Assisting students to participate in Inquiry Based Learning
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cies1. The document discusses introducing students to Inquiry Based Learning (IBL) through modeling the process. It describes modeling an IBL activity by breaking it down into a series of learning events using prompt cards. 2. Feedback from students on the modeled IBL activity was positive, with most students finding it helpful for understanding expectations and preparing their portfolio. It provided a structured approach and checklist for their learning. 3. The Hybrid Learning Model (HLM) that was used to model the IBL activity provides simplicity, encourages review of teaching practices, and gives clear guidelines to empower students in their learning. It has a range of uses including reflection, planning and evaluation.
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香港六合彩
“好好，那香港六合彩选上了，我也跟着光荣吧！”“杨子，我们是个高科技单位，要是得一个
国家科技奖的话，那才是值得夸耀的事！”
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心，把所有的目光全吸引过去了。一个长得漂亮的女人，不但招男人，也招女人。女人其实
也愿意多看一眼漂亮女人，不过，主任是从香港六合彩影响工作的角度考虑，这位小姐给中心添麻
烦。
“女人的天敌，是女人！”杨扬在背后评论香港六合彩的黎姐。老实说，在机关里，敢于对香港六合彩评
头论足的，也就这位特殊人物了。
吴月说：“杨工，你说我还去报名吗？”其实，香港六合彩被大家说动了心，也是跃跃欲试的。
香港六合彩那小市民的爹妈也愿意香港六合彩出一出锋头，往后找对象也好攀高枝。至于戴上后冠以后，有一
辆夏利车的奖品，还有香港八日游全程免费，当然也是有诱惑力的。
The bicentennial the english 2
The British settlement in Buenos Aires in 1806 introduced many aspects of British culture to Argentina, including sports like polo, hockey, rugby, cricket, and football. The British brought their main Christian religions of Anglicanism, Roman Catholicism, and Methodism. Traditional British meals and festivals also spread, such as full English breakfasts and celebrations like the Notting Hill Carnival and Wimbledon. Overall the British adapted to life in Argentina while maintaining many of their cultural traditions from England.
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The document describes a hybrid learning model developed by CETL (NI) to enhance the learning experience. The model brings together the 8 learning event model and closed set of learning verbs to describe teaching and learning interactions. It focuses on using universal concepts and language. The model includes learning events like receives, debates, experiments, and creates. Activities are provided for practitioners to model their own teaching practices using the events and describe the teacher and learner roles. Benefits of the model include capturing processes, aiding reflection, and sharing practices across subjects. Feedback indicated the model helps students understand expectations and structure their learning.
Principle of Economics Module Outline
This document provides information on the Principles of Economics module offered at Taylor's University, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The 5-credit hour module introduces key microeconomic and macroeconomic concepts through lectures, tutorials, and self-study. Assessment includes participation, assignments, and a final exam. Students will learn to define economic terminology, analyze market forces, and explain concepts like GDP and unemployment.
Ecn30205 course outline january 2015 semester
This document provides information about the Principles of Economics module offered at Taylor's University, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The 5-credit hour module introduces key concepts in microeconomics and macroeconomics through lectures, tutorials, and self-study. Students will learn theories and apply them to understand economic behavior, markets, and national economies. Assessment includes participation, assignments, and a final exam. Policies address late submission, attendance, and a prohibition against plagiarism.
CELT
The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events - receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
PRHE Conference
The document discusses using a hybrid learning model to enhance the student experience. It introduces the hybrid model, which combines the 8 learning event model and learning verbs. The model includes eight learning events: receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. It provides examples of how to apply the model, including describing a learning activity using the events and verbs. The goal is to design an ideal program using the hybrid model as a framework.
Making the most of mocks 1
The document discusses making mock exams more learning-focused and outlines a possible approach.
1) Teachers mark exams lightly and record marks/comments on a spreadsheet to enable peer/self-assessment and inform teaching. Data generates personalised feedback and class analysis.
2) Feedback lessons involve self/peer-assessment using a student-friendly rubric, focusing on key skills rather than the entire rubric. Students must engage with targets by redoing questions.
3) Post-mock analysis identifies absolute key skills middle-achieving students need to improve.
4) Actions include reflecting on learning intentions, providing mentors advice on target students, and producing resources on weak areas.
'Here's Looking At You’ 3 Sept2007
'Here's Looking At You': A Comparative Study of Teacher and Learner Perspectives using the Hybrid Learning Model
3 1-wesam
This document discusses using simulation strategies in CAD/CAM programs to teach principles of material forming. It proposes that simulation is an effective teaching method that avoids the dangers and expenses of using real machinery. The document outlines considerations for selecting learning styles and discusses Kolb's four learning styles of accommodators, assimilators, convergers, and divergers. It proposes a course to teach material forming principles through CAD/CAM simulations that would provide hands-on practice and allow students to compare manufacturing techniques and use common CAM programs and applications. The goal is for students to understand CNC programming fundamentals and be able to determine the proper type of material forming for a part's shape.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Unit 7 powerpoint
This document provides guidance on designing an initiating activity for a technology integration unit. It recommends using backward design to develop an activity that introduces the unit project and engages learners. Key aspects to include are: addressing common student misconceptions; incorporating questions, discussion, and multiple models to help students recognize their preconceptions; and capturing students' attention with word processing, graphics, or classroom response systems. Formative assessments during the initiating activity should provide immediate feedback. The goals are for students to question their understanding and be curious to learn more throughout the unit. Students will then present their completed unit projects to the class.
Blended Learning Conference: Sustaining and embedding innovations to achieve...
Blended Learning Conference: Sustaining and embedding innovations to achieve...Viewpoints, University of Ulster
This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.Ecn30205 course outline august 2015 semester
This document provides information on the Principles of Economics module offered at Taylor's University. It introduces topics in microeconomics like demand, supply, elasticity and the different market structures as well as macroeconomic concepts like GDP and unemployment. The 5-credit hour module runs over 18 weeks and includes lectures, tutorials and self-study. Assessment includes a class test, group assignment, final exam and individual e-portfolio.
Ecn30205 course outline august 2015 semester
This document provides information on the Principles of Economics module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and weekly schedule. The 5-credit hour module introduces foundational microeconomic and macroeconomic concepts over 18 weeks through lectures, tutorials, and self-study. Assessment includes assignments, tests, exams, and an e-portfolio, with the overall goal of helping students understand and apply key economic theories.
Ecn30205 course outline august 2015 semester
This document provides information on the Principles of Economics module offered at Taylor's University. The 5-credit hour module introduces key microeconomic and macroeconomic concepts over 18 weeks through lectures, tutorials, and self-study. Assessment includes a class test, group assignment, final exam, and individual e-portfolio. The module aims to help students understand economic theories, market forces, and the overall workings of the economy.
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This document summarizes an event showcasing a Reward and Recognition (R&R) scheme for teachers at Ulster University. The R&R scheme aims to reward excellent teaching and support staff development. It provides funding for projects, workshops, and collaboration. Survey results found that participants valued networking, sharing ideas, learning new skills, and gaining insight into improving teaching. The event highlighted the benefits of the R&R scheme in enhancing teaching quality and the student experience.
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1. The document discusses the Hybrid Learning Model (HLM), which was used to map out student expectations and learning activities at the University of Ulster.
2. Studies with first-year student cohorts found that the HLM helped students adapt to new learning situations and provided clarity around expectations. Over 65% of students found it useful.
3. Feedback indicated the HLM simplified concepts and broke activities into understandable parts, aiding the transition to university learning. Staff also felt it increased awareness of learner roles and expectations.
The Use Of Pedagogical Profiles To Establish An Educationally Centric Approac...
The document discusses using pedagogical profiles to connect teaching and learning resources and establish a learner-centered approach to managing these assets. It proposes applying educational metadata standards to siloed information systems to link related materials like case studies, training courses, and e-learning tools. This integrated approach aims to simplify access to relevant resources and encourage reuse. Initial progress includes adopting core applications and demonstrable connections between systems at some institutions.
Case studies: a potential nexus for communities of practice and research
This document outlines a session on using case studies as a potential connection point for communities of practice and research. It includes an agenda for the session which explores drivers of educational change, resources that inspire practitioners, and the benefits and challenges of practice-based case studies. It also describes the CETL (Centre for Excellence in Teaching and Learning) approach to developing an online case study tool, including focused questions and automated workflows. The tool is being implemented at the University of Ulster to enable sharing and reuse of teaching practices, with the goals of encouraging reflection, disseminating practices, and supporting an institution-wide community of teaching and learning.
The Hybrid Learning Model: Supporting the Student Experience
A workshop presented at the SEDA Spring Teaching and Learning Conference 2009. Firday 8th May, Brighton.
Coleraine campus
The document provides photographs of various locations around the Coleraine Campus for orientation purposes, including aerial views of the campus, maps, buildings like the Tower building and Learning Resource Centre, facilities like computer labs and lecture theaters, accommodation sites, and signs for the Computing at Coleraine program area.
Registration Process
The registration process for new Computing students at Coleraine University involves 5 steps: 1) Arriving at the university and going to the South Building, 2) Attending a talk and checking enrollment forms in room LT1, 3) Being escorted to the Computer Science labs to learn about accessing networks and finding class schedules, 4) Being escorted to the Main Building to complete online registration and sort out fee payments, 5) Bringing necessary documents like photos, certificates, and ID.
Introduction to Web 2.0 tools
A staff development lunchtime seminar which introduces staff to a definition of \'web 2.0\', introduces them to a series of web 2.0 key concepts, talks about levels of participation online, online tools that use web 2.0 key ideas, \'digital natives\' and their adoption of new technologies, and case studies within the University of Ulster
Facilitating reflective practice - experiences to date
The document discusses Dr. Alan Masson's experiences using a Hybrid Learning Model (HLM) to facilitate reflective practice among educators. The HLM uses visual flash cards to represent teaching interactions and roles in order to provide a structured view of practice and promote reflection. Practitioners found the HLM helped increase awareness of learners' perspectives and encouraged evaluating how expectations align with learning activities. Future work aims to develop the HLM into an online tool and connect it with other resources to further reflection, discussion, and community building among educators.
Assisting students to participate in Inquiry Based Learning
1. The document discusses introducing students to Inquiry Based Learning (IBL) through modeling the process. It describes modeling an IBL activity by breaking it down into a series of learning events using prompt cards.
2. Feedback from students on the modeled IBL activity was positive, with most students finding it helpful for understanding expectations and preparing their portfolio.
3. The Hybrid Learning Model (HLM) provides a simple and practical tool to help review and enhance teaching and learning practices through modeling activities and clarifying roles, expectations, and processes for students.
The HLM And You
The document discusses the Hybrid Learning Model (HLM) and how it can help teaching practice. It describes the 8 learning events in the HLM: receives, debates, experiments, creates, explores, practices, imitates, and meta-learns. An activity is presented where participants pick one learning event and map out a related learning activity using verb cards describing the front and back of the event. The overall goal is to consider how the HLM can enhance teaching.
‘Eyes Wide Shut’: The Challenge of Evaluating E-Learning
This document discusses evaluating e-learning and the challenges of using data from virtual learning environments (VLEs) like WebCT. It notes that VLE data requires context and careful interpretation to be useful. While the data provides information on usage, it does not necessarily reflect the learning experience. The Center for Excellence in Teaching and Learning promotes a holistic evaluation approach using both quantitative VLE data and qualitative methods like surveys, focus groups, and reflective journals to understand teaching practices and their impact on learning.
Helping teachers understand their learners and their needs better in WebCT
This document discusses using data from a learning management system (LMS) to help teachers reflect on their teaching practices and better understand their students' needs and experiences. It proposes generating reports from LMS data that compare student cohorts, track tool usage over time, and highlight any tensions between students' experiences and course expectations. The goal is to facilitate reflection by teachers and promote awareness of how to positively impact student learning.
Teaching and learning practice - the view from both sides of the fence
The document discusses a hybrid learning model developed by CETL(NI) to enhance the learning experience. The model brings together the 8 Learning Event Model and a closed set of learning verbs. It provides a common language for describing teaching and learning interactions and reflects what learners do in practice. Both teachers and learners found it useful for reflection, and it increased awareness of expectations of different roles.
Describing and disseminating practice in a transparent manner
This document describes a model for capturing and disseminating teaching and learning processes. The model involves mapping and recording learning events and activities using verbs to describe what the teacher and learner are doing. This provides a reflective opportunity for practitioners to review learning activities and designs. The model outputs could help design lesson plans and refine learning outcomes. It also provides a way to compare teacher and learner perspectives to evaluate practice. Benefits include a tool to record practices, a reflective process for practitioners, and a basis for discussing and disseminating effective teaching methods.
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This document discusses a hybrid learning model that brings together learning and teaching. It presents different learning events such as receives, debates, experiments, and creates. For each event, it suggests describing the teacher and learner roles using verbs. Practitioners found using this model helped them better understand the learner's role and perspective. It also helped capture teaching and learning processes in a way that is understandable, generic, reusable, and shareable.
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Fabular Frames and the Four Ratio Problem
Digital, interactive art showing the struggle of a society in providing for its present population while also saving planetary resources for future generations. Spread across several frames, the art is actually the rendering of real and speculative data. The stereographic projections change shape in response to prompts and provocations. Visitors interact with the model through speculative statements about how to increase savings across communities, regions, ecosystems and environments. Their fabulations combined with random noise, i.e. factors beyond control, have a dramatic effect on the societal transition. Things get better. Things get worse. The aim is to give visitors a new grasp and feel of the ongoing struggles in democracies around the world.
Stunning art in the small multiples format brings out the spatiotemporal nature of societal transitions, against backdrop issues such as energy, housing, waste, farmland and forest. In each frame we see hopeful and frightful interplays between spending and saving. Problems emerge when one of the two parts of the existential anaglyph rapidly shrinks like Arctic ice, as factors cross thresholds. Ecological wealth and intergenerational equity areFour at stake. Not enough spending could mean economic stress, social unrest and political conflict. Not enough saving and there will be climate breakdown and ‘bankruptcy’. So where does speculative design start and the gambling and betting end? Behind each fabular frame is a four ratio problem. Each ratio reflects the level of sacrifice and self-restraint a society is willing to accept, against promises of prosperity and freedom. Some values seem to stabilise a frame while others cause collapse. Get the ratios right and we can have it all. Get them wrong and things get more desperate.
Independent Study - College of Wooster Research (2023-2024)
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
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How will new technology fields affect economic trade?
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Who Is Abhay Bhutada, MD of Poonawalla Fincorp
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
An Overview of the Prosocial dHEDGE Vault works
How the prosocial dHEDGE earns you money while saving the world!
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The Universal Account Number (UAN) by EPFO centralizes multiple PF accounts, simplifying management for Indian employees. It streamlines PF transfers, withdrawals, and KYC updates, providing transparency and reducing employer dependency. Despite challenges like digital literacy and internet access, UAN is vital for financial empowerment and efficient provident fund management in today's digital age.
How Does CRISIL Evaluate Lenders in India for Credit Ratings
CRISIL evaluates lenders in India by analyzing financial performance, loan portfolio quality, risk management practices, capital adequacy, market position, and adherence to regulatory requirements. This comprehensive assessment ensures a thorough evaluation of creditworthiness and financial strength. Each criterion is meticulously examined to provide credible and reliable ratings.
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- Designing for Learning CETL E-Learning Services, University of Ulster Centre of Excellence for Teaching and Learning