and adjusting their approach for next steps. Group work involved applying the tools, critiquing approaches, and discussing lessons learned.USC2 Induction Model
The document proposes an innovative model for teacher induction that utilizes technology and support from university induction specialists. The model aims to increase teacher retention, improve teaching performance as new teachers transition from theory to practice, and promote personal and professional well-being of beginning teachers. It involves new teachers and their mentors participating together in seminars online and face-to-face according to individual induction plans, with ongoing support from mentors and specialists through an online school.
Assessment 2 feb sarah davies
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
HE Course and Module Evaluation Conference - Suzanne Cholerton
HE Course and Module Evaluation Conference - Suzanne Cholerton Association of University Administrators
This document discusses Newcastle University's approach to module evaluation as a tool to improve teaching quality. It provides an overview of the university and the context for module evaluations. It describes the process of implementing online module evaluations across the university using a centralized system with common questions. It discusses challenges engaging both staff and students, and strategies used. It concludes by reflecting on lessons learned and plans for continued improvements.Susie Reis - Partnerships, Administration and the School of Education
Susie Reis - Partnerships, Administration and the School of EducationAssociation of University Administrators
This document discusses the changes to the administration team and partnerships at a School of Education over multiple shifts. It describes:
1) How the administration team structure changed with careers and placements merging and new roles like partnership managers being created.
2) How partnerships with schools, academic colleagues, internal departments, and trainees evolved as government policies shifted programs to a school-centered model.
3) The lessons learned around nurturing internal partnerships through communication, inclusion, and flexibility being essential to managing changes successfully and continuing to support partnerships externally.Room1 ASSET Anne Crook Elluminate Conference Acc Comments
The ASSET project aims to enhance feedback for students and staff through a web 2.0 resource called ASSET. The project will explore using video to provide timely, high-quality feedback and aims to improve feedback engagement. Over 30 staff and 1000 students will pilot ASSET, providing feedback through video to complement existing mechanisms. Student and staff surveys and focus groups will collect data on how ASSET impacts the feedback experience.
Embedding ELearning Structures
The document discusses embedding structures for e-learning change at Nottingham Trent University. It outlines how the university developed an engagement process for an e-learning project using a customer value methodology to define success criteria. This included focus groups and a survey to capture stakeholder needs. A project structure was established including steering committees, testing groups, and working groups to develop policies and oversee technical integration. This process has now been institutionalized and was used to engage stakeholders in developing minimum online teaching standards.
After class
This document summarizes a capstone project created by students in CGT 411/450 for the Division of Student Affairs. The students developed a more engaging mobile-friendly website to communicate campus events and activities to Purdue students, addressing a lack of uniformity. Their solution included benchmarking other universities, rich multimedia content, social media integration, and a design focused on students. It was tested with surveys and focus groups and will launch on August 1 at purdue.edu/afterclass, providing a legacy for future student teams.
Prog mtg 2010 tesep project
The TESEP project aimed to transform curriculum delivery through e-learning at partner institutions. After funding ended, three key actions were taken to sustain the project's impact: 1) Supporting institutional change by using TESEP to inform curriculum reviews. 2) Continuing to lead changes by formalizing advocate networks and interest groups. 3) Ongoing professional development through publications, conferences, and a research interest group.
Our journey: representing, reflecting on and learning from student journeys
A presentation from Connect More by Tim Coughlan and Kate Lister from The Open University
Every student has unique circumstances, experiences, challenges and goals, and these are often invisible to educators and staff working to support them. Our Journey is a creative and flexible tool for students to map, log, plan and represent their study journey. This enables students to reflect on their experiences, celebrate their achievements and identify skills gained through overcoming challenges, all of which contribute to positive mental wellbeing and growth mindset.
Meanwhile, educators can learn from representations of student journeys, meaning the design of programmes, classes and study support can be informed by student voice and experience.
Finally, when student journey representations are shared by students and educators as a co-owned artefact, this can build a powerful, reciprocal learning relationship in which students are supported to succeed.
Making An Impact
The document outlines best practices for using media and technology in schools based on a program called IMPACT. It finds that IMPACT schools saw significant growth in student test scores and computer use. IMPACT schools also had larger media collections, higher circulation, and more classes visiting their media centers compared to non-IMPACT schools. The document recommends that schools prioritize collaboration between teachers and media/technology staff, provide flexible access to resources, and regularly schedule professional development opportunities to integrate technology into teaching.
Wbl maturity toolkit meeting v1
The document introduces the Work-based Learning Maturity Toolkit, which helps institutions assess their performance in work-based learning. It contains criteria for evaluating 7 areas of focus. Institutions use the toolkit to identify their current maturity level, a vision for the future, and enablers/barriers. An action plan is then created to work towards the vision. The toolkit was developed based on prior benchmarking programs and has been piloted successfully at several universities and colleges to assess work-based learning programs and develop improvement plans.
Sarah Chesney First Europortfolio UK Chapter
This document discusses the emerging challenges and opportunities of using e-portfolios to support learning. It identifies several key challenges, such as: (1) when the e-portfolio process straddles different processes without acknowledging gaps, (2) when efficiencies are not recognized alongside new work required, and (3) when an e-portfolio champion changes jobs. The document also states that for e-portfolios to be successful, they require: (1) sustained senior management support and endorsement, and (2) the ability to demonstrate efficiencies, results, and statistics generated by the software. The overall document examines the complex issues around implementing e-portfolios and ensuring their long-term success.
Can learning analytics improve engineering education in both MOOC and traditi...
Slides of the SEFI 2017 workshop delivered by the STELA and ABLE Erasmus+ project in Tampere, Finland.
AMEE2016_AOSpine Blended MISS
The document discusses the results of implementing a blended learning module for a course on minimally invasive spinal surgery. The curriculum for a 21-hour face-to-face course was enhanced with 3 hours of pre-course online activities. Many participants completed the online components and earned additional continuing medical education credits. Evaluations from 45 spine surgeons and trainees showed that the blended learning approach was a positive educational experience for most.
Finding solutions to scaling up online learning: a collaborative approach
The document discusses a project aimed at scaling up online learning. It is focusing on accredited online courses in the UK and working with the academic community. The project is using a co-design approach to identify barriers, gather ideas from experts, and pursue promising solutions. Three initial priority areas are developing an online learning toolkit, a staff skills course for online learning, and improving the visibility of UK online courses. The project is currently working on diagnostic tools, a course directory, and disseminating results.
Shaye Howell...strategies pp
The document outlines strategies for a media specialist to promote collaboration between teachers and the media center. These include holding a pre-planning meeting, maintaining an accessible display board with relevant information, sending an e-newsletter with announcements and a calendar, providing reminders at grade-level meetings and sharing examples of student work, and encouraging collaboration at faculty meetings. The goal is to inform teachers of the resources and opportunities available through the media center.
Presentation of WBLQUAL Project: An Approach to Qualifications through Negoti...
Work Based Learning Qualifications (WBLQUAL) examines how Employers, Learners and Higher Education Institutions (HEIs) can benefit from working together to provide quality and affordable training to employees.
This presentation was presented at ICERI 2012 in Madrid by Rosemary Borup (Staffordshire University). More information can be found at www.wblqual.com.
Implementing learning outcome and assessment in Blackboard Learn - Wade Weich...
This session will focus primarily on the Learning Outcomes framework and how this framework will map through to provide students & educators with a clear understanding of their progression to and attainment of the subject, course and graduate outcomes. Audience for this session is primarily learning technologists and educational administrators.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Ossiannilsson e solve_balaton2014_final
This document discusses quality assurance (QA) in e-learning and the E-xcellence instrument launched in 2007 to complement existing internal and external QA systems. The basic tool in E-xcellence is the quick scan, which can be done as a quick orientation, with a review at a distance, or with an on-site assessment. It aims to reward continuous educational improvement through the E-xcellence Associates label. QA agencies and universities need to cooperate on e-learning QA and work towards a common definition and understanding of e-learning standards. The SEQUENT project also aims to promote excellence in ICT use in higher education and prepare universities for cross-border collaboration.
20120516 the draft_framework_consultation_20120516-1
The draft Australian Teacher Performance and Development Framework aims to create a culture of continuous improvement for teachers through feedback and professional development opportunities. It focuses on improving student outcomes and is based on effective teaching standards. The framework includes objectives set collaboratively between teachers and principals, opportunities for teachers to develop and receive feedback, and evaluation of its implementation. It is intended to integrate with other processes like certification and address underperformance. Support will be provided to help schools implement the framework.
A whole of institution approach to improving student experience using usage d...
The University of Adelaide's Beacon of Enlightenment Strategic and Operational Plans outline a number of key targets for online learning. The 2013-14 Benchmarking eLearning Projects provided a baseline of the University's performance in regard to these online learning targets and a defined set of benchmarks. This presentation will provide a background to the Benchmarking eLearning Project, the data collected and how the data is leveraged in the faculty to improve the online learning experience of students. The newly established Guidelines for Minimum use of MyUni and a targeted approach to enhancing online course design in line with the targets will be discussed. Future plans to automate reporting using an expanded source of data to inform support activities and ensure the university is improving over time will be outlined.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Power of coproduction qic 2016
The document discusses co-production and outlines a project to develop a UK Paediatric Trigger Tool to measure harm in pediatric care. It describes co-production as decision makers and experts working together on services. The project used Model for Improvement cycles with clinical sites to test triggers and refine a tool over multiple iterations. Through this process, a UK Paediatric Trigger Tool was developed and results were posted to a trigger tool portal, demonstrating the tool's creation and potential for measuring harm in pediatric care nationally. Key lessons focused on identifying champions, maintaining momentum, sharing resources and findings, and facilitating access to developed materials.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
Bringing together internal and external students on Blackboard - Brett Fyfiel...
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
More Related Content
What's hot
HE Course and Module Evaluation Conference - Suzanne Cholerton
HE Course and Module Evaluation Conference - Suzanne Cholerton Association of University Administrators
This document discusses Newcastle University's approach to module evaluation as a tool to improve teaching quality. It provides an overview of the university and the context for module evaluations. It describes the process of implementing online module evaluations across the university using a centralized system with common questions. It discusses challenges engaging both staff and students, and strategies used. It concludes by reflecting on lessons learned and plans for continued improvements.Susie Reis - Partnerships, Administration and the School of Education
Susie Reis - Partnerships, Administration and the School of EducationAssociation of University Administrators
This document discusses the changes to the administration team and partnerships at a School of Education over multiple shifts. It describes:
1) How the administration team structure changed with careers and placements merging and new roles like partnership managers being created.
2) How partnerships with schools, academic colleagues, internal departments, and trainees evolved as government policies shifted programs to a school-centered model.
3) The lessons learned around nurturing internal partnerships through communication, inclusion, and flexibility being essential to managing changes successfully and continuing to support partnerships externally.Room1 ASSET Anne Crook Elluminate Conference Acc Comments
The ASSET project aims to enhance feedback for students and staff through a web 2.0 resource called ASSET. The project will explore using video to provide timely, high-quality feedback and aims to improve feedback engagement. Over 30 staff and 1000 students will pilot ASSET, providing feedback through video to complement existing mechanisms. Student and staff surveys and focus groups will collect data on how ASSET impacts the feedback experience.
Embedding ELearning Structures
The document discusses embedding structures for e-learning change at Nottingham Trent University. It outlines how the university developed an engagement process for an e-learning project using a customer value methodology to define success criteria. This included focus groups and a survey to capture stakeholder needs. A project structure was established including steering committees, testing groups, and working groups to develop policies and oversee technical integration. This process has now been institutionalized and was used to engage stakeholders in developing minimum online teaching standards.
After class
This document summarizes a capstone project created by students in CGT 411/450 for the Division of Student Affairs. The students developed a more engaging mobile-friendly website to communicate campus events and activities to Purdue students, addressing a lack of uniformity. Their solution included benchmarking other universities, rich multimedia content, social media integration, and a design focused on students. It was tested with surveys and focus groups and will launch on August 1 at purdue.edu/afterclass, providing a legacy for future student teams.
Prog mtg 2010 tesep project
The TESEP project aimed to transform curriculum delivery through e-learning at partner institutions. After funding ended, three key actions were taken to sustain the project's impact: 1) Supporting institutional change by using TESEP to inform curriculum reviews. 2) Continuing to lead changes by formalizing advocate networks and interest groups. 3) Ongoing professional development through publications, conferences, and a research interest group.
Our journey: representing, reflecting on and learning from student journeys
A presentation from Connect More by Tim Coughlan and Kate Lister from The Open University
Every student has unique circumstances, experiences, challenges and goals, and these are often invisible to educators and staff working to support them. Our Journey is a creative and flexible tool for students to map, log, plan and represent their study journey. This enables students to reflect on their experiences, celebrate their achievements and identify skills gained through overcoming challenges, all of which contribute to positive mental wellbeing and growth mindset.
Meanwhile, educators can learn from representations of student journeys, meaning the design of programmes, classes and study support can be informed by student voice and experience.
Finally, when student journey representations are shared by students and educators as a co-owned artefact, this can build a powerful, reciprocal learning relationship in which students are supported to succeed.
Making An Impact
The document outlines best practices for using media and technology in schools based on a program called IMPACT. It finds that IMPACT schools saw significant growth in student test scores and computer use. IMPACT schools also had larger media collections, higher circulation, and more classes visiting their media centers compared to non-IMPACT schools. The document recommends that schools prioritize collaboration between teachers and media/technology staff, provide flexible access to resources, and regularly schedule professional development opportunities to integrate technology into teaching.
Wbl maturity toolkit meeting v1
The document introduces the Work-based Learning Maturity Toolkit, which helps institutions assess their performance in work-based learning. It contains criteria for evaluating 7 areas of focus. Institutions use the toolkit to identify their current maturity level, a vision for the future, and enablers/barriers. An action plan is then created to work towards the vision. The toolkit was developed based on prior benchmarking programs and has been piloted successfully at several universities and colleges to assess work-based learning programs and develop improvement plans.
Sarah Chesney First Europortfolio UK Chapter
This document discusses the emerging challenges and opportunities of using e-portfolios to support learning. It identifies several key challenges, such as: (1) when the e-portfolio process straddles different processes without acknowledging gaps, (2) when efficiencies are not recognized alongside new work required, and (3) when an e-portfolio champion changes jobs. The document also states that for e-portfolios to be successful, they require: (1) sustained senior management support and endorsement, and (2) the ability to demonstrate efficiencies, results, and statistics generated by the software. The overall document examines the complex issues around implementing e-portfolios and ensuring their long-term success.
Can learning analytics improve engineering education in both MOOC and traditi...
Slides of the SEFI 2017 workshop delivered by the STELA and ABLE Erasmus+ project in Tampere, Finland.
AMEE2016_AOSpine Blended MISS
The document discusses the results of implementing a blended learning module for a course on minimally invasive spinal surgery. The curriculum for a 21-hour face-to-face course was enhanced with 3 hours of pre-course online activities. Many participants completed the online components and earned additional continuing medical education credits. Evaluations from 45 spine surgeons and trainees showed that the blended learning approach was a positive educational experience for most.
Finding solutions to scaling up online learning: a collaborative approach
The document discusses a project aimed at scaling up online learning. It is focusing on accredited online courses in the UK and working with the academic community. The project is using a co-design approach to identify barriers, gather ideas from experts, and pursue promising solutions. Three initial priority areas are developing an online learning toolkit, a staff skills course for online learning, and improving the visibility of UK online courses. The project is currently working on diagnostic tools, a course directory, and disseminating results.
Shaye Howell...strategies pp
The document outlines strategies for a media specialist to promote collaboration between teachers and the media center. These include holding a pre-planning meeting, maintaining an accessible display board with relevant information, sending an e-newsletter with announcements and a calendar, providing reminders at grade-level meetings and sharing examples of student work, and encouraging collaboration at faculty meetings. The goal is to inform teachers of the resources and opportunities available through the media center.
Presentation of WBLQUAL Project: An Approach to Qualifications through Negoti...
Work Based Learning Qualifications (WBLQUAL) examines how Employers, Learners and Higher Education Institutions (HEIs) can benefit from working together to provide quality and affordable training to employees.
This presentation was presented at ICERI 2012 in Madrid by Rosemary Borup (Staffordshire University). More information can be found at www.wblqual.com.
Implementing learning outcome and assessment in Blackboard Learn - Wade Weich...
This session will focus primarily on the Learning Outcomes framework and how this framework will map through to provide students & educators with a clear understanding of their progression to and attainment of the subject, course and graduate outcomes. Audience for this session is primarily learning technologists and educational administrators.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Ossiannilsson e solve_balaton2014_final
This document discusses quality assurance (QA) in e-learning and the E-xcellence instrument launched in 2007 to complement existing internal and external QA systems. The basic tool in E-xcellence is the quick scan, which can be done as a quick orientation, with a review at a distance, or with an on-site assessment. It aims to reward continuous educational improvement through the E-xcellence Associates label. QA agencies and universities need to cooperate on e-learning QA and work towards a common definition and understanding of e-learning standards. The SEQUENT project also aims to promote excellence in ICT use in higher education and prepare universities for cross-border collaboration.
20120516 the draft_framework_consultation_20120516-1
The draft Australian Teacher Performance and Development Framework aims to create a culture of continuous improvement for teachers through feedback and professional development opportunities. It focuses on improving student outcomes and is based on effective teaching standards. The framework includes objectives set collaboratively between teachers and principals, opportunities for teachers to develop and receive feedback, and evaluation of its implementation. It is intended to integrate with other processes like certification and address underperformance. Support will be provided to help schools implement the framework.
A whole of institution approach to improving student experience using usage d...
The University of Adelaide's Beacon of Enlightenment Strategic and Operational Plans outline a number of key targets for online learning. The 2013-14 Benchmarking eLearning Projects provided a baseline of the University's performance in regard to these online learning targets and a defined set of benchmarks. This presentation will provide a background to the Benchmarking eLearning Project, the data collected and how the data is leveraged in the faculty to improve the online learning experience of students. The newly established Guidelines for Minimum use of MyUni and a targeted approach to enhancing online course design in line with the targets will be discussed. Future plans to automate reporting using an expanded source of data to inform support activities and ensure the university is improving over time will be outlined.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Power of coproduction qic 2016
The document discusses co-production and outlines a project to develop a UK Paediatric Trigger Tool to measure harm in pediatric care. It describes co-production as decision makers and experts working together on services. The project used Model for Improvement cycles with clinical sites to test triggers and refine a tool over multiple iterations. Through this process, a UK Paediatric Trigger Tool was developed and results were posted to a trigger tool portal, demonstrating the tool's creation and potential for measuring harm in pediatric care nationally. Key lessons focused on identifying champions, maintaining momentum, sharing resources and findings, and facilitating access to developed materials.
What's hot (20)
HE Course and Module Evaluation Conference - Suzanne Cholerton
HE Course and Module Evaluation Conference - Suzanne Cholerton
Susie Reis - Partnerships, Administration and the School of Education
Susie Reis - Partnerships, Administration and the School of Education
Room1 ASSET Anne Crook Elluminate Conference Acc Comments
Room1 ASSET Anne Crook Elluminate Conference Acc Comments
Our journey: representing, reflecting on and learning from student journeys
Our journey: representing, reflecting on and learning from student journeys
Can learning analytics improve engineering education in both MOOC and traditi...
Can learning analytics improve engineering education in both MOOC and traditi...
Finding solutions to scaling up online learning: a collaborative approach
Finding solutions to scaling up online learning: a collaborative approach
Presentation of WBLQUAL Project: An Approach to Qualifications through Negoti...
Presentation of WBLQUAL Project: An Approach to Qualifications through Negoti...
Implementing learning outcome and assessment in Blackboard Learn - Wade Weich...
Implementing learning outcome and assessment in Blackboard Learn - Wade Weich...
20120516 the draft_framework_consultation_20120516-1
20120516 the draft_framework_consultation_20120516-1
A whole of institution approach to improving student experience using usage d...
A whole of institution approach to improving student experience using usage d...
Similar to Assessment and Feedback Cluster A IBLC 2012
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
Bringing together internal and external students on Blackboard - Brett Fyfiel...
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
REAP Assessment/Feedback Principles and Examples
The document discusses technology supported assessment and feedback. It outlines the REAP project which took a principled approach to redesigning courses using technology. The project involved 6000 students across 19 pilots at 3 universities. The pilots showed benefits like reduced workload and improved learning outcomes. Formative assessment and feedback are important for student learning but current practices are unsatisfactory. The REAP project aimed to address this by embedding seven principles of good feedback practice into technology-supported assessment activities.
Ways to ensure “buy in” from the academics in the transition to digitised ass...
Ways to ensure “buy in” from the academics in the transition to digitised assessments
Marieke Guy (Head of Digital Assessment) & Claudia Cox (Digital Assessment Advisor)
Uniwise partner meeting
2nd November 2023
Innovation in Education: Tools and methods for success (Session 1)
Innovation in Education
Tools and methods for success
Session 1: Concepts and Models
Joint Pearson and ELIG workshop
Employing the 3E Framework to underpin institutional practice in the active u...
Employing the 3E Framework to underpin institutional practice in the active u...Ireland & UK Moodlemoot 2012
Employing the 3E Framework to underpin institutional practice in the active use of technology
Stephen Bruce & Keith Smyth
Edinburgh Napier UniversityOpenMOOCs: Using OER to Enhance Collaboration and Reduce Costs
The Open Education Consortium pilots the power of openly licensed MOOCs to enhance collaboration and reduce costs.
The Open Education Consortium (OEC) launched a pilot in 2014 to demonstrate the power of using openly licensed content in Massive Open Online Course (MOOC) development to enable more and better collaboration while significantly reducing costs. Partnering with edX, OEC member institutions were given the opportunity to develop MOOCs on a leading technology platform that offers multiple options for learners. Using existing open courseware and other open educational resources (OER), members have launched MOOCs that offer learners high-quality learning experiences for free but with the option to earn a completion certificate for a modest fee.
Member institutions participating in the pilot include the National Chiao Tung University, Tufts University, University Polytechnic of Madrid, Open University’s TESS India project, Anne Arundel Community College, and the University of Hokkaido. They are offering a wide variety of courses that range from the technology of energy, introduction to helicopters, corporate social responsibility, teacher education, introduction to business, and the effects of radiation.
Panelists from the MOOC development team at University of Hokkaido, TU Delft, and the Open Education Consortium will share best practices for developing and running openly licensed MOOCs. Lesson learned about developing MOOCs with OER and strategies for enhancing student engagement will be shared.
The Open Education Consortium is a worldwide community of hundreds of higher education institutions and associated organizations committed to advancing open education and its impact on global education. We seek to instill openness as a feature of education around the world, allowing greatly expanded access to education while providing a shared body of knowledge upon which innovative and effective approaches to today’s social problems can be built.
EdX, a not-for-profit enterprise founded by Harvard University and the Massachusetts Institute of Technology in 2012, was created for students and institutions that seek to transform themselves through cutting-edge technologies, innovative pedagogy, and rigorous courses. Through our institutional partners, the xConsortium, along with other leading global members, we present the best of higher education online, offering opportunity to anyone who wants to achieve, thrive, and grow.
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TEL
Presented on 1st May 2014 at Blackboard Teaching and Learning Conference (#BbTLC2014) at University College Dublin. This worshop encouraged attendeed to engage with materials created by Sheffield Hallam University as part of their Changing the Learning Landscape (CLL) transforamtion project.
FLEX: practice-based CPD for growth
This document discusses continuous professional development (CPD) for academics. It notes that CPD does not need to be formal and can include informal, practice-based activities. The document outlines different types of CPD such as reactive, self-driven, and proactive CPD. It also discusses challenges of CPD including time, workload, and rapid changes. The document proposes a flexible CPD model called FLEX that allows academics to choose various CPD activities and receive credits that can contribute to professional recognition from the Higher Education Academy. Academics document their selected CPD activities and reflections in an academic portfolio.
Reflections on transforming assessment and feedback: complexity and collabora...
Keynote: Medway Festival of Learning and Teaching
10th September 2020
Debbie Holley and Anne Quinney
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...Charles Darwin University
Over the last few years the Australasian Council of Online, Distance and eLearning (ACODE) have facilitated two major Benchmarking Summits in Sydney and Canberra, using the ACODE Benchmarks for TEL. These have been unprecedented events within the Australasian higher education, with 35 higher education institutions from five countries involved. To participate each institution first had to undertake a self-assessment of their capacity in TEL against the Performance Indicators in the tool, and then be willing to share this with the other institutions involved. Each institution assessed, at a minimum, two of the benchmarks, with many institutions doing far more. However, for an institution to maximize its experience with this activity they need to be starting their engagement well prior to the formal benchmarking activity. This workshop will help those new to the ACODE benchmarks understand what is required when using this tool. It will provide the wherewithal to ensure your participation is undertaken in a rigorous way. More importantly, it will provide a practical way to facilitate an internal activity, potentially with a view to then be involved in an inter-institutional activity. We will work through a number of different scenarios to help you understand the many facets needing to be considered in undertaking such an activity, and you leave with a strong plan of action for your institution to enhance its capacity in TEL.Ouldi project blended_learning_conf
This document discusses a project aimed at shifting curriculum design from implicit, craft-based approaches to more explicit, systematic approaches informed by empirical evidence. It outlines key aspects of curriculum design as a conscious, dialogic, creative, communicative and social process. The project seeks to support the entire design process from initial ideas to implementation and sharing. Methods discussed include curriculum mapping, workshops, and identifying "touch points" for influencing institutional processes. Case studies show how learning design tools and visualizations can promote reflection, collaboration and meeting challenges in curriculum redesign. Success factors include collaborative ethos, championing innovation, and providing structured design opportunities.
Sustaining innovation in curriculum design
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
Webinar for ascilite community
The document discusses the ALTC Good Practice Reports (GPRs) on technology-enhanced learning and teaching. 11 GPRs were commissioned to evaluate outcomes and practices from ALTC projects. The GPR on technology-enhanced learning covered 33 projects and defined technology-enhanced learning as enriching learning experiences and intellectual expression using digital media. It identified 10 outcomes of exemplar projects and provided recommendations for implementing good practices. The Network of Australasian Tertiary Associations aims to integrate and disseminate the GPRs' findings.
Technology-enhanced Learning and Teaching Report
An online presentation given as part of the ascilite live webinar series. February 26th 2013. By Mike Keppell, Gordon Suddaby and Natasha Hard
AY202223 Oct Innovation Practicum_Study Guide (Student Version).pdf
The document provides guidelines for an Innovation Practicum subject at Temasek Polytechnic. It includes information on the subject aims, instructional hours, assessment structure, project focus, prototype presentations, and class participation assessment. Specifically:
- The subject introduces knowledge and skills to develop innovative prototypes based on a business idea or problem, applying design thinking and prototyping skills.
- It involves 60 hours of instruction applying the design thinking framework, developing a prototype, and presenting project findings.
- Assessment includes prototype presentations (30% and 35% respectively) and a final report (20%). It also evaluates class participation (10%).
- The project focus provided involves developing a sustainable mobile app for an SME
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
Viewpoints Evaluation Report
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
Using Groupsites to Construct Knowledge Sharing and Learning Infrastructures
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
Embedding impact: effecting institutional change through the development and ...
Slides from an ARMA 2015 talk on building impact into the research process, with a focus on research management.
Similar to Assessment and Feedback Cluster A IBLC 2012 (20)
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...
Bringing together internal and external students on Blackboard - Brett Fyfiel...
Bringing together internal and external students on Blackboard - Brett Fyfiel...
Ways to ensure “buy in” from the academics in the transition to digitised ass...
Ways to ensure “buy in” from the academics in the transition to digitised ass...
Innovation in Education: Tools and methods for success (Session 1)
Innovation in Education: Tools and methods for success (Session 1)
Employing the 3E Framework to underpin institutional practice in the active u...
Employing the 3E Framework to underpin institutional practice in the active u...
OpenMOOCs: Using OER to Enhance Collaboration and Reduce Costs
OpenMOOCs: Using OER to Enhance Collaboration and Reduce Costs
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TEL
Developing a Menu of Teaching Approaches to Encourage Deeper Engagement with TEL
Reflections on transforming assessment and feedback: complexity and collabora...
Reflections on transforming assessment and feedback: complexity and collabora...
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...
Preparing for an inter-institutional Benchmarking activity using the ACODE Be...
AY202223 Oct Innovation Practicum_Study Guide (Student Version).pdf
AY202223 Oct Innovation Practicum_Study Guide (Student Version).pdf
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...
Using Groupsites to Construct Knowledge Sharing and Learning Infrastructures
Using Groupsites to Construct Knowledge Sharing and Learning Infrastructures
Embedding impact: effecting institutional change through the development and ...
Embedding impact: effecting institutional change through the development and ...
More from jisc-elearning
Developing digital capability for the future
Presentation to Staff Development Forum Scotland Conference 27th Aug 2014. "21st century learning - practitioner skills and technological tools"
Strategic Approaches to Digital Literacies: Gregynog Colloquium 2014
This document discusses developing digital literacies. It defines digital literacies as the capabilities needed for living, learning and working in a digital society. Developing digital literacies involves aspects like access, skills, practices, attributes and identity. The document outlines a Jisc program that explored approaches to digital literacies in universities and colleges. It provides key messages on taking strategic, curriculum-embedded approaches that involve students, develop staff skills, and provide just-in-time support. The document also discusses developing students' and staff digital literacies, literacy in the curriculum, and supporting professional services and students.
The changing face of assessment and feedback: how technology can make a diffe...
The document discusses challenges with traditional assessment and feedback practices in higher education and how principles and technology can help address these challenges. It describes a JISC program involving multiple UK institutions that explored using principles of assessment and feedback to guide practice and implementing technologies to support assessment lifecycles and longitudinal student development. Key topics covered include developing principles of effective assessment and feedback, aligning assessment with employability skills, using electronic management of assessment, and analyzing feedback to improve practices over time.
Analysis of feedback webinar
The document summarizes a webinar on analyzing feedback from educational institutions. It discusses why feedback should be analyzed and approaches like coding frameworks to categorize feedback. Examples are provided from projects at the Institute of Education, Queen's University Belfast, and Open University that analyzed feedback on assignments. Their analysis found inconsistencies in feedback quality and identified strengths like praise versus weaknesses like criticisms. The webinar explored benefits of feedback analysis including improving learner engagement and staff satisfaction.
Feed-forward approaches for enhancing assessment and feedback
Jisc Assessment and Feedback programme webinar session slides on the topic of feedforward and its importance in the feedback process.
Support assessment and feedback practice with technology: a view of the UK la...
Paper presentation at EUNIS 2013 conference in Riga, Latvia. Summary of challenges and approaches from the Jisc Assessment and Feedback programme.
Approaches to changing assessment and feedback practice
This document discusses different approaches that universities have taken to changing assessment and feedback practices. It describes projects at Bath Spa University, University of Winchester, and Queen's University Belfast that took bottom-up, evidence-based approaches focusing on principles of assessment and feedback and participatory change. Manchester Metropolitan University's project took a top-down approach, building on previous initiatives. All the projects emphasized listening to stakeholders, piloting changes, and evaluating results. The main challenges identified were engaging all stakeholders, embedding changes fully, and selecting and implementing appropriate technologies to support changes.
Learning analytics for assessment and feedback
The concept of learning analytics is gaining traction in education as an approach to using learner data to gain insights into different trends and patterns but also to inform timely and appropriate support interventions. This webinar will explore a number of different approaches to integrating learning analytics into the context of assessment and feedback design; from overall assessment patterns and VLE usage in an institution, to creating student facing workshops, to developing principles for dashboards.
The presentations will feature current thinking and approaches from teams from the following projects in the Jisc Assessment and Feedback programme:
TRAFFIC, MMU ( speaker Rachel Forsyth)
EBEAM, University of Hudersfield, (speaker Cath Ellis)
iTeam, University of Hertfordshire (speaker Julie Vuolo)
There will be opportunities for questions and discussion throughout the session.
Changing student practices and digital literacies
This document summarizes presentations from a webinar on developing digital literacies. It includes:
1) A summary of a project at the Institute of Education that studied changing student digital practices through surveys, focus groups, and journaling to understand student orientations to digital tools.
2) A summary of the CASCADE project at the University of Exeter that used postgraduate students as "digital pioneers" to support staff and student development in digital literacy.
3) An overview of a project at the University of Greenwich that recruited undergraduate students as "change agents" to support the development of digital literacy skills across the university.
4) A description of the InStePP project at Oxford Brookes University
Exploring employability through assessment and feedback
The document discusses using assessment and feedback to enhance student employability. It describes two projects focusing on this theme: COLLABORATE, which brings together staff, students, and employers to create employability-focused assessments using technology; and FAST, which integrates technology within assessment and feedback activities to improve employability. It also discusses drivers for increasing emphasis on employability in higher education, including student and employer demands, and the need for graduates to have skills applicable to the workplace.
Jisc webinar: Implementing the UKPSF in the digital university
The document outlines a webinar on implementing the UK Professional Standards Framework (UKPSF) in the digital university. It discusses the development of a guide created through collaboration between Jisc and various professional associations. The guide defines the UKPSF, provides annotated links to resources for teachers and developers, and includes case studies from the partner organizations. Feedback is sought on the guide and how attendees see the framework being used at their universities. Next steps may include additional case studies, resources, and coverage of partners' work developing digital literacy.
Jisc webinar: developing staff digital literacies
This document summarizes a presentation on supporting the development of staff digital literacies. It discusses current approaches taken by librarians, careers staff, and administrators. It also discusses a whole-institutional approach and defines digital literacy. Specific topics covered include developing digital literacies in the disciplines and embedding technology in staff development programs.
Evaluation of a comms and tutoring system at Dundee
The system allows tutors to act as "one" across email, blogs, and microblogs. The document questions whether TQFE-Tutor improves self-direction of learners and their final results. It also examines benefits for staff development and potential workload savings. Respondents believe the system helps learners be more self-directed but note improved results are not yet established. The transparent system ensures consistency, facilitates moderation, and acts as a mentor for new staff. It may provide workload savings over traditional mailing of assignments. [
Peer review and the development of evaluative skills
The document discusses peer review and its benefits for developing students' evaluative skills. It presents research findings that show students learn when producing feedback for peers by making comparisons to their own work and criteria. The key principle is that peer review helps students learn to self-evaluate by having them practice making judgments about others' work.
Using open source assessment and feedback tools
The document discusses using open source assessment and feedback tools. It introduces Rogō and Uniqurate, two open source assessment authoring and delivery tools. It provides an overview of each tool's features and capabilities. Lessons learned from previous projects are also discussed, such as the importance of testing, documentation, and community involvement for open source projects.
Current issues and approaches in developing digital literacy
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
CAA 2012 Closing Address
This document provides links to resources from JISC's programme on assessment and feedback. It includes links to projects exploring topics like adaptive testing, collaborative assessment, international developments, and question banks. A diagram maps these projects and topics to themes like evaluating CAA systems, assessing skills and enhancing learning, and strategic developments. The document also discusses emerging areas like learning analytics and economic impact measures.
Assessment and Feedback programme update (April 2012)
This document provides an overview of the JISC Assessment and Feedback programme, which has three strands of projects running from 2011-2014 aimed at increasing the usage of technology-enhanced assessment and feedback practices in UK higher education. Strand A involves 8 implementation projects, Strand B includes 8 evidence and evaluation projects, and Strand C comprises 4 larger innovation projects. The programme aims to provide increased efficiencies and improvements in assessment quality, enhance the student and staff experience, and generate clear business cases and models of sustainable institutional support. It is supported by a central programme team and synthesis project to capture learning across the initiatives.
Assessment and Feedback start-up meeting Oct 2011
This document summarizes the agenda and goals for a JISC Assessment and Feedback Programme meeting on October 5th, 2011. The meeting aimed to introduce projects to each other's work, identify connections, and facilitate networking. An overview of the program structure, expectations, reporting requirements, and support team was provided. Project representatives gave 2 minute elevator pitches on their value propositions and benefits. A poster networking session allowed projects to explore connections and schedule 10 minute discussions.
Winning hearts and minds: tools and techniques to engage staff in curriculum ...
Workshop at International Blended Learning conference 2012 - Curriculum Design programme - Greenwich and MMU
More from jisc-elearning (20)
Strategic Approaches to Digital Literacies: Gregynog Colloquium 2014
Strategic Approaches to Digital Literacies: Gregynog Colloquium 2014
The changing face of assessment and feedback: how technology can make a diffe...
The changing face of assessment and feedback: how technology can make a diffe...
Feed-forward approaches for enhancing assessment and feedback
Feed-forward approaches for enhancing assessment and feedback
Support assessment and feedback practice with technology: a view of the UK la...
Support assessment and feedback practice with technology: a view of the UK la...
Approaches to changing assessment and feedback practice
Approaches to changing assessment and feedback practice
Exploring employability through assessment and feedback
Exploring employability through assessment and feedback
Jisc webinar: Implementing the UKPSF in the digital university
Jisc webinar: Implementing the UKPSF in the digital university
Evaluation of a comms and tutoring system at Dundee
Evaluation of a comms and tutoring system at Dundee
Peer review and the development of evaluative skills
Peer review and the development of evaluative skills
Current issues and approaches in developing digital literacy
Current issues and approaches in developing digital literacy
Assessment and Feedback programme update (April 2012)
Assessment and Feedback programme update (April 2012)
Winning hearts and minds: tools and techniques to engage staff in curriculum ...
Winning hearts and minds: tools and techniques to engage staff in curriculum ...
Recently uploaded
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
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
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'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.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Recently uploaded (20)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Assessment and Feedback Cluster A IBLC 2012
- 1. Aligning assessment & feedback with 21st century needs Cluster A project teams from the Assessment and Feedback Programme: • Bath Spa/Winchester Universities • Cornwall College • University of Exeter • University of Hertfordshire & Peter Bullen – Critical Friend IBLC 2012
- 2. Strand A: Institutional change • The eight projects in this strand aim to redesign assessment and feedback practices, making best use of technology to deliver significant change at programme, school or institutional level. • http://www.jisc.ac.uk/whatwedo/programmes/ele • http://jiscdesignstudio.pbworks.com/w/page/499
- 3. Objectives of this session • To gain an overview of the work of the four projects • To stimulate dialogue about technology supported assessment and feedback • To enable participants to consider how this work can be transferred into their contexts
- 4. FASTECH Joelle Adams and Bex Lewis Using readily available technologies to support the systemic enhancement of assessment and feedback strategies and practices at programme, faculty and institutional levels. FAST Feedback and Assessment Strategy Testing Tony Harris Integrating technology within assessment and feedback activity to enhance employability.
- 5. COLLABORATE Rich Osborne Bringing together staff, students and employers to create employability focused assessments enhanced by technology. ITEAM Julie Vuolo Providing an integrated approach to supporting a range of in- and out- of-class technologies that enhance assessment and feedback opportunities for all our students.
- 6. Session - activities • Introduction (5 min) • Engaging with Posters by adding comments/questions (20 min): Task: Please provide one comment/question on one challenge per poster (5 min/poster). Supplementary task: Add other questions/comments as time permits.
- 7. Session – activities (continued) • In depth discussion with one of the teams, around their poster (15 min) • Plenary – summary - one key point/group raised in the in-depth discussion (5 min)
- 8. For more information about these projects see: http://www.jisc.ac.uk/whatwedo/programmes/elear Or: http://jiscdesignstudio.pbworks.com/w/page/4992