Building Services and Developing Relationships: From Clients to Collaborative Partners
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This presentation will provide practical steps and best practices for flipping the traditional hierarchical client and consultant type relationship to a more dynamic collaborative partnership between faculty members and teaching and learning professionals. The IT division of the School of Government at UNC–Chapel Hill will share their experiences with developing this partnership so participants can begin building similar relationships with their own faculty. Attendees will have an opportunity to share their experiences and ask questions of each other and the presenters. Co-presentation with Georgia Allen at the EDUCAUSE Southeast Regional.
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This document outlines the TAPPA process for developing instructional materials. TAPPA stands for Target, Accomplishment, Past, Prototype, Artifact. It is an adaption of the ADDIE and Dick and Carey instructional design models to allow for rapid prototyping of online content. The process guides the creator through key questions at each stage: defining the target or goal, determining accomplishment metrics, learning from past experiences, prototyping part of the project, and creating the final artifact. The document provides an example of using TAPPA to coordinate an online webinar series. Contact and source information is included for the presenter and additional references on the TAPPA process.
Understanding the Collaborative Relationship between Instructional Designers ...
This document summarizes a study that aimed to better understand the collaborative relationship between instructional designers and their clients. The researchers analyzed data from an instructional designer's activity logs and interviews to develop a typology of their projects, time spent, and roles. They identified four main types of activities (design, support, production, non-ID) and seven roles (architect, artist, craftsperson, engineer, manufacturer, counselor, trainer). A client survey found most felt the designer's collaboration and communication skills were effective. The researchers hope to expand the study to more designers and develop a questionnaire based on their findings.
It Does Not Have to Be a Headache! 2013 TCC Presentation
Rob Moore presented at the 2013 TCC Online Conference. He discussed the instructional support services his organization provides, including webinars, e-learning modules, and classroom captures. He explained the different delivery options and their features. Moore also outlined his organization's process for developing online content, which includes creating workflows, collaborating with faculty, and delivering the final content. The presentation provided information on creating and delivering online educational content.
NCDLA - Collaborating with Sakai
This presentation discusses using Sakai to collaborate across large groups and multiple sections of a course at the University of North Carolina at Chapel Hill. It describes how Sakai was used to organize Spanish language courses with over 40 sections and 35 instructors each semester, providing a centralized location for announcements, assignments, calendars, forums, grades, and resources. Key benefits included granular access controls that allowed content to be tailored to specific sections or groups, and tools for coordinators to manage common content and monitor grades across sections.
Training and Support with Sakai from Sakai Conference
This document discusses solving challenges related to training and supporting instructors for multi-section language courses at UNC using the learning management system Sakai. It describes how Sakai was piloted as an "umbrella course" to help organize the large number of Spanish language course sections. The Foreign Language Resource Center provided support to instructors through email, training videos on their FLRCVideos site, and hands-on training sessions. The videos covered tutorials for specific Sakai tasks, screen captures of common issues, and examples of how instructors were using Sakai tools for their courses.
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Sakai solved the multi-section coordination problem for UNC's Romance Languages department by creating umbrella courses in Sakai for their large, multi-section Spanish classes. This allowed course coordinators to control common content across sections, monitor grades, and facilitate collaboration more easily. Instructors gained granular control over their content while students benefited from a more organized learning experience. A video presentation provides more details on the ROML Sakai pilot program and its benefits over the previous Blackboard system.
NCAT Course Redesign Presentation
The University of North Carolina redesigned its introductory Spanish courses to a blended format due to increased enrollment, lack of instructors, and limited classroom space. The redesign involved creating hybrid courses combining one face-to-face class with online exercises, as well as infrastructure like peer tutoring and a computer lab. Assessment found student performance and sense of community were preserved while saving resources. The university will continue to revise materials and support for instructors and students, and plans to develop an online Spanish 101 course.
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Welcome to Normalton: Exploring the Design and Development of a Land Use E-le...
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Herding the Cats: Applying the TAPPA Process to Instructional Design Challeng...
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Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
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O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
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Learning objectives:
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1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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Building Services and Developing Relationships: From Clients to Collaborative Partners
- 2. Presentation Overview 1. Overview of the School 2. A timeline of cultural change 3. Building Collaborative Partnerships 4. Lessons Learned
- 3. Overview of the School
- 4. UNC School of Government Established in 1931 Approximately 75 faculty members hold law degrees, doctorates, and other advanced degrees Our subject areas are state and local governance, public budgeting and finance, public policy, public health, and judicial branch education The School also offers a Master of Public Administration. This is a full-time graduate program offered both as residential and online Each year 12,000 public officials attend our courses both local and statewide We produce over 50 books, periodicals, and other reference works in-house In addition we offer advisory, research, and consultation services to public officials
- 5. Timeline of Cultural Change From Customer Service to Relationships
- 6. How Are We Building Relationships
- 10. Building Collaborative Partnerships Faculty Expertise IT Expertise Our Process Cycle of Communication
- 11. Cycle of Communication Frequent, accurate communication Share expertise and information Better understanding and more trust More interest in working together Opportunities to share information
- 13. Lessons Learned
- 14. Lessons Learned Vision Navigation Chanel your inner Scout, get prepared Read, connect, attend Be patient and persistent it takes time Hire staff with relationship skills Developing Relationships Build rapport and trust Small projects lead to bigger projects Faculty like hearing of/from other faculty
- 15. Contact Us Georgia Allen| allen@sog.unc.edu Assistant Dean, Information Technology 919.962.8197 http://www.twitter.com/Aves_telex http://www.linkedin.com/in/allengeorgia Georgia Allen Rob Moore | robmoore@unc.edu Instructional Designer 919.966.5911 http://www.twitter.com/mind_innovator http://www.linkedin.com/in/mindofaninnovator Rob Moore