The document outlines the agenda and content for an ICT Mark Assessors' conference. The agenda includes opening and closing sessions as well as workshops on quality report writing, handling borderline schools, processes and procedures, and safeguarding. The workshops provide activities and discussions around evaluating sample assessment reports, developing strategies for borderline schools, and ensuring schools meet e-safety requirements.
REAP Assessment/Feedback Principles and ExamplesMartin Hawksey
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.
Apps for teaching and learning: An institutional approachJisc
Here at Manchester Metropolitan University we have recently completed the roll out of an apps for teaching and learning project that is centrally licencing and supporting 5 apps (Vevox, Mentimeter, Kahoot, Padelt and Nearpod) that we believe promote and enhance active learning practices for our students.
To do this we developed a learning activities frame work based on some research we undertook into the types of activities teaching staff were employing in their practice. This framework has allowed us to select a relative small, but we think, well mapped set of tools to enable colleagues to design and deliver a broad range of learning activities in their practice.
By Rod Cullen, Senior lecturer at Manchester Metropolitan University
1. The document discusses analyzing feedback provided to students to identify patterns and areas for improvement. Two tools were presented for categorizing feedback from the Institute of Education and University of Dundee.
2. An analysis of 171 assignments from 4 postgraduate programs at the IOE found that praise was the most common category of feedback.
3. A feedback audit of 140 assignments at Dundee found most feedback focused on content and tasks, and that positive and negative feedback were equal. This confirmed variability in feedback between instructors.
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
Approaches to changing assessment and feedback practicejisc-elearning
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.
An introductory presentation to Compass Education and Its Compass School initiative, including the Compass and ISIS Accelerator Tools for brining sustainability education into a school culture and system.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
A CAUDIT Webinar investigating the findings of the ACODE sector scan on online proctoring tools being used in Australasia for online exams. It looks at the issues risks and affordances
REAP Assessment/Feedback Principles and ExamplesMartin Hawksey
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.
Apps for teaching and learning: An institutional approachJisc
Here at Manchester Metropolitan University we have recently completed the roll out of an apps for teaching and learning project that is centrally licencing and supporting 5 apps (Vevox, Mentimeter, Kahoot, Padelt and Nearpod) that we believe promote and enhance active learning practices for our students.
To do this we developed a learning activities frame work based on some research we undertook into the types of activities teaching staff were employing in their practice. This framework has allowed us to select a relative small, but we think, well mapped set of tools to enable colleagues to design and deliver a broad range of learning activities in their practice.
By Rod Cullen, Senior lecturer at Manchester Metropolitan University
1. The document discusses analyzing feedback provided to students to identify patterns and areas for improvement. Two tools were presented for categorizing feedback from the Institute of Education and University of Dundee.
2. An analysis of 171 assignments from 4 postgraduate programs at the IOE found that praise was the most common category of feedback.
3. A feedback audit of 140 assignments at Dundee found most feedback focused on content and tasks, and that positive and negative feedback were equal. This confirmed variability in feedback between instructors.
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
Approaches to changing assessment and feedback practicejisc-elearning
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.
An introductory presentation to Compass Education and Its Compass School initiative, including the Compass and ISIS Accelerator Tools for brining sustainability education into a school culture and system.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
A CAUDIT Webinar investigating the findings of the ACODE sector scan on online proctoring tools being used in Australasia for online exams. It looks at the issues risks and affordances
Survey of local authority integrated children’s systemsOfsted
In spring 2018, Ofsted asked all local authorities (LAs) some questions about their integrated children’s system (ICS). This presentation contains the survey findings.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
This document discusses assessment in distance learning. It begins by stating the objectives of identifying guiding principles of assessment in distance learning, discussing formative assessment provisions in DO 31, and sharing insights from last school year's assessment results. It then discusses that assessment should inform and improve practices to promote learning outcomes. Formative assessment in distance learning should include clearly communicating assessment tasks, conducting assessments remotely with flexibility, and providing timely and meaningful feedback as well as remediation. The document emphasizes that feedback is crucial for student learning and improvement. It concludes by thanking participants.
This document outlines a proposal to create a collaborative instructional technology policy and strategy at Rutgers University. It discusses problems with the current approach, such as a lack of training and support for faculty. Successful models at other universities are presented, including centralized IT departments and online learning programs. A 6-phase plan is proposed to establish a Rutgers Information Technology department, develop training, improve hardware and collaboration, pilot online classes and video conferencing, and assess outcomes. Initial budget estimates include costs for equipment and staff. The presentation aims to spark discussion on how to enhance educational capabilities through a new instructional technology strategy.
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
- The document discusses the Making Assessment Count Consortium, an informal group working to improve the use of feedback through technology.
- They developed an SOS model and e-Reflect software to encourage students to strategically reflect on feedback and share those reflections with tutors.
- Several universities piloted the approach, finding students engaged more with feedback and tutors had more information on student performance. However, training and support were needed for full implementation.
The document outlines a three phase learning design process:
1. The profiling phase involves understanding the learner's prior knowledge, goals, and learning preferences using Learning Management Questions 1-3.
2. The strategizing phase uses Learning Management Questions 4-6 to determine available resources, design a learning journey, and assign roles to support the learner.
3. The ascertainment phase uses Learning Management Questions 7-8 to check the learner's progress through valid assessments and inform stakeholders of the learner's progress.
Mega-metacognition - learning how to learn in a digital ageJisc
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
The Educational Equity Imperative: Leveraging Technology to Empower Learning ...Julie Evans
The document summarizes key findings from the Speak Up 2017 research project on technology use in K-12 education. It finds that while developing important workplace skills through technology is a priority, equity of access remains a challenge. While more schools are implementing 1:1 mobile programs, principals note inequities between Title 1 and non-Title 1 schools. Providing mobile devices helps address inequities, but many students still lack home internet access. Rural students in particular struggle to complete digital homework outside of school. The panel discussion calls for ensuring equitable technology resources and helping teachers leverage technology for skill development and equity.
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
Indiana Jones and the crusade for large scale implementation of ePortfolios -...Rudi Clause
1. The document discusses the challenges of scaling up the implementation of ePortfolios across Avans University, which has 20,000 students and 2,000 staff across multiple campuses.
2. When initially implementing ePortfolios with early adopters, the approach focused on flexibility and student engagement. However, large-scale implementation led to greater complexity from increased variety in usage.
3. To address the new challenges of scaling up, Avans organized a community of practice and developed the Maastricht Model to guide the phased implementation, while continuing to involve stakeholders and consider how ePortfolios relate to their view of teaching and learning.
This document discusses online education quality assurance and benchmarking. It provides background on the presenter, Professor Michael Sankey, and the organizations he represents, including Griffith University in Australia and the Australasian Council on Open, Distance and eLearning (ACODE). It outlines different levels of technology-enabled learning and the importance of quality frameworks and standards for online education. It introduces a benchmarking toolkit from the Commonwealth of Learning to help institutions evaluate and improve their technology-enabled learning practices by comparing them to good practices and other institutions. Benchmarking is presented as an important quality assurance method that can identify areas for improvement and facilitate collaboration.
The Necessity Of Assessment Centres In Teaching And LearningMarius Pienaar (Dr.)
The document discusses the results of a survey on the need for assessment centers in higher education. The survey found that most respondents believed there is a need for assessment centers and that they could help ensure authentic assessment of students. While some preparation for the workforce is being done, most respondents thought institutions could take a more practical approach. There was also support for using technology in assessment centers, such as video conferencing, interactive software, and webinars. However, concerns were raised about current limited access to technology for all students. The conclusions were that assessment centers have the potential to bridge the gap between education and workplace needs but resources must be improved to realize this goal.
Web 2.0 templates and layouts can be downloaded from the internet and extracted before being copied into the themes folder of a WordPress site. Templates provide a preset format that does not need to be recreated each time and can be customized. Common template categories include premium, dynamic, flash sites, and low budget packages. Successful layouts include areas for headers, footers, bodies, and sidebars. Frameworks provide reusable code through well-defined APIs that can be specialized. APIs allow sharing of content, embedding, dynamic posting, and embedding from other hosts. CSS and JavaScript frameworks aid in styling and designing dynamic web pages.
This document defines and describes 12 common persuasive techniques used in advertising and marketing. Each technique is defined in 1-2 sentences and its intended effect is stated. The techniques are: bandwagon, humor, individuality, name-calling, plain folks, product comparison, purr words, rewards, security/fear, slogan, testimonial/celebrity endorsement, and transfer/emotional appeal. The overall purpose is to inform about different persuasive strategies and how they aim to influence consumers and readers.
Survey of local authority integrated children’s systemsOfsted
In spring 2018, Ofsted asked all local authorities (LAs) some questions about their integrated children’s system (ICS). This presentation contains the survey findings.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
This document discusses assessment in distance learning. It begins by stating the objectives of identifying guiding principles of assessment in distance learning, discussing formative assessment provisions in DO 31, and sharing insights from last school year's assessment results. It then discusses that assessment should inform and improve practices to promote learning outcomes. Formative assessment in distance learning should include clearly communicating assessment tasks, conducting assessments remotely with flexibility, and providing timely and meaningful feedback as well as remediation. The document emphasizes that feedback is crucial for student learning and improvement. It concludes by thanking participants.
This document outlines a proposal to create a collaborative instructional technology policy and strategy at Rutgers University. It discusses problems with the current approach, such as a lack of training and support for faculty. Successful models at other universities are presented, including centralized IT departments and online learning programs. A 6-phase plan is proposed to establish a Rutgers Information Technology department, develop training, improve hardware and collaboration, pilot online classes and video conferencing, and assess outcomes. Initial budget estimates include costs for equipment and staff. The presentation aims to spark discussion on how to enhance educational capabilities through a new instructional technology strategy.
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
- The document discusses the Making Assessment Count Consortium, an informal group working to improve the use of feedback through technology.
- They developed an SOS model and e-Reflect software to encourage students to strategically reflect on feedback and share those reflections with tutors.
- Several universities piloted the approach, finding students engaged more with feedback and tutors had more information on student performance. However, training and support were needed for full implementation.
The document outlines a three phase learning design process:
1. The profiling phase involves understanding the learner's prior knowledge, goals, and learning preferences using Learning Management Questions 1-3.
2. The strategizing phase uses Learning Management Questions 4-6 to determine available resources, design a learning journey, and assign roles to support the learner.
3. The ascertainment phase uses Learning Management Questions 7-8 to check the learner's progress through valid assessments and inform stakeholders of the learner's progress.
Mega-metacognition - learning how to learn in a digital ageJisc
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
The Educational Equity Imperative: Leveraging Technology to Empower Learning ...Julie Evans
The document summarizes key findings from the Speak Up 2017 research project on technology use in K-12 education. It finds that while developing important workplace skills through technology is a priority, equity of access remains a challenge. While more schools are implementing 1:1 mobile programs, principals note inequities between Title 1 and non-Title 1 schools. Providing mobile devices helps address inequities, but many students still lack home internet access. Rural students in particular struggle to complete digital homework outside of school. The panel discussion calls for ensuring equitable technology resources and helping teachers leverage technology for skill development and equity.
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
Indiana Jones and the crusade for large scale implementation of ePortfolios -...Rudi Clause
1. The document discusses the challenges of scaling up the implementation of ePortfolios across Avans University, which has 20,000 students and 2,000 staff across multiple campuses.
2. When initially implementing ePortfolios with early adopters, the approach focused on flexibility and student engagement. However, large-scale implementation led to greater complexity from increased variety in usage.
3. To address the new challenges of scaling up, Avans organized a community of practice and developed the Maastricht Model to guide the phased implementation, while continuing to involve stakeholders and consider how ePortfolios relate to their view of teaching and learning.
This document discusses online education quality assurance and benchmarking. It provides background on the presenter, Professor Michael Sankey, and the organizations he represents, including Griffith University in Australia and the Australasian Council on Open, Distance and eLearning (ACODE). It outlines different levels of technology-enabled learning and the importance of quality frameworks and standards for online education. It introduces a benchmarking toolkit from the Commonwealth of Learning to help institutions evaluate and improve their technology-enabled learning practices by comparing them to good practices and other institutions. Benchmarking is presented as an important quality assurance method that can identify areas for improvement and facilitate collaboration.
The Necessity Of Assessment Centres In Teaching And LearningMarius Pienaar (Dr.)
The document discusses the results of a survey on the need for assessment centers in higher education. The survey found that most respondents believed there is a need for assessment centers and that they could help ensure authentic assessment of students. While some preparation for the workforce is being done, most respondents thought institutions could take a more practical approach. There was also support for using technology in assessment centers, such as video conferencing, interactive software, and webinars. However, concerns were raised about current limited access to technology for all students. The conclusions were that assessment centers have the potential to bridge the gap between education and workplace needs but resources must be improved to realize this goal.
Web 2.0 templates and layouts can be downloaded from the internet and extracted before being copied into the themes folder of a WordPress site. Templates provide a preset format that does not need to be recreated each time and can be customized. Common template categories include premium, dynamic, flash sites, and low budget packages. Successful layouts include areas for headers, footers, bodies, and sidebars. Frameworks provide reusable code through well-defined APIs that can be specialized. APIs allow sharing of content, embedding, dynamic posting, and embedding from other hosts. CSS and JavaScript frameworks aid in styling and designing dynamic web pages.
This document defines and describes 12 common persuasive techniques used in advertising and marketing. Each technique is defined in 1-2 sentences and its intended effect is stated. The techniques are: bandwagon, humor, individuality, name-calling, plain folks, product comparison, purr words, rewards, security/fear, slogan, testimonial/celebrity endorsement, and transfer/emotional appeal. The overall purpose is to inform about different persuasive strategies and how they aim to influence consumers and readers.
WordPress is an open source blog publishing application powered by PHP and MySQL. It allows for content management and has a plugin architecture and templating system. Key features include widgets, themes, integrated link management, tagging, trackbacks, and plugins for sidebar widgets. Terms used include posts, tags, categories, media library, links, pages, dashboards, widgets, plugins, archives, and RSS feeds. Advantages are that it is free, fast to set up, easy to learn and customize, and has a large community developing add-ons. Disadvantages include similar looking themes and potential security and performance issues.
The sperm whale lives in pods in open oceans around the world. It is the largest toothed whale and has the largest brain of any animal. Sperm whales hunt giant squid by diving deep in the ocean. Females give birth every 3-5 years and calves nurse for up to 8 years. Sperm whales were heavily hunted for oil and other products in the 18th-20th centuries, greatly reducing their population before whaling was prohibited.
Ashley's SMART goal was to work out 4 days a week doing cardio for at least 1 hour each session in order to improve her stamina and ability to complete physical tasks without losing her breath or struggling. She chose this goal because she found herself easily out of breath and wanted to become healthier. Her routine involved using the treadmill and doing arm and ab exercises. Having friends join her at the gym motivated her, while lack of time, sleep, and a bad knee inhibited her workouts. By tracking her progress in logs, she found that she gained strength, could walk places without issues, and felt healthier, influencing her to make healthier food choices as well.
Ashley's SMART goal was to work out 4 days a week doing cardio for at least 1 hour each session in order to improve her stamina and reduce getting out of breath during physical activity. She tracked her workouts in a log to monitor her progress. Her routine included using the treadmill and doing arm and ab exercises. Having friends join her at the gym motivated her, while lack of time, sleep, and a bad knee inhibited her workouts. By the end, she felt more athletic, stronger, and healthier with improved endurance and food choices.
Alcohol and tobacco addiction statistics show that alcohol and tobacco take a significant toll. Every day thousands of youth try alcohol for the first time and college students die from alcohol injuries. Millions of Americans meet criteria for alcohol disorders. Tobacco kills over 400,000 Americans annually despite many attempts to quit, with most relapsing within a year.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
Concept Of Ematurity Model For Implementationadvisorymatters
The document introduces a model for implementing e-maturity in schools using ICT. It discusses key research findings on how ICT can improve school effectiveness and student outcomes. It then presents a model of implementation with stages of maturity and describes characteristics of e-confident learners, teachers, and leaders. The UK developed a self-review framework to support schools in improving standards through ICT use.
The document describes the Self Review Framework (SRF), which is a tool from Becta that allows schools to assess and improve their use of information and communication technology (ICT). The SRF has eight elements that schools can evaluate themselves against using a five point scale. It examines areas like leadership and management, curriculum, learning and teaching, assessment, and impact on pupil outcomes. The document provides an example of one element - leadership and management - which has four strands and associated aspects and criteria for scoring at each level. Schools are tasked with using the SRF to evaluate where they currently are for each element, and to benchmark themselves against best practices to create an improvement plan.
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.
The document outlines the key elements of a successful online faculty development program based on the State University of New York Learning Network's (SLN) experience. The 5 key elements are: 1) Establishing an effective faculty development model, 2) Providing appropriate support, 3) Utilizing strategic approaches, 4) Conducting ongoing evaluation and continuous improvement, and 5) Ensuring quality in online course design. The SLN program trains over 3000 faculty across 64 campuses using peer-led cohorts, instructional design support, resources, and data-driven best practices.
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAlexandra M. Pickett
The document summarizes the key elements of the SUNY Learning Network's award-winning online faculty development program. The five key elements are: 1) a four-stage faculty development process and seven-step course design process, 2) campus-based support from mentors and administrators, 3) use of a home-grown content management system, 4) systematic evaluation processes, and 5) quality assurance measures like course standards and reviews. The program has helped train over 3,000 faculty across the SUNY system to teach online at scale.
The document discusses Christchurch Polytechnic Institute of Technology's (CPIT) introduction and development of its self-assessment and external evaluation processes from 2007-2011. It outlines CPIT's principles for self-assessment, including embedding it in regular practice and focusing on student learning outcomes and stakeholder feedback. The document also describes CPIT's generic self-assessment process of stocktaking, evaluative conversations, reporting, and closing loops.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
This document discusses the use of information and communication technologies (ICT) in evaluation. It begins by explaining how ICT has become integrated into classroom activities and teaching/learning processes. Next, it describes some benefits of ICT-enabled assessment, such as providing rapid feedback to students and increasing the frequency of assessments. However, it also notes limitations of traditional paper-based evaluations. The document then examines different ways ICT can be used in evaluation, such as for performance-based and computer-assisted assessments. It outlines some merits of ICT in evaluation, like allowing collaborative work, but also potential demertis like over-reliance on technology and internet access issues. In closing, it references sources for further information on traditional evaluations
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
Similar to Assessor Conference 2009 Presentation Web (20)
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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
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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.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
5. Niel McLean – Becta Executive Director Schools and Families
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17. Next Generation Learning charter 8 National ICT Excellence Awards winners 11 Regional ‘Best Whole School’ winners 1,524 ICT Marks have been awarded 102 schools are currently ‘Recognised’ for ICT 1,843 schools have chosen to ‘Commit’ to the Next Generation Learning Charter
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21. ICT Mark Assessors Update Conferences 2009 The Self-review framework - Reviewed version 2009
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26. The self-review elements working together Impact on the Learner Leadership and management Professional development (People resource) Resources Actions supported by the leadership team determine improvement outcomes ..rather than actions changing the learning environment. Schools tend to focus actions on staff and resources…. The curriculum Extending opportunities for learning Learning and teaching Assessment
33. Changes to the Elements Leadership & Management Curriculum Learning & Teaching Assessment Professional Development Extending Opportunities For Learning Resources Impact Resources Professional Development Assessment of ICT capability Learning Planning Leadership & Management Repetition and overlap Safeguarding Sustainability Environmental Issues Home Access Parental Engagement
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49. What does acceptable use look like in your school? Does it… have end-user input? promote positive uses of new and emerging technologies? clearly outline what network monitoring will take place? clearly outline acceptable and unacceptable behaviours when using technology and network resources provided by the school both on or offsite, or when using personal technologies on school premises or networks? reflect your setting and cover all users? reflect your setting and cover all users?
50. What does acceptable use look like in your school? Is it… written in a tone and style that is appropriate to the end-user? regularly reviewed and updated? widely, & regularly, communicated to all stakeholder groups? Where can I find good examples? Look to your local authority and/or Regional Broadband Consortium for local policies. clear and concise?
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52. Fisher-Price's Easy-Link Internet Launchpad, a keyboard-free console for the 3-and-older crowd. When toddlers stick a figurine into its appropriate console slot, they are whisked directly to the character's official website,
60. Is your school e-safe? Does your school… have a nominated e-safety co-ordinator? audit its e-safety measures? have a robust AUP? use a Becta accredited supplier for internet services? include e-safety measures in Section 4b of your SEF? keep an incident log and monitor your measures? handle cyberbullying issues well? raise awareness of the issues, e.g. through holding an assembly?
61. Is your school e-safe? Do all your staff… understand e-safety issues and risks? receive regular training and updates? know how to escalate an issue of concern? know how to keep data safe and secure? know how to protect themselves online know how to conduct themselves professionally online? know about the updated e-safety guidance for QTS standard Q21: Health and well-being?
62. Is your school e-safe? Do your learners… understand what safe and responsible online behaviour means? receive e-safety education at appropriate places across the curriculum? get the opportunity to improve their digital literacy skills? know the SMART rules? know how to report any concerns they may have?
63. Is your school e-safe? If not, why not! Take action now Do your parents and governors… understand e-safety issues and risks? understand their roles and responsibilities? receive regular training and updates? understand how to protect their children in the home?
66. Quality education requires clear vision and effective leadership. Such systems attract great teachers and best practice. Clear vision recognises the determination to prepare students for a future life in society. Technology is central to this vision Why value the ICT Mark?
69. Parents involved in: Online reporting Home access Parent/child classes E-safety ICT integrated across the curriculum Learning Platform is in place with learning areas for the children to access Children developing their own e-portfolios E-Safety training central to learning Where we are now
70. Linking ICT with assessment and tracking children’s progress Extensive range of ICT resources to enhance learning across the curriculum Maintaining links with absent and Naval parents via the Learning Platform Nintendo Wii and DS physical and ‘Brain-Gym’ programmes 2009 Shortlisted ICT Excellence Award Where we are now
77. NAACE ICT Mark Assessors play an invaluable role in extending the size of the Network and sustaining and further-improving the calibre of the members. The ICT Mark assessment undertaken by you is one of the main information streams for LLN selection.
80. And finally, As a result of a challenging, professional but affirming visit by NAACE assessors to our school we have moved forward with confidence to be high-profile and confident with motivated, challenged staff and children. We were curriculum joint winners in the 2006 Excellence Awards and on gaining our 2 nd ICT Mark we were again motivated by our assessor to do even better. So...
81. Thank you Leading Leaders Network Manager: Jeff Smith (jeff.smith@becta.org.uk )
84. ICT Mark Assessor conferences 2010 Birmingham: Tuesday 2 November 2010 Bristol: Tuesday 9 November 2010 Llandrindod: Wednesday 17 November 2010 York: Friday 26 November 2010 Portadown: Tuesday 30 November 2010 London: Thursday 9 December 2010
Editor's Notes
Title slide of presentation.
From information we received there were a number of considerations to feed into the review. These are some of them. Although the review was not undertaken to focus on the ‘tool’, it cannot be ignored and it seemed sensible to take into consideration views and suggestions on ways the tool could be further developed.
http://www.tes.co.uk/article.aspx?storycode=6014575 29 May 09
• Schools have a duty of care and must ensure In most cases, the misuse of ICT is not serious and can be dealt with at classroom level. In rare cases children can be in serious danger. Staff are also susceptible to risks, as is the integrity of the whole school community. • The Ofsted self-evaluation form (SEF) Until Sept 09 included a prompt specifically relating to e-safety. ie Question 4b read: To what extent do learners feel safe and adopt safe practices? For example: the extent to which learners adopt safe and responsible practices, dealing sensibly with risk, The new SEF has replaced this. Ofsted conducted an initial small-scale study of 100 self-evaluation forms in the summer of 2008 -a key finding was that around half of all schools surveyed failed to make any form of response on e-safety in their SEF, and a further quarter made only passing reference to it. Of the schools that did respond, the study found that there was considerable variation in how schools monitor and evaluate the effectiveness of their e-safety policies. A significant proportion of schools do not indicate how they know whether their policies are effective or not in ensuring learners’ e-safety. Ofsted’s focus on e-safety will continue as the recommendations from the Byron Review are further implemented. All schools will need to actively monitor the impact of their e-safety policies and provide a comprehensive response to the SEF. • The Byron Review has called on Ofsted to take various steps to hold schools to account for their performance in e-safety. All schools will need to actively monitor the impact of their e-safety policies and provide a comprehensive response to the SEF. in a range of activities within and outside the classroom, including the use of new technologies and the internet. they are able to safeguard children, young people and staff.
On 12 March, Lord Laming published his report The Protection of Children in England: A Progress Report. The Government accepted all of his recommendations and has now published an action plan, setting out its detailed response. http://publications.teachernet.gov.uk/eOrderingDownload/DCSF-Laming.pdf The Secretary of State for Children, Schools and Families has written to schools to highlight the importance of this action plan and of the role that teachers and other staff have in keeping children safe from abuse.
Ofsted definition from Briefing for section 5 inspectors on safeguarding children Oct 09.
What should your school be doing? Becta and other partner bodies have been developing advice and guidance on the issue of e-safety since 2000. Working with schools, teachers, young people, local authorities and Government, we have developed a model of support that can help to manage the level of risk. We believe that if you have the following PIES structure in place the e-safety risk can be effectively managed. Policies and practice Does the school have a set of robust policies and practices? Do you have an acceptable use policy (AUP)? Is everyone aware of it? Does your anti-bullying policy include references to cyberbullying? Are there effective sanctions for breaching the policy in place? Have you appointed an e-safety co-ordinator? Infrastructure Is the school network safe and secure? Do you use an accredited internet service provider? Do you use a filtering/monitoring product? Education and training Do children receive e-safety education - where, how? Are staff – including support staff – trained? Do you have a single point of contact in the school? Do the leadership team and school governors have adequate awareness of the issue of e-safety? Standards and inspection Have you conducted an audit of your school’s e-safety measures? Do you monitor, review and evaluate all of the above?
audit its e-safety measures? National Education Network have a robust AUP? Becta use a Becta accredited supplier for internet services? Becta handle cyberbullying issues well? Digizen Teachernet raise awareness of the issues, thinkuknow www.thinkuknow.co.uk/teachers e.g. through holding an assembly? www.teachernet.gov.uk See www.digizen.org/cyberbullying www.becta.org.uk/schools/accreditedinternetsuppliers www.becta.org.uk/publications/aupsincontext www.nen.gov.uk/esafety
receive regular training and updates? Childnet thinkuknow Becta know how to keep data safe and secure? Becta know how to protect themselves online Teachernet TeachToday know how to conduct themselves Every Child Matters know about the updated e-safety guidance for QTS standard Q21: Health and well-being? TDA QTS standards and guidance - update TDA have updated the guidance on the QTS standards trainee teachers need to achieve. We have updated the relevant QTS standard - Health and Well-Being (below), in order to include e-safety within the guidance. Q21 Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. Specifically in 21a guidance: Although there are many benefits to children using the internet, there are associated risks. All adults working with children have an important role to play in ensuring children and young people are safeguarded when online. Trainee teachers should be aware of issues of e-safety to ensure that children and young people are safeguarded. Examples of potential risks include, but are not limited to: grooming, cyberbullying, viewing inappropriate content and misuse of personal information. www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspx www.everychildmatters.gov.uk/resources-and-practice/IG00311 professionally online? www.teachtoday.eu www.teachernet.gov.uk www.becta.org.uk/schools/datasecurity www.becta.org.uk/schools/communities/safetynet www.thinkuknow.co.uk/teachers www.childnet.com/kia
receive e-safety education at appropriate Signposts to safety Kidsmart thinkuknow know the SMART rules? Childnet SAFE: Keep safe by being careful not to give out personal information – such as your name, email, phone number, home address, or school name – to people who you don’t trust online. MEETING: Meeting someone you have only been in touch with online can be dangerous. Only do so with your parents’ or carers’ permission and even then only when they can be present. ACCEPTING: Accepting emails, IM messages, or opening files, pictures or texts from people you don’t know or trust can lead to problems – they may contain viruses or nasty messages! RELIABLE: Someone online may be lying about who they are, and information you find on the internet may not be reliable. TELL: Tell your parent, carer or a trusted adult if someone or something makes you feel uncomfortable or worried. You can report online abuse to the police at: www.thinkuknow.co.uk . know how to report any concerns CEOP www.ceop.gov.uk/reportabuse/index.asp they may have? www.childnet.com www.thinkuknow.co.uk/publications www.kidsmart.org.uk www.becta.org.uk/publications places across the curriculum?
understand e-safety issues and risks? NGA receive regular training and updates? thinkuknow understand how to protect their Know it all thinkuknow Directgov www.direct.gov.uk www.thinkuknow.co.uk/parents www.childnet.com/kia children in the home? www.thinkuknow.co.uk/parents www.nga.org.uk/uploadfiles/documents/NGA-Becta%20Sept.pdf