What is NSCC excited about? – Scott Conrad and Lorraine Mockford, Nova Scotia Community College. Presented at the Brightspace Halifax Connection on June 1, 2016 at Nova Scotia Community College, Waterfront Campus.
Brightspace Halifax Connection - Going Beyond Courses with Brightspace – Ken ...D2L Barry
Going Beyond Courses with Brightspace – Ken Reimer, University of New Brunswick. Presented at the Brightspace Halifax Connection on June 1, 2016 at Nova Scotia Community College, Waterfront Campus.
This document discusses professional teaching in a digital world and the use of technology by teachers. It focuses on personal learning networks (PLNs), explaining that a PLN allows teachers to personalize their own learning. PLNs can be used by teachers to gather free classroom resources like websites, software and grants, locate lesson plan ideas from other teachers, learn new information by connecting with experts, and stay up-to-date on best practices and new technologies.
This document provides an orientation for hybrid and online courses at LWTC. It defines hybrid courses as having less than 51% online content and combining face-to-face and online instruction, while online courses have 100% online content. It introduces the Angel learning management system used by LWTC and provides steps for students to log in to Angel, purchase textbooks, know support resources, and important dates for the quarter.
Making the Leap Supporting First Year Student Transition at UL: Michael Small...CONUL Teaching & Learning
This document discusses student engagement and success at university. It introduces the Irish Survey of Student Engagement and the role of peer advisors in providing timely advice to students. Data is presented showing the number and types of queries received by peer advisors in the first 5 weeks of the semester for 2014 and 2015. It also promotes the role of first year librarians in supporting student engagement and success. Finally, it introduces a MOOC called "The Learning Journey" that is being developed to help students transition from secondary to tertiary education in Ireland.
Michael Smalle is a librarian at the University of Limerick. Michael works with First Year students in particular, to assist with their transition to University.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Brightspace Halifax Connection - Going Beyond Courses with Brightspace – Ken ...D2L Barry
Going Beyond Courses with Brightspace – Ken Reimer, University of New Brunswick. Presented at the Brightspace Halifax Connection on June 1, 2016 at Nova Scotia Community College, Waterfront Campus.
This document discusses professional teaching in a digital world and the use of technology by teachers. It focuses on personal learning networks (PLNs), explaining that a PLN allows teachers to personalize their own learning. PLNs can be used by teachers to gather free classroom resources like websites, software and grants, locate lesson plan ideas from other teachers, learn new information by connecting with experts, and stay up-to-date on best practices and new technologies.
This document provides an orientation for hybrid and online courses at LWTC. It defines hybrid courses as having less than 51% online content and combining face-to-face and online instruction, while online courses have 100% online content. It introduces the Angel learning management system used by LWTC and provides steps for students to log in to Angel, purchase textbooks, know support resources, and important dates for the quarter.
Making the Leap Supporting First Year Student Transition at UL: Michael Small...CONUL Teaching & Learning
This document discusses student engagement and success at university. It introduces the Irish Survey of Student Engagement and the role of peer advisors in providing timely advice to students. Data is presented showing the number and types of queries received by peer advisors in the first 5 weeks of the semester for 2014 and 2015. It also promotes the role of first year librarians in supporting student engagement and success. Finally, it introduces a MOOC called "The Learning Journey" that is being developed to help students transition from secondary to tertiary education in Ireland.
Michael Smalle is a librarian at the University of Limerick. Michael works with First Year students in particular, to assist with their transition to University.
Engaging large cohorts of international students: Technology Enhanced Learnin...Blackboard APAC
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school and they do all they can to find ways of making each student successful.
This presentation includes
- Teaching and Learning Approaches by Curry
- 3P learning model by John Biggs
- Principles of Effective Teaching by Chickering & Gamson
This document discusses learner participation and engagement in massive open online courses (MOOCs). It presents research on factors that influence learner motivation and engagement in MOOCs. The author compares the design and results of two different MOOC formats: an e-learning MOOC and a blended learning MOOC. Personal factors like time availability and learning preferences, as well as the MOOC design, were found to impact learner engagement and completion rates.
The document discusses the development and implementation of a blended learning HNC Health and Social Care course at NWRC. The course was developed in response to feedback requesting greater flexibility. It allows students to complete 25% of coursework online, including two modules. Students receive instruction through online materials like interactive PowerPoints, quizzes and tutorials. The blended approach provides students with greater flexibility to learn at their own pace and has led to higher completion rates and standards of work. Students and staff have benefited from the technology skills developed through the course.
Bb w ppt_what happens in blackboard p raymentEesySoft
Peter Rayment is the Learning Technology Manager at Cardiff University in the UK. He discusses how the university uses analytics, specifically EesyAnalytics, to gain insights into how their learning management system (LMS) is used. Analytics helps the university understand tool usage patterns over time, see the impact of training and engagement activities, and optimize resources. It allows them to identify areas of good and bad practice and share lessons learned. The university has started to more fully understand LMS usage and can now reflect on how to improve based on data-driven insights.
Teaching Faculty to Embed Library Resources & Services into Online ClassroomsGary Atwood
Presentation at ACRL New England Conference 2012 that talks about how Reference Librarians embedded information literacy lessons into a campus-wide Moodle training program for faculty.
The document discusses an e-learning maturity model (eMM) which is a method and tool to assess the quality of online and blended learning at an institutional level. The eMM examines five process areas: learning, development, support, evaluation, and organization. Each area contains several processes that are assessed on a scale of 0 to 4. Conducting a self-assessment with the eMM allows an institution to stimulate self-reflection, identify strengths and weaknesses, plan improvements, increase engagement, and strengthen a quality culture. The eMM then outlines the specific processes assessed within each of the five areas.
The LSE rapidly implemented the Talis Aspire reading list system by converting over 500 undergraduate reading lists comprising over 90,000 items from their old in-house system and Moodle to Aspire in just 4 months. To achieve this, they utilized a temporary staff of 7 people who were able to add over 138 items per day to the new system through a production line style manual conversion process. An advocacy campaign utilizing individual emails, department meetings, and training sessions helped gain academic support for the new system. The conversion was remarkably successful, with over 90% of undergraduate lists and 28% of postgraduate lists transferred to Aspire initially.
1) The document discusses a college's transition from using Moodle to Microsoft Teams as its new digital learning platform.
2) It outlines the research and change management process undertaken, including staff and student surveys, pilot programs, and training for the new platform.
3) Ongoing support is provided for staff and students in using Teams, and future developments include integrating more college services into Teams.
Jisc aims to support UK education and research communities through digital transformation. It focuses on student digital experience, learning analytics, and providing architecture and services to support learning analytics. Learning analytics applies techniques like machine learning and data mining to help students and institutions meet their goals by improving retention, achievement, and employability. It can identify at-risk students, encourage help-seeking, and analyze which interventions are effective. Jisc's learning analytics project provides a code of practice, toolkit, and student app to support institutions in adopting learning analytics approaches.
Empowering learning using multiple choice questions (Peerwise)David Biggins
This presentation discusses the multiple choice question and answer application, Peerwise. Pros and cons are given and an overview of the application is provided. Case studies of the use of Peerwise (two at Bournemouth University and one at Sheffield Hallam University) are discussed. The presentation ends with a review of Peerwise and the student view of the tool.
The document provides information about the services offered by the Learner Development team at Manchester Metropolitan University (MMU) to support students' academic and study skills. The Learner Development team consists of Academic and Study Skills Tutors, Specific Learning Difference Tutors, and The Writing Project. They offer one-to-one tutoring, drop-in sessions, workshops, and webinars covering topics like academic writing, time management, exams, and support for students with specific learning difficulties. Students can access support through appointments, drop-ins, online resources on Moodle, and contacting the team by phone or email.
This document discusses how Leeds Beckett University customized their learning platform to inspire a sense of educational community for different student groups. They created unique branded experiences for different student types (distance learners, franchise students, continuing professional development students) by assigning them different roles, tabs, themes and modules tailored to their needs. Examples are provided of customized platforms for distance learners, franchise courses, continuing professional development, research students and an international study center. Usage data suggests the personalized platforms increased student engagement with the learning resources.
The OLS reno(vation): redesigning the Online Learning Support site for OTEN s...Carmen Vallis
The OLS (Online Learning Support) is undergoing renovation to better serve OTEN (Open Training and Education Network) students. In 2012, there were over 2 million OLS logins and students visited unit pages over 5 million times. 92.4% of OTEN students accessed the OLS and 62% submitted assessments through it. Student feedback showed the current OLS has too much information and not enough interaction. The renovation will simplify the interface and facilitate more interaction between students. What started as a cosmetic update evolved into a full redesign. An OLS Project Control Group was formed to oversee the renovation through extensive consultation, testing, and content migration to implement the changes by December 1, 2013.
Massive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX.
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self-contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.
Student Innovators: innovating digital technology change in FEJisc
Presenter: Catherine Hartell, digital learning coach, Gloucestershire College.
The Student Innovators are a group of students who provide a student view on digital technology, which helps lecturers to improve their teaching.
This demonstration will highlight the successes from this project and areas we wish to develop further.
Learner-Centric Infrastructure - 2017 University API WorkshopJonathan Mott
To empower learners, we need to break down the walls between learning applications and institutions in / at which they learn and accumulate capabilities, credits, credentials, etc.
OER and MOOCs in the Netherlands: State of AffairsRobert Schuwer
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
Introduction to Naviance for Higher Education - ELCANaviance
This document provides an introduction and overview of Naviance, a college and career readiness platform. It discusses what Naviance is, its student lifecycle features, and how it can be used by schools, counselors, and higher education institutions. Key points include that Naviance is used by over 8,000 schools and 7 million students, and that it allows schools to track college applications and sends documents to colleges on behalf of students. The document also provides an agenda that includes demonstrations of the Family Connection tools for students and parents, counselor workflow features, and how higher education institutions can connect with prospective students using Naviance.
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
El documento proporciona información sobre un programa nutricional ideal para perder peso de manera saludable. Explica que un desayuno basado en carbohidratos puede conducir a picos y bajones de azúcar en la sangre y dependencia de carbohidratos, mientras que un desayuno con proteínas y sin azúcar previene esto. Luego describe un plan de 10 días para limpiar el cuerpo y 30 días para bajar de peso basado en suplementos como Aloe Vera Gel, Ultra Lite y Lean, con el objetivo de perder 6-10 kg el
Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. They believe every student is capable of achieving success at school and they do all they can to find ways of making each student successful.
This presentation includes
- Teaching and Learning Approaches by Curry
- 3P learning model by John Biggs
- Principles of Effective Teaching by Chickering & Gamson
This document discusses learner participation and engagement in massive open online courses (MOOCs). It presents research on factors that influence learner motivation and engagement in MOOCs. The author compares the design and results of two different MOOC formats: an e-learning MOOC and a blended learning MOOC. Personal factors like time availability and learning preferences, as well as the MOOC design, were found to impact learner engagement and completion rates.
The document discusses the development and implementation of a blended learning HNC Health and Social Care course at NWRC. The course was developed in response to feedback requesting greater flexibility. It allows students to complete 25% of coursework online, including two modules. Students receive instruction through online materials like interactive PowerPoints, quizzes and tutorials. The blended approach provides students with greater flexibility to learn at their own pace and has led to higher completion rates and standards of work. Students and staff have benefited from the technology skills developed through the course.
Bb w ppt_what happens in blackboard p raymentEesySoft
Peter Rayment is the Learning Technology Manager at Cardiff University in the UK. He discusses how the university uses analytics, specifically EesyAnalytics, to gain insights into how their learning management system (LMS) is used. Analytics helps the university understand tool usage patterns over time, see the impact of training and engagement activities, and optimize resources. It allows them to identify areas of good and bad practice and share lessons learned. The university has started to more fully understand LMS usage and can now reflect on how to improve based on data-driven insights.
Teaching Faculty to Embed Library Resources & Services into Online ClassroomsGary Atwood
Presentation at ACRL New England Conference 2012 that talks about how Reference Librarians embedded information literacy lessons into a campus-wide Moodle training program for faculty.
The document discusses an e-learning maturity model (eMM) which is a method and tool to assess the quality of online and blended learning at an institutional level. The eMM examines five process areas: learning, development, support, evaluation, and organization. Each area contains several processes that are assessed on a scale of 0 to 4. Conducting a self-assessment with the eMM allows an institution to stimulate self-reflection, identify strengths and weaknesses, plan improvements, increase engagement, and strengthen a quality culture. The eMM then outlines the specific processes assessed within each of the five areas.
The LSE rapidly implemented the Talis Aspire reading list system by converting over 500 undergraduate reading lists comprising over 90,000 items from their old in-house system and Moodle to Aspire in just 4 months. To achieve this, they utilized a temporary staff of 7 people who were able to add over 138 items per day to the new system through a production line style manual conversion process. An advocacy campaign utilizing individual emails, department meetings, and training sessions helped gain academic support for the new system. The conversion was remarkably successful, with over 90% of undergraduate lists and 28% of postgraduate lists transferred to Aspire initially.
1) The document discusses a college's transition from using Moodle to Microsoft Teams as its new digital learning platform.
2) It outlines the research and change management process undertaken, including staff and student surveys, pilot programs, and training for the new platform.
3) Ongoing support is provided for staff and students in using Teams, and future developments include integrating more college services into Teams.
Jisc aims to support UK education and research communities through digital transformation. It focuses on student digital experience, learning analytics, and providing architecture and services to support learning analytics. Learning analytics applies techniques like machine learning and data mining to help students and institutions meet their goals by improving retention, achievement, and employability. It can identify at-risk students, encourage help-seeking, and analyze which interventions are effective. Jisc's learning analytics project provides a code of practice, toolkit, and student app to support institutions in adopting learning analytics approaches.
Empowering learning using multiple choice questions (Peerwise)David Biggins
This presentation discusses the multiple choice question and answer application, Peerwise. Pros and cons are given and an overview of the application is provided. Case studies of the use of Peerwise (two at Bournemouth University and one at Sheffield Hallam University) are discussed. The presentation ends with a review of Peerwise and the student view of the tool.
The document provides information about the services offered by the Learner Development team at Manchester Metropolitan University (MMU) to support students' academic and study skills. The Learner Development team consists of Academic and Study Skills Tutors, Specific Learning Difference Tutors, and The Writing Project. They offer one-to-one tutoring, drop-in sessions, workshops, and webinars covering topics like academic writing, time management, exams, and support for students with specific learning difficulties. Students can access support through appointments, drop-ins, online resources on Moodle, and contacting the team by phone or email.
This document discusses how Leeds Beckett University customized their learning platform to inspire a sense of educational community for different student groups. They created unique branded experiences for different student types (distance learners, franchise students, continuing professional development students) by assigning them different roles, tabs, themes and modules tailored to their needs. Examples are provided of customized platforms for distance learners, franchise courses, continuing professional development, research students and an international study center. Usage data suggests the personalized platforms increased student engagement with the learning resources.
The OLS reno(vation): redesigning the Online Learning Support site for OTEN s...Carmen Vallis
The OLS (Online Learning Support) is undergoing renovation to better serve OTEN (Open Training and Education Network) students. In 2012, there were over 2 million OLS logins and students visited unit pages over 5 million times. 92.4% of OTEN students accessed the OLS and 62% submitted assessments through it. Student feedback showed the current OLS has too much information and not enough interaction. The renovation will simplify the interface and facilitate more interaction between students. What started as a cosmetic update evolved into a full redesign. An OLS Project Control Group was formed to oversee the renovation through extensive consultation, testing, and content migration to implement the changes by December 1, 2013.
Massive Open Online Courses became a worldwide phenomenon. Especially in Central Europe it is a subject of debates whether universities should invest more money or not. This research study likes to give first answers about typical MOOC participants based on data from different field studies of the Austrian MOOC-platform iMooX.
It can be pointed out that the typical learner is a student or an adult learner, strongly interested in the course topic or just interested in learning with media and finally with self-contained learning competencies. The research work concludes that MOOCs broaden the educational field for universities and are a possibility to educate the public in a long run.
Student Innovators: innovating digital technology change in FEJisc
Presenter: Catherine Hartell, digital learning coach, Gloucestershire College.
The Student Innovators are a group of students who provide a student view on digital technology, which helps lecturers to improve their teaching.
This demonstration will highlight the successes from this project and areas we wish to develop further.
Learner-Centric Infrastructure - 2017 University API WorkshopJonathan Mott
To empower learners, we need to break down the walls between learning applications and institutions in / at which they learn and accumulate capabilities, credits, credentials, etc.
OER and MOOCs in the Netherlands: State of AffairsRobert Schuwer
This document summarizes the state of open educational resources (OER) and massive open online courses (MOOCs) in the Netherlands. It provides context on the Dutch higher education system and outlines the goals of the Ministry of Education to promote openness by 2025. The document reports results from a 2012 survey and interviews on OER publishing, reuse, and vision/policy among universities and universities of applied sciences. It also compares these results to a later 2015 OER Research Hub study. While finding many open activities, it notes a lack of coherent vision/policy and limitations of the data like small sample sizes and self-reporting bias.
Introduction to Naviance for Higher Education - ELCANaviance
This document provides an introduction and overview of Naviance, a college and career readiness platform. It discusses what Naviance is, its student lifecycle features, and how it can be used by schools, counselors, and higher education institutions. Key points include that Naviance is used by over 8,000 schools and 7 million students, and that it allows schools to track college applications and sends documents to colleges on behalf of students. The document also provides an agenda that includes demonstrations of the Family Connection tools for students and parents, counselor workflow features, and how higher education institutions can connect with prospective students using Naviance.
Designing and developing great courses together - Jisc Digifest 2016Jisc
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
El documento proporciona información sobre un programa nutricional ideal para perder peso de manera saludable. Explica que un desayuno basado en carbohidratos puede conducir a picos y bajones de azúcar en la sangre y dependencia de carbohidratos, mientras que un desayuno con proteínas y sin azúcar previene esto. Luego describe un plan de 10 días para limpiar el cuerpo y 30 días para bajar de peso basado en suplementos como Aloe Vera Gel, Ultra Lite y Lean, con el objetivo de perder 6-10 kg el
Webinar - Using Brightspace to Design and Develop Scholarly ActivitiesD2L Barry
June 14, 2016 webinar: Using Brightspace to Design and Develop Scholarly Activities, Successes and Challenges. Presented by Dr. Tamara Carver and Diane Maratta, both of McGill University for the Brightspace Teaching & Learning Community.
informatica Online Training Institute in India,USA,UK,Canada.Angel Maxwel
Informatica is ETL tool which is generally used for extracting the source information after utilizing the transformation which is requied, and loading it to the target. In another section we're planning to try to spell out the usage of Informatica using an example in the Data Warehouse atmosphere.we're supplying informatica Online Training in India,USA,UK,Canada.
http://smartmindonlinetraining.com/informatica-online-training/
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Ingles fernanda valbuena grupo 900001 a 181valbuena0927
A 22-year-old student who lives in the countryside provided personal details including having a boyfriend, contact number, family members consisting of parents and three sisters, enjoying basketball, and favoring singer Hans Zimmer as their favorite.
The document discusses camera calibration. It describes determining the internal optical parameters (IOP) of cameras like focal length and principal point coordinates. It discusses different distortion models like radial, decentric, and atmospheric distortions. It outlines laboratory, field, and stellar calibration methods. It explains how equivalent focal length, radial distortion, and calibrated focal length are calculated. It also mentions self-calibration, using calibration objects, and bundle adjustment methods for calibration.
Vision loss affects 285 million people worldwide and is caused by conditions like uncorrected refractive errors, cataracts, age-related macular degeneration, diabetic retinopathy, and eye cancer. The major global causes of vision impairment are uncorrected refractive errors, cataracts, and glaucoma which can often be treated, while the major causes of blindness are cataracts, glaucoma, and age-related macular degeneration. Left untreated, common age-related eye diseases like dry and wet macular degeneration, cataracts, and diabetic retinopathy can lead to profound vision loss or blindness.
La dinámica de grupo en la clase de idiomas extranjeros.
Definición
Partes de la formación del grupo
Papel del profesor
Actividades para alcanzar una dinámica positiva que facilite el trabajo cooperativo
In this presentation, I provided a brief review of Project-Based Learning in second language teaching and calls for a more thorough examination of project based language learning (PBLL) as a holistic approach to English language education. First, PBLL is discussed in terms of PBL underlying principles and elements and how these components are compatible with key findings of SLA and different approaches and methods in English language teaching. Second, PBLL will be examined in practice through curriculum development and syllabus design. Finally, a number of activities will be demonstrated to illustrate how PBLL can be implemented in the language classrooms, particularly how cultural aspects can be integrated.
The document summarizes pre-enrollment workshops held at LSBU for incoming students. It discusses the workshops from 2015 to 2016, improvements made, and plans for 2017. The workshops aimed to prepare students for their first year of university by introducing them to library resources, digital skills, and support services. Feedback from students showed the workshops helped them feel more prepared and comfortable starting their degree. Plans for 2017 include reducing coffee breaks, adding a library tour and quiz, and conducting focus groups to follow-up on student experiences.
Ditching Training Workshops: Building Learning Capacities in New WaysBCcampus
This document summarizes a presentation by Stephanie Boychuk and Melissa Robertson from Vancouver Island University about moving away from ineffective training workshops and towards self-paced online training. It outlines the background of VIU, issues with traditional workshops, and new approaches taken for faculty and student training using the learning management system VIULearn. Faculties are now offered self-paced online training which has reduced support tickets. Students participate in self-paced online orientations and an Open Online Onboarding Course for transition support. Going forward, the presenters aim to refine self-paced courses, improve advertising, develop online teaching supports, and potentially offer mandatory staff training in the future.
ETUG Ditching training workshops: Building learning capacities in new waysStephanie Boychuk
This document summarizes a presentation about building learning capacities through self-paced online training instead of workshops. It discusses the shortcomings of traditional workshops, including being ineffective uses of staff time and not accommodating distance learners. The presentation outlines Vancouver Island University's transition to self-paced online training for both faculty and students. For faculty, an online training course led to fewer support tickets and staff work hours. For students, self-paced online orientation courses saw increased participation rates compared to traditional workshops. The presentation concludes by discussing plans to refine existing online courses and develop additional content and supports.
This document provides information on the vision, mission, academic programs, teaching-learning processes, infrastructure, and other facilities of a higher education institution. The institution's vision is the intellectual, spiritual and physical growth of all stakeholders through excellence in learning and research. Its mission includes providing quality higher education, ensuring social justice and equity, and promoting skills to address challenges. The institution offers undergraduate and postgraduate programs across various disciplines, and has qualified faculty, modern infrastructure including labs and libraries, and student support systems.
Student experience experts meet up - introduction and updateJisc
This document summarizes the agenda for a meeting of the Jisc student experience experts group. The meeting will include presentations and discussions on Jisc's recent research into student technology use during the pandemic, sharing examples of effective practices to support digital learning experiences, and short member spotlight presentations on interactive simulations and personalized teaching tools. Attendees are asked to provide feedback and discussions will aim to help guide Jisc's future student experience work.
This document discusses a blended learning project in the Sooke School District in British Columbia, Canada. It provided 10 high school teachers access to an online learning platform and pre-developed online courses. The goals were to see how teachers and students would use these new tools and change the learning experience. Results found that students appreciated increased flexibility and access to materials. Teachers also saw benefits but noted infrastructure limitations. Lessons included the need for training, flexible timelines, and ensuring blended learning supplements rather than replaces classroom time.
The document describes an education cloud solution called ICR that provides various services through different access points. ICR@School provides LMS services, assessment tools, and interactive teaching resources for use within schools. ICR@Web enables collaboration through a school community portal with reports, assessments, and other cloud services. ICR@Home allows students and parents access to educational content, assessments, and performance reports from home. The solution aims to enable anytime, anywhere learning beyond the classroom and facilitate evaluation, professional development, and collaboration between all stakeholders in the educational process.
Engineering pedagogy and faculty leadershipRAVI ROSHAN
- The document discusses engineering pedagogy and faculty leadership in India based on data from 2012-2017. It shows enrollment numbers decreasing while percentage of students passing and getting placements has increased.
- Issues facing engineering education are identified as lack of exposure, poor syllabus, lack of knowledge and skills among faculty, and too many engineers graduating without entrepreneurship skills.
- Recommendations are made for improving faculty competencies and teaching methods through techniques like active learning, ensuring curriculum addresses social and industry needs, developing student skills like problem solving and entrepreneurship, and continuous faculty development.
The document summarizes the process by which Naperville School District 203 chose the Canvas Learning Management System (LMS). It describes how the district surveyed stakeholders, ran a request for proposals process selecting the top 3 systems, conducted a proof of concept trial of the top systems, and ultimately selected Canvas. It then outlines how the district trained teachers on Canvas and has implemented it district-wide, with over 80% of students now using it for classroom activities and communication. Canvas allows teachers to create lessons, assess students, and communicate with classes, and enables students and parents to access assignments and grades.
This document discusses the Blended Learning Consortium (BLC), which allows colleges to collaboratively develop and share high-quality online learning content. It has over 100 member colleges who vote on content areas and contribute staff to develop over 1600 hours of interactive content in various subjects. This shared content saves colleges significant development costs and promotes digital skills. Statistics show students using BLC content achieve higher grades on average. The consortium also allows members to collectively purchase digital tools at discounted rates. Going forward, the BLC aims to expand internationally and include higher education institutions.
ETUG Spring workshop 2014 - What Technology Skills Do Students Need to Learn ...BCcampus
This document summarizes the results of a study on the technology skills students need to be successful in post-secondary education. The study found that students most commonly need assistance with printing, Microsoft Office programs like Word and Excel, and working with PDFs. Students feel they are expected to be proficient in productivity software like MS Office without being taught those skills. The study recommends that institutions provide training in areas like productivity software, research skills, communication etiquette, and social media awareness to better support students' development of necessary technology abilities.
This presentation is designed to introduce leaving certificate students to the Skills@Work programme.
It outlines:
- the reasons why we offer the programme to their school,
- gives background information on the partner company (in this case Sisk Construction) that will be working with them on the programme,
- tells them the benefits they will get from fully participating in the programme,
- advises them on how they can make the most of this opportunity,
- brings them through a group exercise on jobs searching skills
Connected leadership. It's a click away NJPSA/FEA/NJASCDSpike Cook
This document summarizes a presentation given by Dr. Spike Cook about connected leadership and technology integration at RM Bacon Elementary School. Some key points:
- Dr. Cook is the principal of RM Bacon Elementary School in Millville, NJ, which serves a high percentage of economically disadvantaged students.
- Under Dr. Cook's leadership, RM Bacon has become highly connected through extensive use of social media, online collaboration among teachers, and modeling technology integration best practices.
- Teachers have connected with educators around the world and students' work has been featured in educational publications.
- Dr. Cook advocates for continuous learning among educators and empowering teachers to try new technologies and find what works best for their students.
This document summarizes the 50th meeting of Jisc's Student Experience Experts group. It provides an agenda for the day's events, including presentations, discussions on Jisc's work informing digital transformation in higher education, and a members' showcase. The group has over 300 members and has informed Jisc projects and publications since 2004. It aims to provide advice to shape future Jisc activities and ensure their relevance to learning and teaching.
Creating a virtual orientation & resource center to prepare first year studentsKristen Seldon Turteltaub
Request access to the recording: https://www.innovativeeducators.org/collections/free-training-innovative-educators/products/creating-a-virtual-orientation-resource-center-to-prepare-first-year-students
For many first-year students, attending college can be overwhelming with regard to enrollment, choosing classes, coursework demands, study strategies, test-taking, and basic knowledge about utilizing campus resources. These tasks can be confusing and often times cause students to panic. Therefore, it’s critical for colleges to recognize these panic junctures and provide online resources focused on helping students persist through these tough stages.
Using Oakland Community College as a case study, we will examine how colleges can support students using technology from recruitment to graduation. Using key points in the student lifecycle, we will demonstrate how using these technology interventions encourages students to persist instead of panic. We will focus on orientation, onboarding, and the first-year. The presenter will discuss how using online tools such as online orientation (Go2Orientation) and online student success workshops (StudentLingo) not only guides students through starting college, but also prepares them to be a college student. She will also discuss using an online module for Title IX training.
The document summarizes the proceedings of the 43rd meeting of Jisc's student experience experts group. It provided an overview of Jisc's work supporting student experience and digital capabilities, including presenting findings from recent surveys. Members shared examples of effective practice at their institutions. The group discussed how to further support staff and students' digital skills and how Jisc can help promote technology-enhanced learning across UK colleges and universities.
Peter Kilcoyne About the BLC Scottish Blended Learning Conference june15 2018John Casey
This document discusses the Blended Learning Consortium (BLC), which provides high-quality interactive e-learning content developed by UK colleges to its member institutions. It shares statistics on student interactions and outcomes using BLC content. Membership allows colleges to leverage shared resources and costs to develop over 1400 hours of content across many subject areas. Feedback shows students find the content easy to understand and helpful for their studies. The BLC aims to continue growing its membership nationally and internationally to further collaborative digital learning.
Similar to Brightspace Halifax Connection - What is NSCC Excited About? (20)
Ask Not What AI Can Do For You - Nov 2023 - Slideshare.pptxD2L Barry
This document discusses the potential roles of artificial intelligence (AI) in education. It begins with a survey asking readers about their role, experience with distance education and AI tools. It then discusses how AI could be used to assist educators by automating certain repetitive tasks like writing quiz questions, lesson plans, letters of reference, and grading assignments. This would allow educators to focus on relationship building and creative thinking. The document also discusses concerns about AI and argues it is best used to enhance rather than replace human roles. It shares D2L's views that learning is a human experience that can be supported by technology.
Designing Competency Structures and Learning ObjectivesD2L Barry
Title: Designing Competency Structures and Learning Objectives.
For a presentation April 21 at Georgia State University.
By Theresa Butori, Univ of North Georgia
This document discusses ChatGPT and other large language models (LLMs). It begins with an agenda that outlines discussing what LLMs are and how they are trained, ways educators can use ChatGPT, and limitations of ChatGPT. It then explains that ChatGPT is not the first chatbot but one of the first widely used. It discusses how LLMs are trained using next-token prediction and masked language modeling. The document considers both optimistic and pessimistic views about the importance of advanced AI. It provides examples of how ChatGPT could be used to help with teaching but also limitations, such as not being good at math, plagiarism detection, or very recent events. It acknowledges other emerging AI systems
Custom Pathways Resources - Kristin Randles.pdfD2L Barry
Presentation by Kristin Randles at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Resources:
Carnegie Mellon: https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/choice.html
Cult of Pedagogy: https://www.cultofpedagogy.com/udl-equity/
Novak Education: https://www.novakeducation.com/hubfs/Resources/UDL_FlowChart.pdf
C-BEN: https://www.cbenetwork.org/
Presentation by Denise Huff of Spartanburg Community College at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Brightspace Creator +, Content Creation Platform for Engaging Interactives an...D2L Barry
Creator+ is a content creation platform that streamlines content creation for engaging educational experiences. It provides templates, interactive elements, and integrated video tools to help educators create courses faster and with less technical skills. Ready-made templates, interactive elements like tabs and accordions, practices for assessing comprehension, and screen recording tools allow anyone to create high-quality content easily. The consistent design features also ensure a unified look across all institutional content.
E-Learning Mythbusters Revisited - ITC 2022.pptxD2L Barry
Original presentation was at ITC's eLearning conference in February 2008.
This presentation takes an updated look at some of those e-learning myths in 2022.
Five Important Things You Won't Find in a Course Quality Rubric - Barry DahlD2L Barry
Currently available course design rubrics can be very valuable tools. However, these rubrics do not address several very important issues related to course quality. We’ll examine five additional areas that should be considered when working to improve the quality of online courses.
Office Documents: Making Word™ and PowerPoint™ Docs AccessibleD2L Barry
The document discusses making Word and PowerPoint documents more accessible. It covers using proper headings, adding alt text to images, and using the accessibility toolbar in Word. For PowerPoint, it recommends using accessible templates, properly structuring data tables, checking the reading order of elements, using unique and descriptive slide titles, and the outline view. The resources provide guidance on evaluating and improving the accessibility of Office documents.
Video Captions and Transcripts Made Easy , or at least easierD2L Barry
The document discusses various methods for creating captions and transcripts for videos. It defines captions and subtitles, and covers finding videos with existing captions on YouTube. Methods are presented for editing automatic captions generated by YouTube, creating transcripts, and using the .vtt file format for captions. Keyboard shortcuts for YouTube captions are also listed. The overall goal is to make video accessibility easier.
Video Captions and Transcripts Made Easy, or at least easierD2L Barry
This document discusses making video captions and transcripts easier. It covers finding videos with good captions on YouTube, editing captions in YouTube, creating video transcripts, keyboard shortcuts for captions, and the .vtt file format for captions. The goal is to provide accessible video content and help people learn how to make their videos more accessible through captions and transcripts.
D2L as a Training Platform for Faculty: Lessons LearnedD2L Barry
Webinar:
Date:Apr 7, 2020
Time:3:00 PM ET
Duration:1 hour
Presenters:
Archie L. Williams, Ph.D., Sharee’ Lawrence, Denise Sutton, Dr. Tamara Payne; all of Fort Valley State University
Handout: YuJa, post to a discussion from a mobile deviceD2L Barry
Handout for presentation by Joan Anderssen, Arapahoe Community College at the D2L Connection: 2020 Colorado Edition.
A day of learning, sharing, and fun at Red Rocks Community College in Arvada, Colorado.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
4. No wonder we are excited
– We did the Math
Winter 2016:
Fully Online Courses Courses Students
School of Access 30 625
School of Applied Arts & New Media 5 40
School of Business 70 1300
School of Health and Human Services 50 690
School of Trades and Technology 15 110
170 2765
Blended Courses 223
Faculty Teaching Blended 66
*Approximate