This document discusses enhancing assessment and feedback through applying technology in face-to-face teaching. It provides examples of how tools like clickers and online discussion forums can be used to actively engage students and provide formative feedback. The document also outlines models for integrating both in-person and online learning activities to better align learning outcomes, content delivery, and assessment.
"The First Time elearners Journey" Presentation to International elearning Conference (ICeL), 2006,An examination of attrition and withdrawal issues in workplace-based eLearning programmes
e Learning is the most impacting and cost effective method of training available for organizations today. HR professionals can improve their efficiency and effectiveness of training programs they conduct by adopting e Learning.
IAAMA Presentation about Engineering Professional EducationVickie Maris
Brief overview of the lifelong learning solutions available through Engineering Professional Education at Purdue University for practicing engineers -- distance credit programs and non-credit short courses.
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.
"The First Time elearners Journey" Presentation to International elearning Conference (ICeL), 2006,An examination of attrition and withdrawal issues in workplace-based eLearning programmes
e Learning is the most impacting and cost effective method of training available for organizations today. HR professionals can improve their efficiency and effectiveness of training programs they conduct by adopting e Learning.
IAAMA Presentation about Engineering Professional EducationVickie Maris
Brief overview of the lifelong learning solutions available through Engineering Professional Education at Purdue University for practicing engineers -- distance credit programs and non-credit short courses.
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.
A digital learning strategy makes a significant and positive impact on organizations, learners, and patients. Learning management systems empower organizations to deploy educational programs, develop competencies, and apply accreditations.
In this webinar we covered best practices when considering moving from classroom-based training to online delivery. This includes the needs of your audience, content creation, delivery, post training data collection, and learning analytics insights.
Remote education will change more in the next 5 years than it has in the past 25 years. This trend was once due to technology, and now much of the innovation in remote education is due to necessity. Everyone knows that Covid19 completely shifted in-person education to fully remote. This had massive, worldwide implications for K-12, and higher education organizations.
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...ijceronline
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
UBC Chinese Visiting Scholars keynote Jan 2019 Robert Peregoodoff slideshare ...Rob Peregoodoff
January 18, 2019. Rob Peregoodoff delivered a keynote address to 120 participants of the Visiting Scholar Overseas Study Program, sponsored by the China Sponsorship Council and hosted by the University of British Columbia Faculty of Education. The theme of the workshop was, "Structure for Change"
A digital learning strategy makes a significant and positive impact on organizations, learners, and patients. Learning management systems empower organizations to deploy educational programs, develop competencies, and apply accreditations.
In this webinar we covered best practices when considering moving from classroom-based training to online delivery. This includes the needs of your audience, content creation, delivery, post training data collection, and learning analytics insights.
Remote education will change more in the next 5 years than it has in the past 25 years. This trend was once due to technology, and now much of the innovation in remote education is due to necessity. Everyone knows that Covid19 completely shifted in-person education to fully remote. This had massive, worldwide implications for K-12, and higher education organizations.
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...ijceronline
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
UBC Chinese Visiting Scholars keynote Jan 2019 Robert Peregoodoff slideshare ...Rob Peregoodoff
January 18, 2019. Rob Peregoodoff delivered a keynote address to 120 participants of the Visiting Scholar Overseas Study Program, sponsored by the China Sponsorship Council and hosted by the University of British Columbia Faculty of Education. The theme of the workshop was, "Structure for Change"
Edu 620 Exceptional Education-snaptutorial.comrobertleses17
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
1
Saint Leo University
GBA 334
Applied Decision Methods for Business
Course Description:
This course explores the use of applied quantitative techniques to aid in business-oriented decision
making. Emphasis is on problem identification and formulation with application of solution techniques and
the interpretation of results. Included are probability theory; decision making under certainty, risk and
uncertainty; utility theory; forecasting; inventory control; PERT/CPM; queuing theory; and linear
programming.
Prerequisite:
MAT 201
Textbook:
Saint Leo University. (2013), Quantitative analysis (custom). Boston, MA: Pearson Learning
Solution
s.
eBook with print upgrade option – ISBN: 978-1-269-86314-8
You will access the eBook via a link in the Course Home menu, where you can purchase the print
upgrade option.
Software
The use of statistical software is a required component in this course. It is expected that you already have
a basic understanding of computers and Microsoft Excel. In-depth training is provided during the course
on the appropriate use of the following packages:
TreePlan-Student-179 Excel Add In
Excel QM, version 4
POM QM, version 4
Analysis Tool Pack for Microsoft Excel must be activated
To access the information needed to install the software, click the Software Installation Information link
located under Resources in the course menu.
Learning Outcomes:
At the completion of the course you should be familiar with several decision methods of decision-making
in a business environment. You will find that almost every type of problem to which you will be exposed in
the business world has been explored and methods of solving them have been devised. You should be
able to apply these methods to the real-world situations in which you will one day find yourself. The skills
developed during this class include:
1. Explain the key attributes and differences between the normal, standard normal, and binomial
distribution of variables.
2. Identify and explain the underlying assumptions, key variables, theoretical basis, and solution
techniques for the following decision-making problems:
a. Decision Analysis
b. Probability Theory and Analysis
c. Regression Analysis
d. Forecasting Methods
e. Inventory Control Methods
f. Project Management (including PERT/CPM)
g. Network Models
h. Queuing Theory
i. Linear Programming Approaches and the Transportation and Assignment Special Cases
j. Statistical Process Control
2
3. Formulate and execute a solution to a variety of decision-making problems using computer
software.
4. Identify, explain, and interpret the key areas of computer output for the various decision-making
problems.
5. Apply one of the approaches covered in class to a real-world issue and present the findings.
6. VALUES OUTCOME: Demonstrate the core value of excellence by adequately preparing for
each class session, actively participating in cl ...
EDU 620 AID Education for Service--edu620aid.comkopiko65
FOR MORE CLASSES VISIT
www.edu620aid.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
Edu 620 Education Specialist-snaptutorial.comrobertledwes2
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And
Lunchtime seminar at the University of Bath. Outcomes are ...
1. Introduce you to a range of technologies available at the University
2. Hands-on experience of using Paper Show, ARS and Panopto
3. Map technologies to teaching scenarios
4. Identify where you might go for more information
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1.4 modern child centered education - mahatma gandhi-2.pptx
Bath Spa Keynote T&L Dat
1. Enhancing assessment & feedback through applying technology in face to face teaching Bath Spa University Teaching & Learning Day 30 th June, 2010 Andy Ramsden Head of e-Learning University of Bath http://go.bath.ac.uk/andyramsden http://go.bath.ac.uk/e-learning eatbath-present andyramsden
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3. a little bit about you How would you classify the way you tend to teach? 07624 804 921 Talk to them, focus on the use of powerpoint Talk to them, and include wider tools, including audio& video, and web sites Engage in active leaning techniques including group work and feedback During the last semester, have you used quizzes on your VLE course? Yes No AF AE AD AC AB AA
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6. evidence on the ground The why … Lecturer Dept Technology url Bernd Sing Mathematics ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/ Paul Caulfield School of Management ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/ Gemma Cranston Aerospace Engineering ARS (Clickers) http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/ Sabah Abdullah Economics Twitter http://opus.bath.ac.uk/15319/
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9. The why … Email those who have not watched the lecture replacement videos 1 & 2 – check things OK Upload responses to ARS from class session. Use Mazur sequence for the ARS activities This forum activity will get them working collaboratively online in groups. In lecture: present slide on who scored well In lecture: ARS Quiz in Class. Online: Assign last two questions to Seminar groups to decide what is the right answer, and why people might have voted differently Release lecture replacement video Wk 3 Online: send a reminder email to those who have not completed mcq 1 & 2 – check everything is OK Forum task is associated with stage 2 of 5 step model In lecture: refer to the summary file, and present slide on who scored well Release formative MCQ (no 2) on Moodle Online: complete forum task around region / town where born Release lecture replacement video Wk 2 Create a summary feedback (audio file) of the aggregated results from the formative test The completion of the profile and the personalisation is mapped to stage 1 of Gilly Salmon 5 step model In lecture: Set out staff and student expectations for participation Online: Release of formative MCQ (no 1) on Moodle Online: Get them to complete their Moodle Profile, to include info about web 2.0 user accounts Online: Get them to personalise their My Moodle page to include RSS feeds from key software Wk 1 Large quiz bank (mcqs) from OER Recordings (lecture replacement) Prep Notes Learning Support Learning Activities Learning Resources Week
10. a low tech model (v1) The how … This question really requires students to consider the overview of the course and apply a variety of different pieces of information. They have learnt about different aero engines and a variety of aircraft types and should be able to apply this knowledge to the set of aircraft presented to them to make an appropriate judgement on the order of their maximum range capabilities. Gemma Cranston 07624 804 921
11. a low tech model (v2) The how … Look at the following table and indicate which countries' statistics are being reported in rows A, B and C. Q1A: A is South Korea; B is Kenya; C is Canada. Q1B: A is Sri Lanka; B is Germany; C is Thailand. Q1C: A is Sri Lanka; B is Thailand; C is Sweden. Q1D: A is Namibia; B is Portugal; C is Botswana. http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html 07624 804 921 32 32 6 0,3% 1,7% 25110 C 36 36 17 2,5% 0,7% 2560 S.A. 8 8 74 1,6% 5,8% 1570 B 29 20 51 1,5% 2,5% 500 A Services Industry Agriculture Structures of total employment 1980-85 (percentages) Population growth rate 1980-91 Growth rate of GNP per capita p.a. 1980-91 GNP per capita 1991 ($ USA)
12. a low tech model (v2) – the answer is The how … In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question. The correct answer is 3. (A is Sri Lanka, B is Thailand, C is Sweden) Class-wide Discussion Dufresne Sequence 1. Concept question posed. 2. Small group discussion: small groups discuss the concept question (3-5 mins). 3. [voting] Students provide individual or group responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). 6. Lecturer summarises and explains "correct" response. http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
15. Don’t lose sight of the goal Where Next? http://bit.ly/8ZqHhk Christine Edmead http://go.bath.ac.uk/e-learning [email_address] eatbath-present “ using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath.
Editor's Notes
Why classroom technologies? Keen not to come in, rattle some sabres, scattergun ideas and walk out. Hence, keep focused on authentic activities which the majority of us can relate with. Also, combine with a very practical focus, in terms of evidencing impacts on feedback, and what you, the practitioner can do … ie., empowering you, and an emerging community of learning to form, and not rely on a central services model. So looking at the picture … this reminds me of when I taught 100-odd 2 nd yr undergraduates the mysterious arts of use of computer in economic modelling. Some people paying attention (rivoted with my pearls of wisdom), some people asleep, and some people talking. Question, how to enhance the learning experience.
Very simple technology, if I design the question correctly then I open up a very exciting opportunity to gain your thoughts (individually and collectively). Show how it works … open software, get results and paste into a word cloud for visual representation
Three perspectives, all around the need to enhance the way we teach face to face, and especially in large group teaching. They all challenge the current status quo around using the lecture for the didactic delivery of information towards a more active role for the student in creating their knowledge and understanding. University of Bath is a traditional institution with significant emphasis of teaching being placed on the lecture format. 1) Theoretical back drop – model for formative assessment within a face to face context. 2) Institutional drivers – specific reference to enhancing feedback and assessment. The e-learning operational plan, attempts to operationalise many of the strategic aims 3) Student feedback at the Unit / Departmental Level
The background is a course redesign based around effective uses of technology. It is on a first year course, over 100 odd students, some outside the department, with a 2 hour lecture and online seminars. The assessment is one piece of coursework and an unseen exam. It is a semester unit (so around 12 teaching weeks). See handout (word doc) Also … cross reference with work of Christine Edmead … used ARS with questions drawn from quiz. Indicated to students their performance was poor, and motivated them to start engaging (using) the moodle quiz for formative assessment.
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