BEA Ignite shares the best peer-reviewed enterprise ideas for the classroom. In the 2017 edition held April 25th, presenters had 5 minutes to share 20 slides of the top teaching ideas at the annual convention of the Broadcast Education Association.
Discovering and connecting the institutional dots around learning analytics a...Sheila MacNeill
Sheila MacNeill and Jim Emery discuss discovering and connecting institutional data sources around learning analytics at ALT-C. They recommend implementing a pilot project using the university's virtual learning environment as the key data source to enhance Glasgow Caledonian University's institutional understanding, reporting capabilities, and ability to design intervention strategies based on analytics. The presentation outlines initial steps such as identifying available data sources, getting the necessary data, and establishing a code of practice before launching a technical pilot project to test analytics capabilities.
The document discusses ways that information and communication technologies (ICT) can be used to improve education, including enhancing students' grammar, introducing them to research, promoting critical thinking, autonomous learning through networks, resolving problems, taking advantage of ICT resources, responsible use of ICT, improving communication, creativity and productivity, and enhancing teacher training by creating different materials.
An augmented reality approach to curriculum designdebbieholley1
Dr. Mike Hobbs and Dr. Debbie Holley developed an augmented reality (AR) approach to improve student engagement with personal development portfolios (PDP) at their universities. They created an AR "treasure hunt" project where students collaboratively designed AR artifacts around campus providing clues. This improved PDP completion rates, with more students completing PDP than their main assessments. Student feedback found the AR projects helped PDP skills development and increased enjoyment over previous tasks, though the technology was more challenging to use. Future work aims to expand the program with online portfolios and more guidance.
BMS Career development skills using Google sitestelshef
Presentation on the content of a module focusing on new media skills that is now core in BMS (Biomedical Science). This modules focus was on students developing new skills in media as well as being aware of their digital footprint
presented at TELfest September 2014
Active Engagment in the 21st Century Classroomdont96
This document provides an agenda for a presentation on engaging 21st century learners through the use of technology tools and "Quad D" teaching strategies. The presentation introduces 10 strategies for increasing student engagement, including the use of technology tools like Google Docs, Prezi, Scoop.it, PicLit, and Text2MindMap. It also describes "Quad D" activities where students think and work independently or collaboratively, such as anchoring assignments, portfolios, learning contracts, and WebQuests. The document aims to answer the essential question of how to effectively teach 21st century learners.
WebQuests are inquiry-oriented lesson formats that use mostly online resources to engage students in 21st century thinking skills. They have become popular worldwide as a way for teachers to incorporate the internet into lessons. The document outlines the basic formula for creating a WebQuest, including an introduction to orient students, a task for them to complete, a process explaining the strategies they should use, required online resources, an evaluation, and a conclusion. It also discusses benefits such as student engagement, providing background knowledge, and reusability, as well as potential drawbacks like technology issues and inauthentic tasks.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
Discovering and connecting the institutional dots around learning analytics a...Sheila MacNeill
Sheila MacNeill and Jim Emery discuss discovering and connecting institutional data sources around learning analytics at ALT-C. They recommend implementing a pilot project using the university's virtual learning environment as the key data source to enhance Glasgow Caledonian University's institutional understanding, reporting capabilities, and ability to design intervention strategies based on analytics. The presentation outlines initial steps such as identifying available data sources, getting the necessary data, and establishing a code of practice before launching a technical pilot project to test analytics capabilities.
The document discusses ways that information and communication technologies (ICT) can be used to improve education, including enhancing students' grammar, introducing them to research, promoting critical thinking, autonomous learning through networks, resolving problems, taking advantage of ICT resources, responsible use of ICT, improving communication, creativity and productivity, and enhancing teacher training by creating different materials.
An augmented reality approach to curriculum designdebbieholley1
Dr. Mike Hobbs and Dr. Debbie Holley developed an augmented reality (AR) approach to improve student engagement with personal development portfolios (PDP) at their universities. They created an AR "treasure hunt" project where students collaboratively designed AR artifacts around campus providing clues. This improved PDP completion rates, with more students completing PDP than their main assessments. Student feedback found the AR projects helped PDP skills development and increased enjoyment over previous tasks, though the technology was more challenging to use. Future work aims to expand the program with online portfolios and more guidance.
BMS Career development skills using Google sitestelshef
Presentation on the content of a module focusing on new media skills that is now core in BMS (Biomedical Science). This modules focus was on students developing new skills in media as well as being aware of their digital footprint
presented at TELfest September 2014
Active Engagment in the 21st Century Classroomdont96
This document provides an agenda for a presentation on engaging 21st century learners through the use of technology tools and "Quad D" teaching strategies. The presentation introduces 10 strategies for increasing student engagement, including the use of technology tools like Google Docs, Prezi, Scoop.it, PicLit, and Text2MindMap. It also describes "Quad D" activities where students think and work independently or collaboratively, such as anchoring assignments, portfolios, learning contracts, and WebQuests. The document aims to answer the essential question of how to effectively teach 21st century learners.
WebQuests are inquiry-oriented lesson formats that use mostly online resources to engage students in 21st century thinking skills. They have become popular worldwide as a way for teachers to incorporate the internet into lessons. The document outlines the basic formula for creating a WebQuest, including an introduction to orient students, a task for them to complete, a process explaining the strategies they should use, required online resources, an evaluation, and a conclusion. It also discusses benefits such as student engagement, providing background knowledge, and reusability, as well as potential drawbacks like technology issues and inauthentic tasks.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
The pilot project aimed to support first-year students' academic transition by training upper-year students as digital champions. The champions offered peer support on developing digital skills and created instructional videos. First-year students found the champions helpful for gaining confidence and advice on assignments. Both groups improved their digital literacies, with champions enhancing leadership and teaching skills. Based on feedback, the university plans to continue and expand the program.
WEB 2.0 TECHNOLOGIES TO SUPPORT LESSONS LEARNED IN PROJECT MANAGEMENTMarcirio Chaves
Lessons learned remain a complex problem in the Project Management field. Although the processes to deal with lessons learned are well established in the community, in practice, organizations still fail to manage this type of knowledge. To facilitate the knowledge management in project-based organizations, emerging web 2.0 tools, technologies and applications start to gain visibility and use by project managers to better support daily tasks. This paper presents a proposal to manage lessons learned through web 2.0 technologies. The proposal includes the lessons learned processes (e.g. capture, share and dissemination), the process-based (e.g. project review and after action review) and documentation-based (e.g. micro article and learning histories) methods. This theoretical paper brings together aspects of knowledge management and information technology. Results show how web 2.0 tools can help project managers to cope with the main lessons learned processes and methods to learn from experience. Moreover, recommendations are made for the effective use of web 2.0 components to support lessons learned in Project Management.
This document discusses learning and assessment through projects. It begins with a KWL activity to understand what teachers know and want to know about projects. Projects empower students to engage with 21st century skills like critical thinking and problem solving. Performance tasks are shorter and more structured, while projects are longer term, interdisciplinary, and focus on real-life issues. Effective projects are based on challenges, require inquiry, and have authentic impact. Projects should be assessed using rubrics that evaluate content, process, quality, and impact. Teachers provide guidance and formative feedback throughout the project process.
Students in Class X are required to complete a project on one of three topics: Consumer Awareness, Social Issues, or Sustainable Development. The project aims to give students insight and practical understanding of their topic from an interdisciplinary social science perspective and enhance life skills. Students must apply social science concepts in a handwritten project report containing specific sections in a prescribed sequence, such as the front page, acknowledgements, and index. Creativity, neatness, inclusion of graphs and images will also be evaluated when projects are due on January 10th, 2022.
Project Upward Bound is an academic support program that prepares high school students for college. The internship involved assessing Upward Bound's technology needs, creating a wiki to facilitate communication between students and teachers, and hosting a weekly technology club to introduce students and staff to various online tools. The wiki was successfully adopted by teachers who uploaded course materials and students who shared their work. Future plans include expanding the wiki's resources and implementing online math tutoring.
The document summarizes key points from a meeting about the JISC DDL Cluster projects. It discusses what went well in the projects, including blogs being inherited by a new digital program and the need for new projects to complete an expression of interest form. It also notes some challenges, such as the relationship between project leaders' roles and community projects varying, the need for projects to follow an inquiry process, and the desire of some leaders to improve data analysis skills. Finally, it discusses next steps for year 2, including managing project scope and engagement expectations, addressing structural communication issues, defining digital literacies, and supporting projects in reporting, publishing and resource development.
The Shakes Glacier Survey Project was created in April 2011 for students at Wrangell High School. The project involves students collecting survey data on Shakes Glacier to track its activity. Students are trained on survey GPS technology and glacier research. They take an annual field trip to collect data and work with it throughout the year. The project partners with local organizations and individuals to provide equipment, training, and guidance to students.
The document discusses Edinburgh Napier University's Global Online Programme which aims to grow the number of students studying accredited programmes off-campus to increase income. It outlines plans to have every school engaged in global online and transnational education delivery by 2020. A dedicated Global Online support team provides non-academic assistance to online students while module leaders provide academic support. Standard frameworks are used for online programme delivery including 11 units per module and weekly activities. The support team also organizes virtual induction and skills sessions for online students.
Regatta UniversityIT Project Charter ForStudent Degree ProgressVersion.docxlarry345678
Regatta University
IT Project Charter
For
Student Degree Progress
Version 1.0
Table of Contents
Document History 3 Executive Summary 4 Project Purpose/Justification 4 Project Description 4 Preliminary Scope Statement 4 Out of Scope 4 Project Objectives and Success Criteria 4 Constraints 4 Assumptions 4 Project Deliverables 5 Project Resource Estimate 5 Summary Milestone Schedule 5 Summary Budget 5 Project Approval Requirements 6 Project Organization 6 Authorization 6 Project Team 6 Directors of Assigned Resources 6 Project Sponsor 6
Document History
Document Revision/Release Status
Executive Summary
Students leverage a web portal to access university-related information and resources. Content within it can be targeted to all users or to those within a pre-specified role (e.g., students at a particular campus) or it can be user-specific.
As an academic institution, one piece of information critical to students is their current progress in their degree program or programs.
The purpose of the student degree progress project is to create an area to display user-specific academic progress.
Project Purpose/Justification
University leadership requested this project to promote student awareness and provide students easy access to their degree progress.
Project Description
Preliminary Scope Statement
The purpose of this project is to create an area that displays user-specific academic progress within the appropriate roles, leveraging data through a back-end system. This project will include the necessary modifications to the back end to relay this information. More specifically, this project will include the following:
· Creating the graphical elements in a web-friendly format
· Creating the necessary web view to accommodate the graphical elements
· Creating the necessary changes to the back end to prepare data supporting the student information
· Creating the necessary web service to securely expose the student’s information to the graphical elements and web view
Out of Scope
Due to business-specific processes, some students, particularly those who have been pursuing a degree for over four years, may not be able to see their academic progress using the deliverables of this project. Changes to the back end to expand this functionality are out of scope, as are any changes intended to enhance functionality to provide additional data beyond the academic progress already captured in another system.
Project Objectives and Success Criteria
· The project will provide the functionality described within the preliminary scope statement.
· The project will be delivered without incurring any additional expenses.
· The project will be delivered free from any significant defects or without causing any down time.
· The project will be delivered no later than two weeks from the target time frame defined within the milestone schedule below.
Constraints
· Additional funding is not available.
· The information available to students is derived from data withi.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This presentation was given by Peter Karlberg of the National Agency for Education (Skolverket) of Sweden at the GCES Conference on Education Governance: The Role of Data in Tallinn on 13 February during the afternoon session workshop on Learning Analytics.
This document provides an agenda and facts and figures for an online and hybrid course development meeting. The agenda includes discussions on essential elements of online learning, course development cycles, accessibility initiatives, copyright resources, and open educational resources. Facts and figures presented include enrollment numbers in online courses as well as the number of online courses and instructors. The meeting will also cover Oswego's five essential elements for online courses, which are instructor introductions, course overviews, student orientations, online office hours, and assignment calendars. Developing videos for these elements and piloting new collaboration tools are discussed. The document outlines processes for online and hybrid course development and refreshing existing courses.
2014 NMC Horizon K-12 and Higher EducationCathleen Galas
Review of two NMC reports on educational technology adoptions, challenges, and important developments for the next year, next 2-3 years, and next 4-5 years for K-12 and Higher Education.
The document discusses internet-based projects for language learning. It defines internet-based projects as requiring online research with stages like planning, collecting information, analyzing, and assessing. Examples given include essays, presentations, reports, and WebQuests. Benefits highlighted are motivating students, encouraging cooperation and interaction, and improving language and thinking skills. It provides tips for implementing projects, like choosing topics and setting guidelines. Overall, the document promotes internet-based projects as engaging, student-centered ways to incorporate online resources into language learning.
The document discusses a case study of a company that tracks thousands of data points for technical documentation projects. Initially, project tracking involved multiple spreadsheets across many employees, resulting in errors and delays. Two improvement processes integrated peer reviews and spreadsheet redesigns but issues remained. A workshop identified further solutions like a customized tracking system or app extensions. Lessons included that spreadsheets worked better consolidated than separate, and specialized software may better solve complex project tracking needs.
This talk gives an introduction to the Center for Advancing Education and Research on Critical Infrastructure Resilience (CAESCIR), a new project at the Florida International University (FIU), sponsored by the Department of Homeland Security (DHS).
2021_03_26 "The 7Cs of Learning Design" - Gráinne ConoleeMadrid network
This document outlines a workshop on learning design using the 7Cs framework. It introduces transformative technologies, discusses challenges, and provides an overview of learning design and the 7Cs approach. The workshop includes activities to conceptualize a course, create materials, facilitate communication and collaboration, assess learning, and consolidate the design. Participants are guided to develop course features, personas, resource audits, maps, profiles and storyboards. The goal is to create pedagogically informed designs that make appropriate use of technologies.
The Center for Community Arts Partnerships (CCAP) is seeking proposals from web designers to build an online resource website. The website will serve as a digital archive for CCAP's programs, housing lesson plans, curriculum materials, videos and student projects. It will focus initially on CCAP's TEAM program but be expandable for other initiatives. The website must be accessible, searchable, and allow for easy updating. Proposals are due October 7th and should include details on the design and development process, timelines, costs and examples of previous educational websites. CCAP will select a designer based on their experience building content-rich and expandable websites.
The document describes ABC Learning Design, a time-bound (90 minute), activity-based workshop used at UCL since 2015 to facilitate curriculum design. It is deliberately analogue and based on theory. The workshop uses a conversational and creative approach to develop a shared vision and narrative for curriculum through storyboarding. ABC has been used to design over 250 UCL modules and was further developed through an Erasmus+ project involving 13 universities. The project produced guidance tools and a downloadable ABC toolkit to support blended learning design globally. Evaluation found ABC effectively helped participants discuss curriculum strategies, (re)design courses, and develop teaching confidence.
The pilot project aimed to support first-year students' academic transition by training upper-year students as digital champions. The champions offered peer support on developing digital skills and created instructional videos. First-year students found the champions helpful for gaining confidence and advice on assignments. Both groups improved their digital literacies, with champions enhancing leadership and teaching skills. Based on feedback, the university plans to continue and expand the program.
WEB 2.0 TECHNOLOGIES TO SUPPORT LESSONS LEARNED IN PROJECT MANAGEMENTMarcirio Chaves
Lessons learned remain a complex problem in the Project Management field. Although the processes to deal with lessons learned are well established in the community, in practice, organizations still fail to manage this type of knowledge. To facilitate the knowledge management in project-based organizations, emerging web 2.0 tools, technologies and applications start to gain visibility and use by project managers to better support daily tasks. This paper presents a proposal to manage lessons learned through web 2.0 technologies. The proposal includes the lessons learned processes (e.g. capture, share and dissemination), the process-based (e.g. project review and after action review) and documentation-based (e.g. micro article and learning histories) methods. This theoretical paper brings together aspects of knowledge management and information technology. Results show how web 2.0 tools can help project managers to cope with the main lessons learned processes and methods to learn from experience. Moreover, recommendations are made for the effective use of web 2.0 components to support lessons learned in Project Management.
This document discusses learning and assessment through projects. It begins with a KWL activity to understand what teachers know and want to know about projects. Projects empower students to engage with 21st century skills like critical thinking and problem solving. Performance tasks are shorter and more structured, while projects are longer term, interdisciplinary, and focus on real-life issues. Effective projects are based on challenges, require inquiry, and have authentic impact. Projects should be assessed using rubrics that evaluate content, process, quality, and impact. Teachers provide guidance and formative feedback throughout the project process.
Students in Class X are required to complete a project on one of three topics: Consumer Awareness, Social Issues, or Sustainable Development. The project aims to give students insight and practical understanding of their topic from an interdisciplinary social science perspective and enhance life skills. Students must apply social science concepts in a handwritten project report containing specific sections in a prescribed sequence, such as the front page, acknowledgements, and index. Creativity, neatness, inclusion of graphs and images will also be evaluated when projects are due on January 10th, 2022.
Project Upward Bound is an academic support program that prepares high school students for college. The internship involved assessing Upward Bound's technology needs, creating a wiki to facilitate communication between students and teachers, and hosting a weekly technology club to introduce students and staff to various online tools. The wiki was successfully adopted by teachers who uploaded course materials and students who shared their work. Future plans include expanding the wiki's resources and implementing online math tutoring.
The document summarizes key points from a meeting about the JISC DDL Cluster projects. It discusses what went well in the projects, including blogs being inherited by a new digital program and the need for new projects to complete an expression of interest form. It also notes some challenges, such as the relationship between project leaders' roles and community projects varying, the need for projects to follow an inquiry process, and the desire of some leaders to improve data analysis skills. Finally, it discusses next steps for year 2, including managing project scope and engagement expectations, addressing structural communication issues, defining digital literacies, and supporting projects in reporting, publishing and resource development.
The Shakes Glacier Survey Project was created in April 2011 for students at Wrangell High School. The project involves students collecting survey data on Shakes Glacier to track its activity. Students are trained on survey GPS technology and glacier research. They take an annual field trip to collect data and work with it throughout the year. The project partners with local organizations and individuals to provide equipment, training, and guidance to students.
The document discusses Edinburgh Napier University's Global Online Programme which aims to grow the number of students studying accredited programmes off-campus to increase income. It outlines plans to have every school engaged in global online and transnational education delivery by 2020. A dedicated Global Online support team provides non-academic assistance to online students while module leaders provide academic support. Standard frameworks are used for online programme delivery including 11 units per module and weekly activities. The support team also organizes virtual induction and skills sessions for online students.
Regatta UniversityIT Project Charter ForStudent Degree ProgressVersion.docxlarry345678
Regatta University
IT Project Charter
For
Student Degree Progress
Version 1.0
Table of Contents
Document History 3 Executive Summary 4 Project Purpose/Justification 4 Project Description 4 Preliminary Scope Statement 4 Out of Scope 4 Project Objectives and Success Criteria 4 Constraints 4 Assumptions 4 Project Deliverables 5 Project Resource Estimate 5 Summary Milestone Schedule 5 Summary Budget 5 Project Approval Requirements 6 Project Organization 6 Authorization 6 Project Team 6 Directors of Assigned Resources 6 Project Sponsor 6
Document History
Document Revision/Release Status
Executive Summary
Students leverage a web portal to access university-related information and resources. Content within it can be targeted to all users or to those within a pre-specified role (e.g., students at a particular campus) or it can be user-specific.
As an academic institution, one piece of information critical to students is their current progress in their degree program or programs.
The purpose of the student degree progress project is to create an area to display user-specific academic progress.
Project Purpose/Justification
University leadership requested this project to promote student awareness and provide students easy access to their degree progress.
Project Description
Preliminary Scope Statement
The purpose of this project is to create an area that displays user-specific academic progress within the appropriate roles, leveraging data through a back-end system. This project will include the necessary modifications to the back end to relay this information. More specifically, this project will include the following:
· Creating the graphical elements in a web-friendly format
· Creating the necessary web view to accommodate the graphical elements
· Creating the necessary changes to the back end to prepare data supporting the student information
· Creating the necessary web service to securely expose the student’s information to the graphical elements and web view
Out of Scope
Due to business-specific processes, some students, particularly those who have been pursuing a degree for over four years, may not be able to see their academic progress using the deliverables of this project. Changes to the back end to expand this functionality are out of scope, as are any changes intended to enhance functionality to provide additional data beyond the academic progress already captured in another system.
Project Objectives and Success Criteria
· The project will provide the functionality described within the preliminary scope statement.
· The project will be delivered without incurring any additional expenses.
· The project will be delivered free from any significant defects or without causing any down time.
· The project will be delivered no later than two weeks from the target time frame defined within the milestone schedule below.
Constraints
· Additional funding is not available.
· The information available to students is derived from data withi.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This presentation was given by Peter Karlberg of the National Agency for Education (Skolverket) of Sweden at the GCES Conference on Education Governance: The Role of Data in Tallinn on 13 February during the afternoon session workshop on Learning Analytics.
This document provides an agenda and facts and figures for an online and hybrid course development meeting. The agenda includes discussions on essential elements of online learning, course development cycles, accessibility initiatives, copyright resources, and open educational resources. Facts and figures presented include enrollment numbers in online courses as well as the number of online courses and instructors. The meeting will also cover Oswego's five essential elements for online courses, which are instructor introductions, course overviews, student orientations, online office hours, and assignment calendars. Developing videos for these elements and piloting new collaboration tools are discussed. The document outlines processes for online and hybrid course development and refreshing existing courses.
2014 NMC Horizon K-12 and Higher EducationCathleen Galas
Review of two NMC reports on educational technology adoptions, challenges, and important developments for the next year, next 2-3 years, and next 4-5 years for K-12 and Higher Education.
The document discusses internet-based projects for language learning. It defines internet-based projects as requiring online research with stages like planning, collecting information, analyzing, and assessing. Examples given include essays, presentations, reports, and WebQuests. Benefits highlighted are motivating students, encouraging cooperation and interaction, and improving language and thinking skills. It provides tips for implementing projects, like choosing topics and setting guidelines. Overall, the document promotes internet-based projects as engaging, student-centered ways to incorporate online resources into language learning.
The document discusses a case study of a company that tracks thousands of data points for technical documentation projects. Initially, project tracking involved multiple spreadsheets across many employees, resulting in errors and delays. Two improvement processes integrated peer reviews and spreadsheet redesigns but issues remained. A workshop identified further solutions like a customized tracking system or app extensions. Lessons included that spreadsheets worked better consolidated than separate, and specialized software may better solve complex project tracking needs.
This talk gives an introduction to the Center for Advancing Education and Research on Critical Infrastructure Resilience (CAESCIR), a new project at the Florida International University (FIU), sponsored by the Department of Homeland Security (DHS).
2021_03_26 "The 7Cs of Learning Design" - Gráinne ConoleeMadrid network
This document outlines a workshop on learning design using the 7Cs framework. It introduces transformative technologies, discusses challenges, and provides an overview of learning design and the 7Cs approach. The workshop includes activities to conceptualize a course, create materials, facilitate communication and collaboration, assess learning, and consolidate the design. Participants are guided to develop course features, personas, resource audits, maps, profiles and storyboards. The goal is to create pedagogically informed designs that make appropriate use of technologies.
The Center for Community Arts Partnerships (CCAP) is seeking proposals from web designers to build an online resource website. The website will serve as a digital archive for CCAP's programs, housing lesson plans, curriculum materials, videos and student projects. It will focus initially on CCAP's TEAM program but be expandable for other initiatives. The website must be accessible, searchable, and allow for easy updating. Proposals are due October 7th and should include details on the design and development process, timelines, costs and examples of previous educational websites. CCAP will select a designer based on their experience building content-rich and expandable websites.
The document describes ABC Learning Design, a time-bound (90 minute), activity-based workshop used at UCL since 2015 to facilitate curriculum design. It is deliberately analogue and based on theory. The workshop uses a conversational and creative approach to develop a shared vision and narrative for curriculum through storyboarding. ABC has been used to design over 250 UCL modules and was further developed through an Erasmus+ project involving 13 universities. The project produced guidance tools and a downloadable ABC toolkit to support blended learning design globally. Evaluation found ABC effectively helped participants discuss curriculum strategies, (re)design courses, and develop teaching confidence.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Getting :
Surfing as
Pedagogy:The
Mass Media
Timeline
Project
Michael Huntsberger
Department of Mass Communication
Linfield College, McMinnville OR USA
Broadcast Education Association - Ignite!
LasVegas, NV = April 2017
Improving
3. The problem
• Students not interested in [media] history.
• Students lack training in historical research methods.
• Too many facts, too many details.
The result
• Disengaged students.
• Poor research projects.
Image licensed for noncommercial use at https://
c2.staticflickr.com/8/7277/7658254172_091a89cd3b_b.jpg
4. The idea
• Hunting for Buried Treasure:
Let students discover historical
facts using the vast resources of
the World Wide Web.
Image licensed for noncommercial use at https://upload.wikimedia.org/
wikipedia/commons/0/01/Pg_076_-_Buried_Treasure_(contrast).jpg
5. The assignment
• Goal: Research events and developments in the history of mass
communication; prepare and place short reports in an interactive multimedia
timeline; finished timeline on public display in college library
• Process:
• Choose project leaders/editors (by application)
• Small groups investigate and report on timeline apps; instructor selects
• Each student prepares a total of at least nine reports, across six historical
periods; periodic deadlines over eight weeks
• Written abstracts to instructor; class members post information and media
to Google spreadsheet; project editors review, revise, etc.
6. Project evaluation(rubric)
• Reports evaluated for content, form, and functionality using the
following scale:
• Excellent - 14/15 points
• Satisfactory - 12/13 points
• Acceptable - 10/11 points
• Unacceptable - 0 points
• Bonus for completing all nine required reports - 25 points
• 5 points extra credit for additional project contributions (limit 5)
8. The Timeline JS spreadsheet: https://docs.google.com/spreadsheets/d/
1spyLEQAKIlZUNBbDDOBUtzEV_SWkSFNiANyETPikKQU/edit#gid=0
9. The online document: https://cdn.knightlab.com/libs/timeline3/latest/embed/index.html?
source=1spyLEQAKIlZUNBbDDOBUtzEV_SWkSFNiANyETPikKQU&font=Default&lang=
en&initial_zoom=2&height=650
10. Outomes
“I never thought I'd take a
history class in college, yet
here I am. I am thankful to
have taken this class and am
glad I have learned so
much.”
“1wasn't sure I would be
interested in this course but
it has turned out to be one
of my favorite classes that
I've ever taken!”