C sap e-learning.forum.mullineux.donnelly.jul2010
•Download as PPT, PDF•
0 likes•263 views
- The University of Ulster developed an online post-qualifying course for social workers in collaboration with various health organizations to meet new master's level requirements. - The course consisted of 12 sessions, with 9 delivered online and 3 face-to-face, and addressed topics like critical reflection, professional ethics, and inter-professional practice. - Evaluations found significant improvements in students' understanding of professional roles and accountability, ability to critically reflect, and communicate with others.
Report
Share
Report
Share
![Background ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Management of Distance Learning Systems in China - Cost benefit and cost-effe...
The document discusses the cost-efficiency, effectiveness, and cost-benefit of distance learning (DL) systems compared to traditional education. It finds that DL can be more cost-efficient due to lower labor costs, but its effectiveness is less clear. The cost-effectiveness of DL depends greatly on the specific project design, size, and circumstances. While individuals may see higher returns, the social returns of DL compared to traditional education have varying results depending on factors like country development level and education type (primary vs secondary).
Developing hard and soft skills of IT students
Presented last August 3, 2008 at the TARC International Conference on Teaching and Learning at the Marriot Hotel, Putrajaya, Malaysia.
Financial management
This document discusses the cost efficiency of distance education compared to traditional education. It defines cost-effectiveness analysis and explains why distance education is considered more cost efficient, with a lower average cost per student and higher educational experience, accessibility, and student support. Unique costs of distance education include faculty costs, course development, delivery, and maintenance. A cost matrix outlines revenue from tuition and other sources against expenditures. The document concludes by asking how distance education can be sustainable and profitable in the Philippines while maintaining quality standards.
PRE-SERVICE AND IN-SERVICE TRAINING OF TVET TEACHERS
Presentation by Dr. Nguyen Quang Viet, Viet Nam, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Sem 2 Building services 1
This document outlines the module Building | Services | One, which provides an introduction to common building services including water supply, sewage disposal, storm water management, telecommunications, and ventilation systems. The module objectives are to create awareness of building services principles, introduce various available systems and their limitations, and prepare students to apply their knowledge. Students will be assessed through a midterm test, group assignment, final exam, and portfolio focusing on key module learning outcomes and graduate capabilities.
E-portfolios: professional learning and experience
Presentation given to current Diploma providers at the PEAT 1 Planning event held at Ross Priory, 29.5.09.
Synchronizing Pre-service and In-service training of TVET teachers with the c...
Presentation by Athippatai Potang, Human Resource Officer, Professional Level Office of the Vocational Education Commission, Thailand, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
E Learning @ Qite
The document discusses integrating e-learning at QITE, an organization that provides training. It finds that QITE, its trainers and learners are ready for e-learning culturally and that the technology infrastructure can support e-learning. However, some barriers like limited online resources and lack of audio on computers must be addressed. Recommendations include enabling e-learning delivery, modifying IT, and initially offering some course units through e-learning.
Recommended
Management of Distance Learning Systems in China - Cost benefit and cost-effe...
The document discusses the cost-efficiency, effectiveness, and cost-benefit of distance learning (DL) systems compared to traditional education. It finds that DL can be more cost-efficient due to lower labor costs, but its effectiveness is less clear. The cost-effectiveness of DL depends greatly on the specific project design, size, and circumstances. While individuals may see higher returns, the social returns of DL compared to traditional education have varying results depending on factors like country development level and education type (primary vs secondary).
Developing hard and soft skills of IT students
Presented last August 3, 2008 at the TARC International Conference on Teaching and Learning at the Marriot Hotel, Putrajaya, Malaysia.
Financial management
This document discusses the cost efficiency of distance education compared to traditional education. It defines cost-effectiveness analysis and explains why distance education is considered more cost efficient, with a lower average cost per student and higher educational experience, accessibility, and student support. Unique costs of distance education include faculty costs, course development, delivery, and maintenance. A cost matrix outlines revenue from tuition and other sources against expenditures. The document concludes by asking how distance education can be sustainable and profitable in the Philippines while maintaining quality standards.
PRE-SERVICE AND IN-SERVICE TRAINING OF TVET TEACHERS
Presentation by Dr. Nguyen Quang Viet, Viet Nam, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Sem 2 Building services 1
This document outlines the module Building | Services | One, which provides an introduction to common building services including water supply, sewage disposal, storm water management, telecommunications, and ventilation systems. The module objectives are to create awareness of building services principles, introduce various available systems and their limitations, and prepare students to apply their knowledge. Students will be assessed through a midterm test, group assignment, final exam, and portfolio focusing on key module learning outcomes and graduate capabilities.
E-portfolios: professional learning and experience
Presentation given to current Diploma providers at the PEAT 1 Planning event held at Ross Priory, 29.5.09.
Synchronizing Pre-service and In-service training of TVET teachers with the c...
Presentation by Athippatai Potang, Human Resource Officer, Professional Level Office of the Vocational Education Commission, Thailand, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
E Learning @ Qite
The document discusses integrating e-learning at QITE, an organization that provides training. It finds that QITE, its trainers and learners are ready for e-learning culturally and that the technology infrastructure can support e-learning. However, some barriers like limited online resources and lack of audio on computers must be addressed. Recommendations include enabling e-learning delivery, modifying IT, and initially offering some course units through e-learning.
ICT enabled career guidance and job matching solution
ICT Enabled Career Guidance and Job Matching Solution to Enhance Youth Transition in Sri Lanka.
Janaka Jayalath
Director - Information Systems
Tertiary and Vocational Education Commission(TVEC)
Ministry of Youth Affairs and Skills Development
354/2, " Nipunatha Piyasa" Elvitigala Mawatha,
Colombo 5, Sri Lanka.
5352 2009-2010 E-Rate &Campus STaR chart findings
This document summarizes the findings of a school's STaR Chart assessment, which evaluates the school's technology competencies. It finds that the school scores similarly to the state in teaching/learning and educator preparation, but needs to improve support for online learning and instructional support. The school's infrastructure scores are stronger than the state level currently. Suggestions are made to increase teacher professional development opportunities and provide more technical support staff to help the school exceed state goals.
KPC EASTRIP industry advisory board - IAB
The document discusses Kombolcha Polytechnic College's Industry Advisory Board (IAB) and efforts to improve its effectiveness. It provides context on the purpose of IABs and outlines characteristics of an effective board, including involvement in curriculum development, job placement, and community outreach. The document also summarizes the automotive technology department programs and student demographics. It stresses the importance of the IAB having regular meetings with action plans, timelines, and signed minutes to document progress in supporting the college's goals.
UTP Presentation CC meeting
The Urban Technology Project (UTP) is a partnership between the School District of Philadelphia and Communities In Schools of Philadelphia that provides IT career pathways for youth. The program includes a Computer Support Specialist apprenticeship, Digital Service Fellows pre-apprenticeship, and TechServ clubs. Participants gain industry certifications while providing technical support and educational activities for 12,000 District students. The program aims to empower youth through technology and has trained over 250 participants since 1997.
E-learning's contribution to workforce development
This document summarizes research on the role of e-learning in workforce development. It finds that e-learning can help overcome barriers to training related to access, motivation, and experience. Key supports for effective e-learning include integrated course design, learning support, and an organizational learning culture. The research also found that e-learning can increase productivity through reduced work disruptions, deeper learning outcomes, and faster adoption of new technologies. However, e-learning requires investments in content, learning design, and learner support to achieve these benefits. Future research is needed to better understand e-learning's impact on overcoming learning challenges and linking learning outcomes to productivity gains.
Professional development presentation
The presentation discusses the benefits of joining professional organizations like ISTE for teachers. ISTE provides many resources for professional development, including podcasts, blogs, and journals that allow teachers to improve their practice. The annual ISTE conference features sessions in different formats covering topics like technology integration and using iPads to increase access. In particular, the 2019 conference had presentations on education systems in Finland and blended learning with Google that would benefit teachers. Overall, professional organizations are valuable for teacher growth, networking, and staying informed of best practices.
Have skills, will Travel: E-portfolios for apprentices
The document discusses e-portfolios and their potential benefits for apprenticeships. It notes that e-portfolios can transform further education by making learning more flexible and tailored. However, successful adoption depends on factors like strong incentives, addressing assessment burdens, and ensuring e-portfolios integrate with other systems. The document also provides guidance on key considerations for implementing e-portfolios.
Team 9 (narrated ppt)
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
Nice tec nielit o level presentation
NIELIT was previously known as DOEACC Society and is an autonomous scientific society under the Department of Electronics and Information Technology. It is involved in research and development, education, projects, e-governance, and e-learning. NIELIT offers O, A, B, C level courses equivalent to diploma, advanced diploma, MCA and M-Tech level courses. The DOEACC O level course is a one year diploma course that aims to provide fundamentals of IT tools, programming, web design and multimedia. It has theory and practical exams with minimum 50% required to pass. NIELIT has been a benchmark in IT education over the years.
OERs: A PG Cert Perspective
This document discusses integrating digital literacies into a Postgraduate Certificate (PG Cert) for teaching staff at LSE. It describes how LSE initially did not include educational technologies in the PG Cert but later decided to add new sessions on this topic. There was debate around fully integrating the skills versus adding them as a separate module. The document also notes challenges like varying digital literacy levels amongst staff and constraints of only being able to cover this topic as a small part of the broader PG Cert curriculum. It raises questions about the models used at other institutions for developing these skills in teaching staff.
SEM 4 : BUILDING SERVICES MODULE OUTLINE
This document outlines the module for Building Services, which introduces students to key services in buildings like water, sewage, electricity, ventilation, air conditioning, fire protection and transportation systems. The module runs for 14 weeks with lectures, tutorials and self-directed study. It includes two projects and a final exam assessing students' understanding of principles and ability to solve technical problems related to building services. The module aims to help students integrate basic service requirements into designs and understand regulations for operational buildings.
Denmark introduction to hnd course
The document provides an overview of the BTEC Higher National Diploma in Automotive Management and Technology Level 5 program. It outlines that the program is designed to provide specialist vocational training with a strong work-related emphasis. Students must pass 16 units over 2 years to earn the diploma. Units cover topics like vehicle operations, electronics, and customer service. Grades for individual units and the overall diploma are determined by pass, merit, and distinction criteria assessed based on learning outcomes.
OER2011: Tacit models of resource creation
This document provides an overview of the C-SAP OER pilot project which aimed to explore open sharing of teaching materials from academic partners in sociology, politics, anthropology, and criminology. The project sought to examine tacit assumptions around resource creation and sharing. Partners contributed approximately 60 credits of materials to repositories like JORUM and MERLOT. The project developed mapping and review tools to help facilitate understanding and reuse of resources by revealing tacit elements normally left unstated. Case studies examined partners' experiences with the process of opening up materials.
C-SAP annual conference: E-learning special interest group, November 2009
The document discusses open educational resources (OER), which are teaching, learning, and research materials that are freely available online for use and reuse. OER include course materials, modules, textbooks, videos, and other tools used for education. Major initiatives to develop and provide OER include open courseware projects and pilots funded by JISC and the Higher Education Academy to encourage UK universities to openly share educational resources. The C-SAP OER project focuses on processes for making learning materials openly available through repositories like JORUM and examining related issues around incentives, copyright, and sustainability.
Sociology and anthropology briefings (C-SAP collections project)
This literature review was written as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources". The project ran from August 2010 - August 2011 as part of Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme. The programme focused in particular on issues related to the discovery and use of OER by academics and was managed jointly by the Higher Education Academy [HEA] and Joint Information Systems Committee [JISC].
C-SAP e-learning forum: Motivations for depositing educational resources
The document summarizes two approaches to open educational resources (OERs) within language and social science departments. It discusses the C-SAP and Humbox projects which took different approaches to OERs, with C-SAP focusing on repurposing teaching materials and Humbox focusing on sharing resources. The document examines differences in language used around OERs between the two projects and other groups, and questions whether OERs mean different things to different stakeholders. It invites discussion on balancing marketing and educational goals for OERs.
C-SAP teaching resources: Teaching race and ethnicity theoretical overview
This resource was produced as part of C-SAP's project "Teaching Race and Ethnicity" http://www.teachingrace.bham.ac.uk/ by Dr Stephen Spencer from Sheffield Hallam University.
C sap e learning.forum.bashforth.parmar.active.learning.jul2010
The document discusses how a department at the University of Bath stumbled upon using an audience response system (EVS) to promote active learning in its social research courses. Small groups of students used EVS to develop survey questions and discuss them with their peers. This happy accident occurred when faculty interested in active learning met a learning technologist open to new ideas. The collaboration led the department to reconstruct how it approached pedagogy and engaged students in research skills like literature reviews and survey design.
C-SAP e-learning forum: Developing student-centred international communication
The document discusses two e-learning projects that aim to develop international student collaboration: the International E-communication Exchange and the Gender Agenda. The projects allow students from different universities and countries to engage in asynchronous online discussions to enhance their critical thinking, communication, and employability skills. An evaluation found that students were excited about interacting with peers from other cultures and institutions, and that the projects helped improve students' independent learning, teamwork, communication, and time management abilities. The document advocates for the benefits of online international collaboration and provides recommendations for ensuring the successful implementation of such programs.
C-SAP e-learning forum: Overview of Open Educational Resources project
The document summarizes the C-SAP Open Educational Resources project which funded 14 subject projects to develop and release open educational content. It discusses the rationale for open educational resources including encouraging sharing between institutions and universal sharing of materials. It describes the subject strands funded, challenges of sharing educational content, and a proposed toolkit and mapping process to contextualize modules and expose implicit pedagogical design for reuse.
Kie symposium 2013.doc2[1]
This document discusses technical, industrial, vocational education and training (TIVET) in Kenya. It examines the objectives and challenges of TIVET, which include relevance, accessibility, coordination, personnel, and outdated tools/equipment. A comprehensive training needs analysis could help address some challenges by identifying stakeholder needs, training areas, and objectives to design a more responsive curriculum. However, other issues require a multi-level approach involving various stakeholders to fully support TIVET's role in Kenya's development goals.
New ppt webiner mt sr v2 (1)
This document provides an overview of the curriculum for an e-course on building national social protection floors. The e-course is adapted from an in-person TRANSFORM training package and consists of 8 modules delivered over 10 weeks. Each module will focus on a different topic area such as legal frameworks, administration, financing and have associated learning activities. Participants will need to complete at least 70% of online activities to receive a certificate at the end. Resources like virtual coffee sessions, journals and a glossary will also be provided to support learning.
More Related Content
What's hot
ICT enabled career guidance and job matching solution
ICT Enabled Career Guidance and Job Matching Solution to Enhance Youth Transition in Sri Lanka.
Janaka Jayalath
Director - Information Systems
Tertiary and Vocational Education Commission(TVEC)
Ministry of Youth Affairs and Skills Development
354/2, " Nipunatha Piyasa" Elvitigala Mawatha,
Colombo 5, Sri Lanka.
5352 2009-2010 E-Rate &Campus STaR chart findings
This document summarizes the findings of a school's STaR Chart assessment, which evaluates the school's technology competencies. It finds that the school scores similarly to the state in teaching/learning and educator preparation, but needs to improve support for online learning and instructional support. The school's infrastructure scores are stronger than the state level currently. Suggestions are made to increase teacher professional development opportunities and provide more technical support staff to help the school exceed state goals.
KPC EASTRIP industry advisory board - IAB
The document discusses Kombolcha Polytechnic College's Industry Advisory Board (IAB) and efforts to improve its effectiveness. It provides context on the purpose of IABs and outlines characteristics of an effective board, including involvement in curriculum development, job placement, and community outreach. The document also summarizes the automotive technology department programs and student demographics. It stresses the importance of the IAB having regular meetings with action plans, timelines, and signed minutes to document progress in supporting the college's goals.
UTP Presentation CC meeting
The Urban Technology Project (UTP) is a partnership between the School District of Philadelphia and Communities In Schools of Philadelphia that provides IT career pathways for youth. The program includes a Computer Support Specialist apprenticeship, Digital Service Fellows pre-apprenticeship, and TechServ clubs. Participants gain industry certifications while providing technical support and educational activities for 12,000 District students. The program aims to empower youth through technology and has trained over 250 participants since 1997.
E-learning's contribution to workforce development
This document summarizes research on the role of e-learning in workforce development. It finds that e-learning can help overcome barriers to training related to access, motivation, and experience. Key supports for effective e-learning include integrated course design, learning support, and an organizational learning culture. The research also found that e-learning can increase productivity through reduced work disruptions, deeper learning outcomes, and faster adoption of new technologies. However, e-learning requires investments in content, learning design, and learner support to achieve these benefits. Future research is needed to better understand e-learning's impact on overcoming learning challenges and linking learning outcomes to productivity gains.
Professional development presentation
The presentation discusses the benefits of joining professional organizations like ISTE for teachers. ISTE provides many resources for professional development, including podcasts, blogs, and journals that allow teachers to improve their practice. The annual ISTE conference features sessions in different formats covering topics like technology integration and using iPads to increase access. In particular, the 2019 conference had presentations on education systems in Finland and blended learning with Google that would benefit teachers. Overall, professional organizations are valuable for teacher growth, networking, and staying informed of best practices.
Have skills, will Travel: E-portfolios for apprentices
The document discusses e-portfolios and their potential benefits for apprenticeships. It notes that e-portfolios can transform further education by making learning more flexible and tailored. However, successful adoption depends on factors like strong incentives, addressing assessment burdens, and ensuring e-portfolios integrate with other systems. The document also provides guidance on key considerations for implementing e-portfolios.
Team 9 (narrated ppt)
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
Nice tec nielit o level presentation
NIELIT was previously known as DOEACC Society and is an autonomous scientific society under the Department of Electronics and Information Technology. It is involved in research and development, education, projects, e-governance, and e-learning. NIELIT offers O, A, B, C level courses equivalent to diploma, advanced diploma, MCA and M-Tech level courses. The DOEACC O level course is a one year diploma course that aims to provide fundamentals of IT tools, programming, web design and multimedia. It has theory and practical exams with minimum 50% required to pass. NIELIT has been a benchmark in IT education over the years.
OERs: A PG Cert Perspective
This document discusses integrating digital literacies into a Postgraduate Certificate (PG Cert) for teaching staff at LSE. It describes how LSE initially did not include educational technologies in the PG Cert but later decided to add new sessions on this topic. There was debate around fully integrating the skills versus adding them as a separate module. The document also notes challenges like varying digital literacy levels amongst staff and constraints of only being able to cover this topic as a small part of the broader PG Cert curriculum. It raises questions about the models used at other institutions for developing these skills in teaching staff.
SEM 4 : BUILDING SERVICES MODULE OUTLINE
This document outlines the module for Building Services, which introduces students to key services in buildings like water, sewage, electricity, ventilation, air conditioning, fire protection and transportation systems. The module runs for 14 weeks with lectures, tutorials and self-directed study. It includes two projects and a final exam assessing students' understanding of principles and ability to solve technical problems related to building services. The module aims to help students integrate basic service requirements into designs and understand regulations for operational buildings.
Denmark introduction to hnd course
The document provides an overview of the BTEC Higher National Diploma in Automotive Management and Technology Level 5 program. It outlines that the program is designed to provide specialist vocational training with a strong work-related emphasis. Students must pass 16 units over 2 years to earn the diploma. Units cover topics like vehicle operations, electronics, and customer service. Grades for individual units and the overall diploma are determined by pass, merit, and distinction criteria assessed based on learning outcomes.
What's hot (12)
ICT enabled career guidance and job matching solution
ICT enabled career guidance and job matching solution
E-learning's contribution to workforce development
E-learning's contribution to workforce development
Have skills, will Travel: E-portfolios for apprentices
Have skills, will Travel: E-portfolios for apprentices
Viewers also liked
OER2011: Tacit models of resource creation
This document provides an overview of the C-SAP OER pilot project which aimed to explore open sharing of teaching materials from academic partners in sociology, politics, anthropology, and criminology. The project sought to examine tacit assumptions around resource creation and sharing. Partners contributed approximately 60 credits of materials to repositories like JORUM and MERLOT. The project developed mapping and review tools to help facilitate understanding and reuse of resources by revealing tacit elements normally left unstated. Case studies examined partners' experiences with the process of opening up materials.
C-SAP annual conference: E-learning special interest group, November 2009
The document discusses open educational resources (OER), which are teaching, learning, and research materials that are freely available online for use and reuse. OER include course materials, modules, textbooks, videos, and other tools used for education. Major initiatives to develop and provide OER include open courseware projects and pilots funded by JISC and the Higher Education Academy to encourage UK universities to openly share educational resources. The C-SAP OER project focuses on processes for making learning materials openly available through repositories like JORUM and examining related issues around incentives, copyright, and sustainability.
Sociology and anthropology briefings (C-SAP collections project)
This literature review was written as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources". The project ran from August 2010 - August 2011 as part of Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme. The programme focused in particular on issues related to the discovery and use of OER by academics and was managed jointly by the Higher Education Academy [HEA] and Joint Information Systems Committee [JISC].
C-SAP e-learning forum: Motivations for depositing educational resources
The document summarizes two approaches to open educational resources (OERs) within language and social science departments. It discusses the C-SAP and Humbox projects which took different approaches to OERs, with C-SAP focusing on repurposing teaching materials and Humbox focusing on sharing resources. The document examines differences in language used around OERs between the two projects and other groups, and questions whether OERs mean different things to different stakeholders. It invites discussion on balancing marketing and educational goals for OERs.
C-SAP teaching resources: Teaching race and ethnicity theoretical overview
This resource was produced as part of C-SAP's project "Teaching Race and Ethnicity" http://www.teachingrace.bham.ac.uk/ by Dr Stephen Spencer from Sheffield Hallam University.
C sap e learning.forum.bashforth.parmar.active.learning.jul2010
The document discusses how a department at the University of Bath stumbled upon using an audience response system (EVS) to promote active learning in its social research courses. Small groups of students used EVS to develop survey questions and discuss them with their peers. This happy accident occurred when faculty interested in active learning met a learning technologist open to new ideas. The collaboration led the department to reconstruct how it approached pedagogy and engaged students in research skills like literature reviews and survey design.
C-SAP e-learning forum: Developing student-centred international communication
The document discusses two e-learning projects that aim to develop international student collaboration: the International E-communication Exchange and the Gender Agenda. The projects allow students from different universities and countries to engage in asynchronous online discussions to enhance their critical thinking, communication, and employability skills. An evaluation found that students were excited about interacting with peers from other cultures and institutions, and that the projects helped improve students' independent learning, teamwork, communication, and time management abilities. The document advocates for the benefits of online international collaboration and provides recommendations for ensuring the successful implementation of such programs.
C-SAP e-learning forum: Overview of Open Educational Resources project
The document summarizes the C-SAP Open Educational Resources project which funded 14 subject projects to develop and release open educational content. It discusses the rationale for open educational resources including encouraging sharing between institutions and universal sharing of materials. It describes the subject strands funded, challenges of sharing educational content, and a proposed toolkit and mapping process to contextualize modules and expose implicit pedagogical design for reuse.
Viewers also liked (8)
C-SAP annual conference: E-learning special interest group, November 2009
C-SAP annual conference: E-learning special interest group, November 2009
Sociology and anthropology briefings (C-SAP collections project)
Sociology and anthropology briefings (C-SAP collections project)
C-SAP e-learning forum: Motivations for depositing educational resources
C-SAP e-learning forum: Motivations for depositing educational resources
C-SAP teaching resources: Teaching race and ethnicity theoretical overview
C-SAP teaching resources: Teaching race and ethnicity theoretical overview
C sap e learning.forum.bashforth.parmar.active.learning.jul2010
C sap e learning.forum.bashforth.parmar.active.learning.jul2010
C-SAP e-learning forum: Developing student-centred international communication
C-SAP e-learning forum: Developing student-centred international communication
C-SAP e-learning forum: Overview of Open Educational Resources project
C-SAP e-learning forum: Overview of Open Educational Resources project
Similar to C sap e-learning.forum.mullineux.donnelly.jul2010
Kie symposium 2013.doc2[1]
This document discusses technical, industrial, vocational education and training (TIVET) in Kenya. It examines the objectives and challenges of TIVET, which include relevance, accessibility, coordination, personnel, and outdated tools/equipment. A comprehensive training needs analysis could help address some challenges by identifying stakeholder needs, training areas, and objectives to design a more responsive curriculum. However, other issues require a multi-level approach involving various stakeholders to fully support TIVET's role in Kenya's development goals.
New ppt webiner mt sr v2 (1)
This document provides an overview of the curriculum for an e-course on building national social protection floors. The e-course is adapted from an in-person TRANSFORM training package and consists of 8 modules delivered over 10 weeks. Each module will focus on a different topic area such as legal frameworks, administration, financing and have associated learning activities. Participants will need to complete at least 70% of online activities to receive a certificate at the end. Resources like virtual coffee sessions, journals and a glossary will also be provided to support learning.
DBMS1-ORIENTATION.pptx
This document provides information about a class orientation at Universidad De Manila for the BSDS 21 course. It includes the course schedule, institutional vision and goals, information about the College of Engineering and Technology, and details about the specific ITE212 Fundamentals of Database Management course. The course objectives, requirements, grading system, textbook, and class policies are outlined. Students will work in groups to design a database, which is a major course requirement. Attendance and following proper online etiquette are emphasized.
Digital Skills for FAIR and Open Science
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Teaching and learning change agents
The LSIS change agent programme. a powerful model for continuou improvement in teaching and learning based on
successful peer coaching approaches
Managers Session2
1. The document provides information and guidance for project managers and coordinators on developing e-learning projects, including conducting opportunity analyses, reality checks, assessing organizational capacity, and creating business cases.
2. It outlines various funding sources available for e-learning projects and provides details on the E-standards for Training and Toolboxes programs.
3. A template for a business case is presented and upcoming dates for online sessions and site visits are listed to support participants in developing their e-learning projects.
Managers Session2
1. The document provides information and guidance for project managers and coordinators on developing e-learning projects, including conducting opportunity analyses, reality checks, assessing organizational capacity, and creating business cases.
2. It outlines various funding sources available for e-learning projects and provides details on the E-standards for Training and Toolboxes programs.
3. A template for a business case is presented and upcoming dates for online sessions and site visits are listed to support participants in developing their e-learning projects.
Social Work EducationVol. 23, No. 4, August 2004, pp. 365–38.docx
Social Work Education
Vol. 23, No. 4, August 2004, pp. 365–381
Going Beyond Training: Theory and
Practice in Managing Learning
Kate Skinner & Bill Whyte
The establishment of new bodies to replace the Central Council for Training and
Education in Social Work (CCETSW) and to regulate the social work profession
provides the opportunity to establish an improved progressive system of qualifications
and continued professional development in the coming years. With the current pressure
on social work agency budgets it is imperative that precious training resources—staff and
money—are used to make the maximum impact on service delivery. Our involvement
in the provision of a range of training programmes leads us to believe that much of the
staff development and training effort invested by agencies in their staff often seem to
have a limited impact on effectiveness. A change in approach is needed so that learning
is placed at the heart of organisational processes to maximise the benefits of affirmation
and growing professional confidence. This is essential if we are to continue to ‘nurture’
valuable professional staff and ensure that services remain flexible, creative and respon-
sive in meeting ever-rising public expectations.
This paper examines some of the challenges of evidence-based practice and the
demands for routine evaluation and objective-setting. The advantages and disadvantages
of a competence specification approach within the development of service and occu-
pational standards as the basis for professional education are discussed. The paper
argues that strategies for practice learning require the development of learning organisa-
tions and a better academic and agency partnership to support more effective pro-
fessional education and continued professional development.
Keywords: Post-qualifying Social Work; Social Work Training; Deep Learning
Introduction
The integration of all local authority social work services within Scottish social
work departments as a result of the Kilbrandon report (SED, 1964), with its
Correspondence to: Bill Whyte, Criminal Justice Social Work Development Centre for Scotland, University
of Edinburgh, School of Social and Political Studies, 31 Buccleuch Place, Edinburgh EH8 9LJ, UK.
Email: [email protected]
ISSN 0261-5479 print/1470-1227 online © 2004 The Board of Social Work Education
DOI: 10.1080/0261547042000244991
366 K. Skinner & B. Whyte
emphasis on social education and social learning approaches to change, made an
organisational leap which set Scotland on a distinctive path in the social work field.
This change has had long lasting effects on practice ideologies and on academic
teaching in Scotland. However serious questions about the capacity of generic
social work training to equip people to operate as social workers within local
authorities in Scotland has been a live issue since the implementation of the Social
Work (Scotland) Act 1968, which provides the legislative framework for these
servic.
Romania_Tilinca_Baku_Wollnet&Celine_intervention
The WoLLNET and CELiNE projects aimed to raise awareness of workplace literacy issues among trainers and employers. WoLLNET developed an evaluation toolkit to assess the impact of literacy training programs. CELiNE designed training materials to help teachers embed literacy skills into vocational training. Both projects engaged stakeholders to inform the design and testing of project outputs with the goal of supporting workers' employability and lifelong learning.
Changing Values in Higher Education
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
Cody technology use_plan_presentation
This document outlines the process for creating a technology plan for East Public Schools. It discusses assembling a planning team made up of teachers, administrators, support staff and community members. The team will evaluate the current state of technology, create a vision and mission statement, and develop goals and objectives. Examples of goals include providing professional development for teachers and integrating technology into the curriculum. The plan will be implemented over 3 years and evaluated on an ongoing basis to ensure it remains effective.
Organizational Change and Developments in Online Learning - Case Studies of C...
Organizational Change and Developments in Online Learning - Case Studies of C...Stephen Murgatroyd, PhD FBPsS FRSA
This document discusses organizational change and developments in online learning. It provides case studies of significant change at the Open Polytechnic of New Zealand, Hamdan Bin Mohammed Smart University in Dubai, TAFE New South Wales, and the proposed Woolf University in Oxford. At the Open Polytechnic of New Zealand, the strategic vision is shifting to personalized, self-directed, relevant, connected, and continuously improving learning experiences. Hamdan Bin Mohammed Smart University is shifting from degree programs to lifelong learning and repurposing its systems. TAFE New South Wales is moving from separate colleges to a unitary training organization with industry-focused product managers and a digital lab. Woolf University aims to address problems with adjunct faculty andDigital 2030 - a strategic framework for post-16 digital learning in Wales
A talk from Connect More in Wales 2018.
Speakers:
- Mark Ayton, subject specialist (strategy and business process), Jisc
- Marian Jebb, head of quality and effectiveness policy branch, Welsh Government DfES
Current Trends in Training & Development: Public Vs Private Sector Organizations
Current Trends in Training & Development, Public Sector, Private Sector, Training Techniques, Traditional, Technology
OECD Work Based Learning
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
case study-philips consults
This document discusses plans for providing continuous learning opportunities after classroom instruction through a post-classroom learning academy. It proposes that the academy would offer public recognition for staff development and learning solutions not available in the classroom to improve business performance. Potential post-classroom learning methods discussed include field trips, e-learning apps, and student exchange programs. The document also emphasizes the importance of effectively managing internal processes and formulating a customer relationship management initiative to increase performance and give the academy a competitive advantage.
Tech use plan
The document provides an overview of the key components of developing a technology use plan, including establishing a planning team, outlining the process, developing goals and objectives, and addressing staff development needs. The multi-step process involves convening a committee, educating members, creating a vision statement, analyzing data, establishing goals and strategies, and ongoing evaluation. Sample goals focus on student learning, powerful teaching, school-community connections, and technology training. Staff development aims to provide adequate training and support time for teachers to integrate new technologies into the classroom curriculum.
SIPOC MODEL IN MOROCCAN ENGINEERING EDUCATION CONTEXT: LEAN APPROACH
Morocco country faces a set of challenges related to the global economic crisis which strongly affects the
funding dedicated to different development sector. In this way, engineering schools are expected to respond
to higher education's heightened requirement while using the minimum amount of resources. Lean thinking
is a systematic approach to improve the efficiency of the educational process by promoting continuous
improvement. It can be applied both to learning and administrative steps to eliminate activities that do not
add value. In order to apply lean thinking principles in Moroccan engineering education we need to
understand how process activities create value and interact together. The process approach is a powerful
way of visualizing process flow and how inputs are transformed into outputs using different resources. The
purpose of this study is to introduce the first two principles of lean thinking, namely value definition and
process mapping, in Moroccan engineering education. Firstly we have chosen to study the ENSEM
(National Higher School of Electricity and Mechanics) processes. We have described its learning system in
order to define the value and elabora
Poster: Utilizing technological ecosystems to support graduate students in th...
Poster: Utilizing technological ecosystems to support graduate students in th...Technological Ecosystems for Enhancing Multiculturality
This document outlines a study to develop and validate an e-mentoring program utilizing technological ecosystems to support marketing students at the University of Manizales in Colombia during their practicum experiences. The study will involve designing the e-mentoring program, applying it to students, and evaluating its effectiveness in developing students' transversal competencies. It describes the research objectives, methodology, variables, instruments, and population that will be involved in the study.Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
Similar to C sap e-learning.forum.mullineux.donnelly.jul2010 (20)
Social Work EducationVol. 23, No. 4, August 2004, pp. 365–38.docx
Social Work EducationVol. 23, No. 4, August 2004, pp. 365–38.docx
Organizational Change and Developments in Online Learning - Case Studies of C...
Organizational Change and Developments in Online Learning - Case Studies of C...
Digital 2030 - a strategic framework for post-16 digital learning in Wales
Digital 2030 - a strategic framework for post-16 digital learning in Wales
Current Trends in Training & Development: Public Vs Private Sector Organizations
Current Trends in Training & Development: Public Vs Private Sector Organizations
SIPOC MODEL IN MOROCCAN ENGINEERING EDUCATION CONTEXT: LEAN APPROACH
SIPOC MODEL IN MOROCCAN ENGINEERING EDUCATION CONTEXT: LEAN APPROACH
Poster: Utilizing technological ecosystems to support graduate students in th...
Poster: Utilizing technological ecosystems to support graduate students in th...
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...
More from CSAPSubjectCentre
Map of schools
The document provides a list of school names along with initials in parentheses indicating whether they are primary (blue) or secondary (red) schools. It also states that the list relates to a map of schools involved in the Digital Futures in Teacher Education project.
Map of schools
The document provides a list of school names along with initials in parentheses indicating whether they are primary (blue) or secondary (red) schools. It also states that the list relates to a map of schools involved in the Digital Futures in Teacher Education project.
Frands Petersen: Archive of simulations and games
This presentation was delivered at C-SAP showcase event on 24 October 2011, for more information see csapshowcase.wordpress.com
Anderson & Sutton: A toolkit for embedding methods teaching within a sociolog...
The document describes a project to develop a toolkit for embedding research methods teaching, both qualitative and quantitative, into UK sociology programs. The toolkit involves taking students on a structured fieldtrip to two contrasting urban areas to collect data on health/wellbeing and deprivation. Prior to and after the fieldtrip, students complete classroom and online activities. The goal is to give students hands-on research experience to develop skills for employment while increasing understanding and application of methods. Student feedback indicated the fieldtrip helped make sociological concepts more concrete and aided learning by directly observing neighborhood differences.
Fidelma Ashe: Harnessing political theory to facilitate students' engagement
This document discusses an alternative approach to helping students develop employability skills through their studies. It focuses on using political theory concepts to give students a more critical understanding of graduate employment. The project delivered employability sessions through a political thought module using a learning pyramid framework. Student feedback indicated the sessions increased their critical understanding of factors influencing graduate employment compared to traditional skills-focused approaches. Students engaged with topics like the relationship between identity and employment. The project shows critical knowledge can support students in both their studies and graduate employment prospects in politics degrees.
C-SAP showcase event October 2011: Employability skills in the social sciences
This presentation was delivered at the C-SAP dissemination event, 24 October 2011. For more information, please see csapshowcase.wordpress.com
Farrar: C-SAP Islamic studies
This presentation was delivered as part of C-SAP dissemination event on 24 October 2011. For more information, see csapshowcase.wordpres.com
Tung: Case studies of international students in the UK
The document summarizes a publication that shares the experiences of 7 international postgraduate students studying social sciences in the UK. The publication aims to understand what it is like for international students to study social sciences in the UK from their perspective. Each case study describes why the student chose to share their experience and discusses their learning, teaching, assessment issues and challenges they faced as an international student. Common themes across the cases included resilience and valuing the whole learning experience as a process rather than just the final grade. The document suggests the publication would be of interest to higher education institutions, current and prospective international students, and students who have completed their studies.
Nick pearce youtube in classroom
This document discusses using YouTube videos in the classroom. It provides background on the history of using video in education. While videos can be effective, their educational value depends on how well they are tied to instructional objectives. The document then discusses how online videos are different from traditional media due to the massive amounts available for free online. It also notes challenges like dealing with the enormous number of videos, ensuring quality, and handling inappropriate content and advertising. The document goes on to describe a study exploring the use of videos in teaching sociology and issues that arose. It proposes a model for integrating curated video playlists and discusses opportunities for student engagement as well as remaining challenges.
Lockley politics inspires - doing things openly
This document discusses open educational resources (OER) and how they can be reused and shared under attribution and share-alike licenses. It mentions a joint blog between Oxford and Cambridge universities about politics that uses OER. It also briefly describes dynamic collections that can automatically generate OER reading lists.
Wheeler 2011 csap showcase birmingham
The document discusses emerging technologies and the future of learning. It notes that new technologies are often initially met with opposition but will become indispensable over time. The future of learning is described as being open, social, personalized and augmented with technologies that enhance connections and learning experiences.
The involvement of c sap in the open educational
The document discusses three UKOER projects led by C-SAP that explored open educational resources (OER) in the social sciences. The first was a pilot project involving 6 academic partners who contributed approximately 60 credits of teaching materials which were deposited in open repositories. It aimed to examine assumptions around sharing resources and encourage longer-term OER release. Outputs included a project toolkit and case studies. The second project aimed to improve discoverability of OER for research methods teaching through a survey and website. The third, Cascade, emphasized the broader contexts of OER creation and reuse and involved three higher education institutions developing tools to reflect on practice and conditions for resource sharing.
OERs in research methods teaching
Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.
Accessibility in the context of UKOER pilot phase
The document discusses accessibility issues related to open educational resources (OERs) in the context of the UK OER programme pilot phase. It outlines some key OER-specific accessibility challenges including unknown user contexts, lack of quality control when resources are repurposed, and inability to control accessibility in different environments where resources are used. The document also analyzes how accessibility was approached during the UK OER pilot phase, noting it was often an afterthought due to cost and time constraints. It recommends producing specific OER accessibility guidelines and promoting tools to help create accessible resources.
C-SAP cascade project final report
This document outlines outputs and findings of the C-SAP "Cascading Social Science Open Educational Resources" project undertaken as part of second phase of UK OER programme.
User testing and focus group report at Manchester University (C-SAP collectio...
Focus group and user testing of the front-end website http://methods.hud.ac.uk/ at the University of Manchester on 27th July 2011. Part of the OER Phase 2 C-SAP Collections Project
Expert workshop report, Birmingham, February 2011 (C-SAP collections project)
An expert workshop and user testing of OER repositories held in Birmingham on 24th February 2011 to investigate the discovery and use of digital and OERs in research methods’ teaching. The workshop was attended by Alan Bryman, Dave Harris, Sean Moley, Kate Orton-Johnson, Sara Ryan and Antje Lindenmeyer
Social research methods and open educational resources: a literature review (...
A literature review written by Kate Orton-Johnson and Ian Fairweather as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources".
Focus group with staff at Teesside University (C-SAP cascade project)
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
C-SAP student cascade activity feedback
Feedback on student engagement activity undertaken at University Centre Blackburn College as part of C-SAP cascade project.
More from CSAPSubjectCentre (20)
Anderson & Sutton: A toolkit for embedding methods teaching within a sociolog...
Anderson & Sutton: A toolkit for embedding methods teaching within a sociolog...
Fidelma Ashe: Harnessing political theory to facilitate students' engagement
Fidelma Ashe: Harnessing political theory to facilitate students' engagement
C-SAP showcase event October 2011: Employability skills in the social sciences
C-SAP showcase event October 2011: Employability skills in the social sciences
Tung: Case studies of international students in the UK
Tung: Case studies of international students in the UK
User testing and focus group report at Manchester University (C-SAP collectio...
User testing and focus group report at Manchester University (C-SAP collectio...
Expert workshop report, Birmingham, February 2011 (C-SAP collections project)
Expert workshop report, Birmingham, February 2011 (C-SAP collections project)
Social research methods and open educational resources: a literature review (...
Social research methods and open educational resources: a literature review (...
Focus group with staff at Teesside University (C-SAP cascade project)
Focus group with staff at Teesside University (C-SAP cascade project)
Recently uploaded
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneAdvanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Recently uploaded (20)
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
C sap e-learning.forum.mullineux.donnelly.jul2010
- 1. Judith Mullineux - Lecturer, School of Sociology & Applied Social Studies Ursula Donnelly - Academic Elearning Consultant