Every job changes over time but what happens to roles and the people in them when change becomes necessary due to the accelerated evolution of an academic department? What are the intrinsic differences between generalist and specialist roles? What are their specific advantages and disadvantages? Which model works best for professional services staff, students and faculty?This interactive workshop will take participants through the process of acknowledging that change is sometimes necessary, determining what form that change should take and implementing those new structures. It will focus on the personal implications of change and how to retain control of a potentially difficult process; how communications with various stakeholders are managed; and how those involved need to be truly engaged and supportive of the process so that an effective team can be formed.
Using a real-life example to better explore these issues, participants will gain an understanding of the causes, implications and consequences of large-scale change and restructure. They will be encouraged to think about the structure of their own teams and to use the lessons we learned to help them identify any possible solutions to problems they may be facing.
This will be an interactive workshop covering the themes of transformation and change management in the context of a project to design and build and move in to a new home for the School of Mathematics Statistics and Actuarial Science at the University of Kent. The session will cover multiple aspects of the project from planning, through design to realisation and will draw on the experiences of the School Administration Manager tasked with representing the School and the University Head of Space Management tasked with implementing the change. A. Design and Planning The participants will be split into groups of 5-6 people. In undertaking this participants will be asked to:
(i) undertake “blue sky thinking” about creative use of space and how this can provide an opportunity to review current practices.
(ii) consider the stakeholders, who what and why?
(iii) consider impact on and benefits for end users.
(iv) explore what could be achieved by considering different ways of working within spaces.
Groups will be asked to prioritise their example list and share it and their reasoning with the wider audience. Examples of how this process was undertaken at University of Kent will then be discussed to illustrate the process and thinking that went into designing a new facility to house an academic school. B. Negotiation and Realisation: This part of the session will focus on the process of change management. Groups will be asked to consider how they would plan to implement their changes. Anticipating issues and possible blocks to progress and how these might be overcome. We will think about the impact of these reductions and compromises on the original design. This will touch on managing expectations of stakeholders and end users and taking staff through a process of change. Again this part of the session will be finished with reference to the case study at Kent and discussion of some of the issues encountered at Kent. In particular we will highlight how the design and initial concept changed when reality started to bite (budgetary constraints, attitudes to work and the necessary compromises involved) and how these challenges can be overcome to enhance the final product.
Understand approaches to career management.
Consider tools and techniques available in HE context.
Articulate a personal career plan.
Identify your next step.
Every job changes over time but what happens to roles and the people in them when change becomes necessary due to the accelerated evolution of an academic department? What are the intrinsic differences between generalist and specialist roles? What are their specific advantages and disadvantages? Which model works best for professional services staff, students and faculty?This interactive workshop will take participants through the process of acknowledging that change is sometimes necessary, determining what form that change should take and implementing those new structures. It will focus on the personal implications of change and how to retain control of a potentially difficult process; how communications with various stakeholders are managed; and how those involved need to be truly engaged and supportive of the process so that an effective team can be formed.
Using a real-life example to better explore these issues, participants will gain an understanding of the causes, implications and consequences of large-scale change and restructure. They will be encouraged to think about the structure of their own teams and to use the lessons we learned to help them identify any possible solutions to problems they may be facing.
This will be an interactive workshop covering the themes of transformation and change management in the context of a project to design and build and move in to a new home for the School of Mathematics Statistics and Actuarial Science at the University of Kent. The session will cover multiple aspects of the project from planning, through design to realisation and will draw on the experiences of the School Administration Manager tasked with representing the School and the University Head of Space Management tasked with implementing the change. A. Design and Planning The participants will be split into groups of 5-6 people. In undertaking this participants will be asked to:
(i) undertake “blue sky thinking” about creative use of space and how this can provide an opportunity to review current practices.
(ii) consider the stakeholders, who what and why?
(iii) consider impact on and benefits for end users.
(iv) explore what could be achieved by considering different ways of working within spaces.
Groups will be asked to prioritise their example list and share it and their reasoning with the wider audience. Examples of how this process was undertaken at University of Kent will then be discussed to illustrate the process and thinking that went into designing a new facility to house an academic school. B. Negotiation and Realisation: This part of the session will focus on the process of change management. Groups will be asked to consider how they would plan to implement their changes. Anticipating issues and possible blocks to progress and how these might be overcome. We will think about the impact of these reductions and compromises on the original design. This will touch on managing expectations of stakeholders and end users and taking staff through a process of change. Again this part of the session will be finished with reference to the case study at Kent and discussion of some of the issues encountered at Kent. In particular we will highlight how the design and initial concept changed when reality started to bite (budgetary constraints, attitudes to work and the necessary compromises involved) and how these challenges can be overcome to enhance the final product.
Understand approaches to career management.
Consider tools and techniques available in HE context.
Articulate a personal career plan.
Identify your next step.
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
-Overview of St Andrews and the case for change
-The wider context of improvement
Changing the business
Definitions and methods
-Daily kaizen
Kaizen theory
Daily kaizen tools
Visual management
Daily huddle
Universe of work
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
This session will be jointly delivered by King’s College London and Pearson, and will reflect on our experience of working together in partnership to deliver online education at scale. Participants will be encouraged to debate the advantages and disadvantages of working with a commercial provider, guided by our own experiences of the challenges we have faced. Participants will gain an insight into what online student support can look like, and will have an opportunity to discuss the applicability and feasibility of providing such personalised, proactive support to on-campus students. We will also discuss other areas of transformation, such as the challenge of changing academic perceptions of online learning and commercial partnerships, and the transformation of our business processes to meet the needs of a different model of delivering education.
This 20x20 presentation will cover best practice steps for setting up program-level ePortflios, with a focus on visibly
demonstrating ePortflio impact and success. These can include aligning assessment criteria with program -level outcomes, ensuring consistency of rubrics, establishing baselines of pedagogical practie, and leading the ePortflio deployment process with a teaching and learning focus. The session will focus on designing for quality, measurable outputs
used to make success visible, including quantitative evidence of student progress over tie, assessor and instrument
analysis, and qualitative case studies of improved practice. An effctie ePortflio setup arms the ePortflio specialist
with evidence for advocatig the ePortflio as a high-impact teaching and learning tool. Sam is the Learning Designer at
the University of Queensland working exclusively in e Portflio deployment and support. He has assisted numerous schools and
programs across the university to harness ePortflios for learning and assessment, guiding processes of outcome/assessment mapping, rubric creating, and assessment instrument redesign, as well as establishing effective workflows for e Portflio deployment.
Sam has a Master of Education (Information & Communication Technologies) and many years of previous experience in secondary
education, education management and educator training.
Engage with the ongoing quality assessment debate at national level, building on an understanding of core principles in quality management and with due reference to the interests of those with a stake in HE quality
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
-Overview of St Andrews and the case for change
-The wider context of improvement
Changing the business
Definitions and methods
-Daily kaizen
Kaizen theory
Daily kaizen tools
Visual management
Daily huddle
Universe of work
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
This session will be jointly delivered by King’s College London and Pearson, and will reflect on our experience of working together in partnership to deliver online education at scale. Participants will be encouraged to debate the advantages and disadvantages of working with a commercial provider, guided by our own experiences of the challenges we have faced. Participants will gain an insight into what online student support can look like, and will have an opportunity to discuss the applicability and feasibility of providing such personalised, proactive support to on-campus students. We will also discuss other areas of transformation, such as the challenge of changing academic perceptions of online learning and commercial partnerships, and the transformation of our business processes to meet the needs of a different model of delivering education.
This 20x20 presentation will cover best practice steps for setting up program-level ePortflios, with a focus on visibly
demonstrating ePortflio impact and success. These can include aligning assessment criteria with program -level outcomes, ensuring consistency of rubrics, establishing baselines of pedagogical practie, and leading the ePortflio deployment process with a teaching and learning focus. The session will focus on designing for quality, measurable outputs
used to make success visible, including quantitative evidence of student progress over tie, assessor and instrument
analysis, and qualitative case studies of improved practice. An effctie ePortflio setup arms the ePortflio specialist
with evidence for advocatig the ePortflio as a high-impact teaching and learning tool. Sam is the Learning Designer at
the University of Queensland working exclusively in e Portflio deployment and support. He has assisted numerous schools and
programs across the university to harness ePortflios for learning and assessment, guiding processes of outcome/assessment mapping, rubric creating, and assessment instrument redesign, as well as establishing effective workflows for e Portflio deployment.
Sam has a Master of Education (Information & Communication Technologies) and many years of previous experience in secondary
education, education management and educator training.
Engage with the ongoing quality assessment debate at national level, building on an understanding of core principles in quality management and with due reference to the interests of those with a stake in HE quality
Learning Futures: Project Inception Event 4 November 2014
Rainmaking Loft, International House,
1 St Katharine’s Way, London, E1W 1UN
Prof A. Armellini, University of Northampton
Being useful: services for researchers at The University of Northampton by Mi...Career Development Group
Miggie Pickton gave this presentation at the Career Development Group’s National Conference 2011. The theme this year was : "The Practical Professional", Monday 21st November 2011
Welcome to the Level 7 Diploma in Project and Quality Management, a distinguished Ofqual accredited qualification proudly offered online by the London School of Business and Research, UK. Tailored for professionals aspiring to excel in project management and quality assurance, this comprehensive program provides a strategic blend of theoretical knowledge and practical skills to meet the ever-evolving demands of the global business landscape.
Course Overview:
Our Level 7 Diploma delves into the intricacies of project management and quality assurance, offering a robust curriculum designed to empower individuals with the expertise needed to lead successful projects and implement effective quality management practices. Explore advanced project planning, risk management, quality control, and strategic quality management, ensuring a comprehensive understanding of key principles.
Flexible Learning for Professionals:
Recognizing the challenges faced by working professionals, our diploma is structured to offer maximum flexibility. With a focus on assignments rather than exams, this qualification allows you to seamlessly integrate your studies into your work schedule. This makes it an ideal choice for ambitious professionals seeking to advance their careers without compromising their work commitments.
Key Features:
Ofqual Accredited: Our diploma holds the prestigious Ofqual accreditation, ensuring the highest standards in education and recognition by employers globally.
Online Learning: Access course materials from anywhere, at any time, providing the flexibility needed for working professionals.
Assignment-Based Assessment: Evaluate your understanding through practical assignments, emphasizing real-world application and skill development.
Expert Faculty: Learn from seasoned educators and industry professionals dedicated to your success.
Comprehensive Curriculum: Covering advanced project management techniques, risk assessment, quality control, and strategic quality management, ensuring a holistic understanding.
Career Opportunities:
Upon successful completion, you will be equipped with the skills and knowledge necessary to excel in project management and quality assurance roles. This qualification opens doors to diverse career opportunities, from leading complex projects to implementing quality initiatives within organizations.
How to Enrol:
Enrolling in the Level 7 Diploma in Project and Quality Management is simple. Visit our website https://www.lsbr.uk/course/lsbr-diploma-in-project-and-quality-management-level-7/ to access detailed course information, entry requirements, and the enrollment process.
Welcome to the Level 7 Diploma in Strategic Management and Leadership, a prestigious qualification accredited by Ofqual, UK. This program is thoughtfully crafted and delivered by the esteemed London School of Business and Research, UK, offering a comprehensive online learning experience designed for professionals aspiring to excel in strategic management and leadership roles.
Course Overview:
Our Level 7 Diploma in Strategic Management and Leadership is a robust program that delves deep into the intricacies of effective leadership, strategic planning, and organizational management. This advanced diploma is strategically aligned with the demands of contemporary business landscapes, equipping you with the knowledge and skills needed to navigate challenges and drive sustainable success.
Why Choose This Course:
Ofqual Accreditation: Our diploma carries the prestigious Ofqual accreditation, ensuring that your qualification is recognized and respected globally.
Flexible Online Learning: This program is tailored for working professionals, offering a flexible online learning platform. With no exams, you have the freedom to structure your studies around your work commitments.
Assignment-Based Assessment: We understand the challenges of a busy professional life. Hence, our assessment is solely based on the submission of assignments. This allows you to showcase your understanding and application of strategic management concepts without the pressure of traditional exams.
Industry-Relevant Curriculum: The curriculum is curated by industry experts and academics to ensure that you acquire skills directly applicable to real-world scenarios, enhancing your professional competency.
Key Modules:
Strategic Leadership
Strategic Human Resource Management
Financial Management
Business Research Methods
Strategic Change Management
Entrepreneurship and Innovation
Who Should Enroll:
This diploma is ideal for mid to senior-level managers, entrepreneurs, and those aspiring to leadership roles in diverse industries. Whether you are already in a leadership position or planning to transition, this program will elevate your strategic thinking and decision-making capabilities.
How to Enrol:
Enrolling in the Level 7 Diploma in Strategic Management and Leadership is simple. Visit our website https://www.lsbr.uk/course/qualifi-diploma-in-strategic-management-and-leadership-level-7/ to access detailed course information, entry requirements, and the enrollment process.
Welcome to the Level 6 Diploma in Teaching and Learning, a prestigious Ofqual-accredited qualification offered online by the London School of Business and Research (LSBR), UK. This program is meticulously crafted for educators and aspiring educational leaders, providing a comprehensive curriculum designed to enhance teaching methodologies and pedagogical strategies.
Course Overview:
The Level 6 Diploma in Teaching and Learning is a dynamic program that delves deep into the art and science of effective teaching. As an Ofqual-regulated qualification, it upholds the highest academic standards, ensuring that educators receive top-tier education that is recognized and respected globally.
Key Features:
Online Learning: Embrace the convenience of online education, enabling educators to integrate their studies seamlessly with their professional responsibilities.
Assignment-Based Assessment: Say farewell to traditional exams. This diploma assesses your teaching proficiency through the submission of assignments, making it an ideal choice for busy working professionals.
Pedagogical Advancements: Explore the latest trends and advancements in teaching methodologies, ensuring you stay at the forefront of educational practices.
Interactive Learning: Engage in collaborative and interactive learning experiences, fostering a community of educators who share insights and best practices.
Flexibility: Tailor your studies around your work schedule, providing a flexible and accessible path for professional development in the field of education.
Who Should Enroll?
The Level 6 Diploma in Teaching and Learning is designed for educators, teachers, and individuals aspiring to advance their careers in education. Whether you are a classroom teacher, educational leader, or curriculum developer, this program equips you with the skills and knowledge necessary to excel in the ever-evolving field of education.
Assessment Method:
No more exam stress! This diploma relies solely on the submission of assignments, providing a stress-free assessment method that allows working professionals to enhance their qualifications without compromising their work commitments.
How to Enrol:
Enrolling in the Level 6 Diploma in Teaching and Learning is simple. Visit our website https://www.lsbr.uk/course/othm-diploma-in-teaching-and-learning-level-6/ to access detailed course information, entry requirements, and the enrollment process.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Embark on a Rewarding Career in Logistics and Supply Chain Management with Our Level 5 Diploma
In today's dynamic and interconnected world, logistics and supply chain management play a pivotal role in ensuring the seamless flow of goods and services across borders and industries. With businesses increasingly reliant on efficient and effective supply chains, the demand for skilled professionals in this field is soaring.
The Level 5 Diploma in Logistics and Supply Chain Management, offered by the esteemed London School of Business and Research (LSBR), UK, provides you with the comprehensive knowledge and practical skills required to excel in this exciting and multifaceted field. This Ofqual, UK accredited qualification equips you with the expertise to navigate the complexities of modern supply chains, from procurement and inventory management to distribution and customer service.
*Unleash Your Potential with Industry-Focused Learning*
Our Level 5 Diploma in Logistics and Supply Chain Management is meticulously designed to align with the latest industry trends and practices. You will gain a thorough understanding of:
Supply Chain Fundamentals: Delve into the core principles of supply chain management, exploring its strategic importance, key components, and the various models employed in different industries.
Procurement and Supplier Management: Master the art of effective procurement, including supplier selection, negotiation, and contract management. Understand the intricacies of supplier relationships and how to foster mutually beneficial partnerships.
Inventory Management: Gain expertise in inventory control techniques, forecasting methods, and stock optimisation strategies. Learn how to balance inventory levels to minimize costs while ensuring product availability.
Distribution and Logistics Operations: Explore the intricacies of distribution networks, transportation modes, and warehousing management. Understand how to optimize distribution channels for efficiency and cost-effectiveness.
Customer Service and Logistics Excellence: Learn how to deliver exceptional customer service through seamless logistics operations. Understand the importance of customer satisfaction and how to achieve it through efficient order fulfilment and delivery processes.
Enhance Your Employability with a Prestigious Accreditation
The Level 5 Diploma in Logistics and Supply Chain Management from LSBR, UK, is an Ofqual-accredited qualification, recognized by employers worldwide. This prestigious accreditation signifies the high quality and rigor of our program, ensuring that you graduate with the credentials valued by industry leaders.
Flexible Online Learning Tailored to Your Schedule
This flexible approach caters to busy professionals and individuals with demanding schedules, empowering you to pursue your career aspirations without compromising your current commitments.
Empower Your Career with a Thriving Alumni Network
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Learning and Teaching at Northampton
Professor Ale Armellini
Dr Rachel Maxwell
@alejandroa | @DrRachLTB 1
2. Overview
1. Getting to know you
2. Conceptualisations of teaching
3. University of Northampton strategy
4. Quality Enhancement at Northampton
5. ChANGE – Graduate Attributes
6. Staff Development – a Needs Based Approach
7. Q&A
6. ChANGE
The University of
Northampton is committed
to developing
knowledgeable graduates,
who are socially
responsible, digitally
proficient and highly
employable global citizens
- the Changemakers of the
future.
7. Understanding Self-Direction
Self-Direction
On completion of Level 6, our students use evidence, analysis
and critical reflection to achieve and encourage others to
generate positive, values-driven impact for themselves and their
communities.
Leadership
Students are responsible and accountable decision makers, who
apply strategies to inspire others and secure commitment to
effect sustainable change.
Self-Management
Students reflect on and evaluate their skills, take responsibility
for their learning and proactively plan for personal and
professional continuous development.
8. UKPSF Dimensions of Practice
Areas of
Activity
Professional
Values
Core
Knowledge
11. Meeting Staff Development Needs
Identified Staff Need
• I am new to teaching in HE. Where do I
start?
• I need to improve student retention.
How can I help my students succeed?
• I need to develop my skills for online /
distance learning – Help!
Workshop
• HE Survival Plus
• Personal Academic Tutors Supporting
Student Success
• Collaborative Learning Experiences
Online (CLEO)
12. Practical
Courses
(‘New
Teacher’)
< Level 7
EdD
modules
Level 8
Associate
Fellow
Senior Fellow
EdD
Peer Review
Mentoring
Scholarship
Level 8
Practical
courses: (new
and existing
staff), aligned
with UKPSF
< Level 7
Fellow
PGCAP
60 credits
Level 7
Qualifications
Development
in:
Mentoring,
Leadership,
Policy,
Research
Supervision, etc
(new and
existing staff),
aligned with
UKPSF
Level 7
17. Content dump vs learning pathway
Trawl through stuff vs use a scaffold
Hidden learning outcomes vs explicit alignment
Chaos vs structure
Push content vs engage
Upload vs design
Resource vs course
Deliver vs teach
@alejandroa 17