(1) Students have access to a Career Tracker program that analyzes personal data to recommend suitable careers and helps students find their passion. (2) Schools partner with MOOCs to allow students to take online courses from top universities worldwide. (3) Education Villages group related universities, companies, and organizations to provide hands-on learning opportunities and ensure curriculum stays relevant to industry needs.
The document discusses quality in blended learning. It begins by stating that most blended learning initiatives reinforce traditional pedagogy rather than disrupt it (1). It then explores different views of quality, including personal, national, and institutional perspectives (2). Frameworks and tools for quality enhancement are presented, including peer review, design tools, and calculating the costs of pedagogy (3). The central thesis is that blended learning can help create a vibrant digital learning ecology or reinforce 1950s-style teaching on 21st century networks.
The document discusses teaching methods and outlines an editor's comments on launching a new year for a professional college. It provides details on:
1. The editor apologizes for missing new year's resolutions, which are published in the issue.
2. An article discusses how teaching needs to be outcome-driven and competency-based, using Bloom's and Fink's taxonomies to define learning objectives and outcomes.
3. Interesting links and teaching resources are shared, and the editor invites feedback on workshops and passionate people to work with the Teacher's Academy to change education.
This document discusses opportunities for using computer games to meet learning objectives. It notes that games can provide cost-effective, engaging training that bridges knowledge gaps. Near market research is needed to understand how games can be incorporated into existing training and which training areas they are best suited for. Prototyping games allows researchers to learn from users and iteratively improve designs to meet organizational needs cost-effectively. Both opportunities and threats in developing games for learning are discussed.
This study examined the characteristics of attractive educational quest design in a 3D game-based learning environment. The researchers defined an attractive quest as one that captures student interest, sustains effort, and results in meaningful learning. They analyzed 73 quests across various characteristics and found that task-based quests connecting to a final project were most attractive, engaging students' interest and leading to high completion rates. Certain digital tools like video and blogs also made quests more attractive, while traditional tools like word processors were less engaging. The findings provide guidance to educators on designing compelling quest-based learning activities.
The document outlines the general structure and motivation for a PhD defense on technology-enhanced support for lifelong competence development in higher education. It discusses how higher education fits within lifelong learning, draws out challenges around curriculum, roles, and feedback to support lifelong learning, and proposes areas of technology-enhanced learning research and development to address these challenges.
1. Direct instruction involves explicit explanations from the teacher in a structured format. It is effective for new subjects, facts, or low-achieving students but can be boring and rely heavily on the teacher.
2. Discussion allows students to consider different ideas and perspectives through questioning and arguing. It enhances knowledge and skills but may stray off topic if not properly structured and facilitated by the teacher.
3. Small group work allows students to collaborate in solving problems or examining topics. It enhances social and communication skills but the workload must be evenly distributed to avoid some students dominating or not participating.
The document discusses quality in blended learning. It begins by stating that most blended learning initiatives reinforce traditional pedagogy rather than disrupt it (1). It then explores different views of quality, including personal, national, and institutional perspectives (2). Frameworks and tools for quality enhancement are presented, including peer review, design tools, and calculating the costs of pedagogy (3). The central thesis is that blended learning can help create a vibrant digital learning ecology or reinforce 1950s-style teaching on 21st century networks.
The document discusses teaching methods and outlines an editor's comments on launching a new year for a professional college. It provides details on:
1. The editor apologizes for missing new year's resolutions, which are published in the issue.
2. An article discusses how teaching needs to be outcome-driven and competency-based, using Bloom's and Fink's taxonomies to define learning objectives and outcomes.
3. Interesting links and teaching resources are shared, and the editor invites feedback on workshops and passionate people to work with the Teacher's Academy to change education.
This document discusses opportunities for using computer games to meet learning objectives. It notes that games can provide cost-effective, engaging training that bridges knowledge gaps. Near market research is needed to understand how games can be incorporated into existing training and which training areas they are best suited for. Prototyping games allows researchers to learn from users and iteratively improve designs to meet organizational needs cost-effectively. Both opportunities and threats in developing games for learning are discussed.
This study examined the characteristics of attractive educational quest design in a 3D game-based learning environment. The researchers defined an attractive quest as one that captures student interest, sustains effort, and results in meaningful learning. They analyzed 73 quests across various characteristics and found that task-based quests connecting to a final project were most attractive, engaging students' interest and leading to high completion rates. Certain digital tools like video and blogs also made quests more attractive, while traditional tools like word processors were less engaging. The findings provide guidance to educators on designing compelling quest-based learning activities.
The document outlines the general structure and motivation for a PhD defense on technology-enhanced support for lifelong competence development in higher education. It discusses how higher education fits within lifelong learning, draws out challenges around curriculum, roles, and feedback to support lifelong learning, and proposes areas of technology-enhanced learning research and development to address these challenges.
1. Direct instruction involves explicit explanations from the teacher in a structured format. It is effective for new subjects, facts, or low-achieving students but can be boring and rely heavily on the teacher.
2. Discussion allows students to consider different ideas and perspectives through questioning and arguing. It enhances knowledge and skills but may stray off topic if not properly structured and facilitated by the teacher.
3. Small group work allows students to collaborate in solving problems or examining topics. It enhances social and communication skills but the workload must be evenly distributed to avoid some students dominating or not participating.
Identifying Measures to Foster Teachers’ Competence for Personal Learning Env...Zaffar Ahmed Shaikh
Personal learning environment (PLE) is a learner centered and controlled environment where learner constructs knowledge socially and collaboratively with the help of knowledgeable peers, mentors, and teachers. Teacher, being the most knowledgeable other in this environment, has to develop a strong and multifunctional association between the learner and the PLE. However, in real world scenarios, this is not the case as teachers’ current competencies are not sufficiently developed to provide desired results. A major reason for this inefficiency is the unawareness of the required roles that a teacher has to play in such environments. Our study is aimed at identifying measures to foster teachers’ competence in PLE conceived teaching scenarios. We used the modified version of policy-Delphi in which we worked with 34 international experts who are either associated with PLEs in one of the four dimensions: teachers, researchers, designers, or practitioners. These experts reviewed a 10-item teachers’ PLE competency developing measures list, which we developed through an exhaustive literature review. As per Delphi procedure, the consensus on measures list was achieved in three rounds. During the process, participants collaboratively modified measures list at length and extended list from 10 items to 16 items. Based on the findings, we argue that institutional support is of prime importance to improve teachers’ PLE competence.
The document discusses a workshop for college faculty on applying Bloom's taxonomy to improve their teaching methods. The workshop will ask faculty to design a new course activity focused on higher-order thinking skills. During the workshop, faculty will discuss Bloom's taxonomy, identify higher-order thinking verbs, and work together to design an activity for their course emphasizing higher-level skills. They will then submit a proposal for the new activity to the dean to demonstrate applying what they learned about Bloom's taxonomy and improving instruction. The goal is to help faculty move away from purely lecture-based teaching and toward methods that promote deeper learning.
This webinar provided an overview of outcome-based learning opportunities. It discussed the background and motivation for outcome-based education, how to formulate learning outcomes, aligning teaching methods and assessments with learning outcomes, and standards for describing learning outcomes and opportunities. The webinar covered topics such as defining intended vs achieved learning outcomes, examples of learning outcome types, guidelines for writing learning outcomes, and aligning outcomes with instructional models and assessments. Upcoming webinars will discuss e-content for designing outcome-based learning, outcome-based assessment, and applications.
1) The document discusses tools for visualizing and sharing learning designs, including CompendiumLD and Cloudworks.
2) It describes how these tools can be used to scaffold the design process, promote sharing of designs, and capture pedagogical representations.
3) Barriers to sharing designs are noted, including the complexity of representing pedagogy and the level of support and time required.
1. The document discusses additional influences on curriculum, including textbooks, innovative instructional approaches, and state content standards.
2. It notes that while textbooks are seen as a national curriculum, teachers have flexibility in how they deliver content and can use technology like interactive textbooks or e-books.
3. The document also introduces interdisciplinary curriculum as a way to integrate multiple subjects around a central theme, giving teachers options for meeting different content standards in an engaging way for students.
E learning-guild-presentation-wikis-blogs (snapped)Tim Stafford, PhD
This document summarizes a presentation on using blogs and wikis in the 21st century classroom. It discusses key elements of adult learning theory, including McClusky's Theory of Margin, Illeris's Three Dimensional Learning Model, and Jarvis's Learning Process. It also covers Bloom's Taxonomy and how blogs and wikis can engage higher levels of learning. The presentation evaluates how rubrics can standardize assessment in subjective learning environments like blogs and wikis. Finally, it discusses connectivism theory and how blogs and wikis can facilitate network learning.
The document discusses instructional systems technology (IST). IST focuses on using information and communication technologies to support trends in education like e-learning, virtual universities, lifelong learning, and self-learning. IST professionals develop innovative and interactive solutions for education and training. The document outlines characteristics of IST students, including learning creatively, thinking differently, and taking on challenges. It also discusses the history of instructional technology from its use in WWII military training to later developments in instructional media, computing, and design.
This poster was presented by Sheila Webber at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) summer fair, on 14th June 2010. It presents an intervention using Second Life, the virtual world, in a core module (Information Literacy) in the BSc Information Management, and identifies the modes of IBL used.
This document provides instructions for uploading external learning resources from the Learning Object Repository Network (LORN) and the Teaching and Learning Exchange (TALE) into a Moodle course. It outlines four steps: 1) Locating the resource from LORN or TALE, 2) Downloading the resource as a zip file, 3) Uploading the file into Moodle by adding an IMS content package, and 4) Deploying and testing the new resource. Contact information is provided for technical support and additional Moodle guidelines. The next Moodle training session will cover adding poll activities.
The document discusses planning for effective teaching. It covers preparing for the classroom, setting goals and objectives, curriculum planning, and strategies for diverse learners. Some key points include mapping curriculum to allocate time for subjects, considering student-centered versus subject-centered approaches, setting specific and measurable learning objectives, and using taxonomies to classify learning objectives by cognitive complexity.
1) The document discusses insomnia, which is defined as the inability to obtain sufficient sleep for at least 30 days. Insomnia can be caused by psychological factors like stress or depression, or by medication side effects.
2) The author's friend has been experiencing insomnia for several weeks due to stress from starting grad school and a recent breakup, as well as from taking antidepressants and drinking alcohol.
3) Insomnia is caused by both psychological and chemical factors. Psychological insomnia is due to mental disorders like anxiety and depression, while chemical insomnia can result from substance abuse or withdrawal. Long term insomnia impacts social and occupational functioning.
Sleeping habits and productivity of college studentsRichaTPT
The document summarizes research conducted on the sleeping habits and productivity of college students. Through interviews with students from various backgrounds and genders, the researchers identified common themes and created personas. They found that students prioritize academics and fun over sleep, and that sleep quality is reduced due to stress. The researchers propose designing a mobile application to help students optimize their sleep schedules for maximum productivity and minimum fatigue by balancing sleep quality and quantity.
Sleep is important for both physical and mental health. Lack of sleep can increase the risk of chronic diseases like diabetes, cardiovascular disease, and obesity, as well as weaken the immune system making people more vulnerable to infectious diseases. Getting proper sleep reduces stress on the body, improves immune function, lowers disease risk, prevents injuries, and enhances mental performance.
The document discusses how Alaska Communications Systems improved IT availability and the user experience. Key changes included hosting applications in private and public clouds, improving connectivity both inside and outside Alaska, and establishing clear availability windows and monitoring of critical applications. These changes reduced outages and tickets while giving IT staff more time for projects.
Sleep deprivation is defined as any significant loss of sleep resulting in problems with concentration and irritability. Insufficient sleep has been linked to increased risk of illness, accidents, chronic disease and negative emotions. Sleep is important for restoring the body and is essential for cognitive functioning, especially in developing children and adolescents where lack of sleep can impair development and behavior. Poor sleep is also associated with lower academic performance in college students and increased risk of accidents in shift workers due to fatigue.
The document discusses various sleep disorders including primary sleep disorders like insomnia, narcolepsy, breathing-related sleep disorders, and circadian rhythm sleep disorders. It also discusses parasomnias such as nightmares, night terrors, sleepwalking, sleep paralysis, and restless leg syndrome. Insomnia is characterized by difficulty falling or staying asleep and can be acute or chronic, treated with medication or behavior modification. Other disorders discussed include sleep apnea, circadian rhythm disorders, narcolepsy which involves daytime sleepiness and cataplexy, and various parasomnias. Maintaining good sleep hygiene through a regular schedule, light and temperature control can help address sleep problems.
This document summarizes several primary sleep disorders, including dyssomnias and parasomnias. It provides detailed information on primary insomnia, primary hypersomnia, narcolepsy, and breathing-related sleep disorders. Key details include diagnostic criteria, associated features, prevalence, course, and specific characteristics of each disorder. Specific pages cover topics like insomnia symptoms, hypersomnia symptoms, narcolepsy symptoms including cataplexy, and the three forms of breathing-related sleep disorders.
Stress At Work (Tips to Reduce and Manage Job and Workplace Stress)Jodie Harper
While some workplace stress is normal, excessive stress can interfere with your productivity and impact your physical and emotional health. You can’t control everything in your work environment, but that doesn’t mean you’re powerless—even when you’re stuck in a difficult situation. Finding ways to manage workplace stress isn’t about making huge changes or rethinking career ambitions, but rather about focusing on the one thing that’s always within your control: YOU.
Shared by: http://www.familychiropractic.com.sg/
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
Identifying Measures to Foster Teachers’ Competence for Personal Learning Env...Zaffar Ahmed Shaikh
Personal learning environment (PLE) is a learner centered and controlled environment where learner constructs knowledge socially and collaboratively with the help of knowledgeable peers, mentors, and teachers. Teacher, being the most knowledgeable other in this environment, has to develop a strong and multifunctional association between the learner and the PLE. However, in real world scenarios, this is not the case as teachers’ current competencies are not sufficiently developed to provide desired results. A major reason for this inefficiency is the unawareness of the required roles that a teacher has to play in such environments. Our study is aimed at identifying measures to foster teachers’ competence in PLE conceived teaching scenarios. We used the modified version of policy-Delphi in which we worked with 34 international experts who are either associated with PLEs in one of the four dimensions: teachers, researchers, designers, or practitioners. These experts reviewed a 10-item teachers’ PLE competency developing measures list, which we developed through an exhaustive literature review. As per Delphi procedure, the consensus on measures list was achieved in three rounds. During the process, participants collaboratively modified measures list at length and extended list from 10 items to 16 items. Based on the findings, we argue that institutional support is of prime importance to improve teachers’ PLE competence.
The document discusses a workshop for college faculty on applying Bloom's taxonomy to improve their teaching methods. The workshop will ask faculty to design a new course activity focused on higher-order thinking skills. During the workshop, faculty will discuss Bloom's taxonomy, identify higher-order thinking verbs, and work together to design an activity for their course emphasizing higher-level skills. They will then submit a proposal for the new activity to the dean to demonstrate applying what they learned about Bloom's taxonomy and improving instruction. The goal is to help faculty move away from purely lecture-based teaching and toward methods that promote deeper learning.
This webinar provided an overview of outcome-based learning opportunities. It discussed the background and motivation for outcome-based education, how to formulate learning outcomes, aligning teaching methods and assessments with learning outcomes, and standards for describing learning outcomes and opportunities. The webinar covered topics such as defining intended vs achieved learning outcomes, examples of learning outcome types, guidelines for writing learning outcomes, and aligning outcomes with instructional models and assessments. Upcoming webinars will discuss e-content for designing outcome-based learning, outcome-based assessment, and applications.
1) The document discusses tools for visualizing and sharing learning designs, including CompendiumLD and Cloudworks.
2) It describes how these tools can be used to scaffold the design process, promote sharing of designs, and capture pedagogical representations.
3) Barriers to sharing designs are noted, including the complexity of representing pedagogy and the level of support and time required.
1. The document discusses additional influences on curriculum, including textbooks, innovative instructional approaches, and state content standards.
2. It notes that while textbooks are seen as a national curriculum, teachers have flexibility in how they deliver content and can use technology like interactive textbooks or e-books.
3. The document also introduces interdisciplinary curriculum as a way to integrate multiple subjects around a central theme, giving teachers options for meeting different content standards in an engaging way for students.
E learning-guild-presentation-wikis-blogs (snapped)Tim Stafford, PhD
This document summarizes a presentation on using blogs and wikis in the 21st century classroom. It discusses key elements of adult learning theory, including McClusky's Theory of Margin, Illeris's Three Dimensional Learning Model, and Jarvis's Learning Process. It also covers Bloom's Taxonomy and how blogs and wikis can engage higher levels of learning. The presentation evaluates how rubrics can standardize assessment in subjective learning environments like blogs and wikis. Finally, it discusses connectivism theory and how blogs and wikis can facilitate network learning.
The document discusses instructional systems technology (IST). IST focuses on using information and communication technologies to support trends in education like e-learning, virtual universities, lifelong learning, and self-learning. IST professionals develop innovative and interactive solutions for education and training. The document outlines characteristics of IST students, including learning creatively, thinking differently, and taking on challenges. It also discusses the history of instructional technology from its use in WWII military training to later developments in instructional media, computing, and design.
This poster was presented by Sheila Webber at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) summer fair, on 14th June 2010. It presents an intervention using Second Life, the virtual world, in a core module (Information Literacy) in the BSc Information Management, and identifies the modes of IBL used.
This document provides instructions for uploading external learning resources from the Learning Object Repository Network (LORN) and the Teaching and Learning Exchange (TALE) into a Moodle course. It outlines four steps: 1) Locating the resource from LORN or TALE, 2) Downloading the resource as a zip file, 3) Uploading the file into Moodle by adding an IMS content package, and 4) Deploying and testing the new resource. Contact information is provided for technical support and additional Moodle guidelines. The next Moodle training session will cover adding poll activities.
The document discusses planning for effective teaching. It covers preparing for the classroom, setting goals and objectives, curriculum planning, and strategies for diverse learners. Some key points include mapping curriculum to allocate time for subjects, considering student-centered versus subject-centered approaches, setting specific and measurable learning objectives, and using taxonomies to classify learning objectives by cognitive complexity.
1) The document discusses insomnia, which is defined as the inability to obtain sufficient sleep for at least 30 days. Insomnia can be caused by psychological factors like stress or depression, or by medication side effects.
2) The author's friend has been experiencing insomnia for several weeks due to stress from starting grad school and a recent breakup, as well as from taking antidepressants and drinking alcohol.
3) Insomnia is caused by both psychological and chemical factors. Psychological insomnia is due to mental disorders like anxiety and depression, while chemical insomnia can result from substance abuse or withdrawal. Long term insomnia impacts social and occupational functioning.
Sleeping habits and productivity of college studentsRichaTPT
The document summarizes research conducted on the sleeping habits and productivity of college students. Through interviews with students from various backgrounds and genders, the researchers identified common themes and created personas. They found that students prioritize academics and fun over sleep, and that sleep quality is reduced due to stress. The researchers propose designing a mobile application to help students optimize their sleep schedules for maximum productivity and minimum fatigue by balancing sleep quality and quantity.
Sleep is important for both physical and mental health. Lack of sleep can increase the risk of chronic diseases like diabetes, cardiovascular disease, and obesity, as well as weaken the immune system making people more vulnerable to infectious diseases. Getting proper sleep reduces stress on the body, improves immune function, lowers disease risk, prevents injuries, and enhances mental performance.
The document discusses how Alaska Communications Systems improved IT availability and the user experience. Key changes included hosting applications in private and public clouds, improving connectivity both inside and outside Alaska, and establishing clear availability windows and monitoring of critical applications. These changes reduced outages and tickets while giving IT staff more time for projects.
Sleep deprivation is defined as any significant loss of sleep resulting in problems with concentration and irritability. Insufficient sleep has been linked to increased risk of illness, accidents, chronic disease and negative emotions. Sleep is important for restoring the body and is essential for cognitive functioning, especially in developing children and adolescents where lack of sleep can impair development and behavior. Poor sleep is also associated with lower academic performance in college students and increased risk of accidents in shift workers due to fatigue.
The document discusses various sleep disorders including primary sleep disorders like insomnia, narcolepsy, breathing-related sleep disorders, and circadian rhythm sleep disorders. It also discusses parasomnias such as nightmares, night terrors, sleepwalking, sleep paralysis, and restless leg syndrome. Insomnia is characterized by difficulty falling or staying asleep and can be acute or chronic, treated with medication or behavior modification. Other disorders discussed include sleep apnea, circadian rhythm disorders, narcolepsy which involves daytime sleepiness and cataplexy, and various parasomnias. Maintaining good sleep hygiene through a regular schedule, light and temperature control can help address sleep problems.
This document summarizes several primary sleep disorders, including dyssomnias and parasomnias. It provides detailed information on primary insomnia, primary hypersomnia, narcolepsy, and breathing-related sleep disorders. Key details include diagnostic criteria, associated features, prevalence, course, and specific characteristics of each disorder. Specific pages cover topics like insomnia symptoms, hypersomnia symptoms, narcolepsy symptoms including cataplexy, and the three forms of breathing-related sleep disorders.
Stress At Work (Tips to Reduce and Manage Job and Workplace Stress)Jodie Harper
While some workplace stress is normal, excessive stress can interfere with your productivity and impact your physical and emotional health. You can’t control everything in your work environment, but that doesn’t mean you’re powerless—even when you’re stuck in a difficult situation. Finding ways to manage workplace stress isn’t about making huge changes or rethinking career ambitions, but rather about focusing on the one thing that’s always within your control: YOU.
Shared by: http://www.familychiropractic.com.sg/
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
Characteristics of a challenging learning environment affecting students’ lea...Junior College Utrecht
Presentation by Suzanne Vrancken and Sanne Tromp (JCU) at International Conference "Evoking Excellence in Higher Education and Beyond", Groningen 3-4 October 2012
The document discusses key considerations for the design of future schools, including what students would learn, how they would learn, when and where learning would take place, and how learning would be assessed. It outlines Alvin Toffler's vision for schools of the future that are open 24/7, have customized learning experiences, and integrate business and education. The document also discusses barriers to transforming schools and the need for a coherent vision that supports long-term investment in students' futures.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
This document discusses course design for employability in higher education. It provides context on the importance of employability in education and outlines models and approaches to developing employability in students. Specifically, it discusses:
1) The political and institutional perspectives that emphasize employability and how universities can support students' career development.
2) Models of employability including the USEM framework that identifies subject understanding, skills, metacognition/self-theories, and work experience as key components.
3) Approaches taken in the sport science program that embed employability through a developmental "core curriculum" at all levels with a focus on familiarization, skill-building, and engagement in work-related learning projects.
OK Bloggs, just watch the blackboard while I run through it: what has elearn...cilass.slideshare
This document discusses learner autonomy and enquiry-based learning (EBL). It defines an autonomous learner as someone who independently chooses their learning goals, methods, and criteria for evaluation. Effective autonomous learners have appropriate conceptions of learning, intrinsic motivation, and skills for managing information and their learning. EBL involves students determining their own lines of inquiry to pursue knowledge. When using technology to support EBL, factors to consider include the appropriateness of tools, availability of resources, and not overburdening workload. Academic staff can be encouraged to engage with technology by providing peer support, ensuring tools have clear purposes, and equipping them with strategies for appropriate usage.
The document discusses experiential learning and its benefits over conventional teaching methods. It notes that only 23-25% of management graduates are employable due to a focus on theoretical study rather than practical skills. Experiential learning involves learning through experience and reflection. A 3-day off-site experiential learning program is proposed that focuses on self-confidence, teamwork, and survival skills through activities in nature. This aims to develop skills like leadership, communication, and problem solving to increase student employability. The program is conducted by an experiential learning company that specializes in outdoor education and community involvement.
Technological advances have enabled three generations of distance education pedagogies: 1) behaviorist/cognitive pedagogies emphasizing individual study, 2) constructivist pedagogies focusing on group learning, and 3) connectivist pedagogies based on network learning. Each generation is associated with different types of knowledge and technologies that both determine and are determined by the pedagogical approach. New technologies continue to enhance existing pedagogies while also enabling new forms of learning to emerge.
The document discusses plans to create an enrichment program called the Enrichment Eagles to provide additional challenges and opportunities for gifted students in the Dunlap school district. It will identify gifted students using multiple criteria and assessments. An enrichment menu and parent handbook will be developed to inform parents about acceleration options. Feedback from stakeholders supported allowing teacher creativity, technology integration, intervention for advanced students, and using data to identify student needs.
The document discusses plans to create an enrichment program called the Enrichment Eagles to provide additional challenges and opportunities for gifted students in the Dunlap school district. It will identify gifted students using multiple criteria and assessments. An enrichment menu and parent handbook will be developed to inform parents about acceleration options. Feedback from stakeholders supported allowing teacher creativity, technology integration, intervention for advanced students, and using data to identify student needs.
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: consulting students.
The document discusses the differences between students and learners, with students seen as employees obligated to follow instructions for grades and jobs, while learners are citizens interested in lifelong learning who collaborate with others and are intrinsically motivated. It also provides a chart contrasting how students and learners relate to educators and each other, their motivations and assessments. The document advocates for seeing students as learners.
The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.
Translating Learning Research into the Design of Innovative Learning Environm...EduSkills OECD
The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 4, Brokering Reasearch Findings to Benefit Innovation in Education, Item 1.
This document discusses various instructional strategies and techniques for K-12 curriculum. It begins by explaining why teachers need to use different teaching methods to effectively reach all students, as students do not all learn in the same way. It then provides definitions and explanations of key concepts like techniques, strategies, tactics, and modules. The document also discusses specific strategies like mastery learning, discovery learning, the project method, and integrated or interdisciplinary teaching. It emphasizes that teaching methods should be selected and customized to fit the needs and advantages of each class.
The document discusses the design and business strategy for communicating the value of UC Forward. It proposes using the term "Transdisciplinary" to describe the new program concept and developing a corresponding sequence of courses and certificate. The messaging would focus on learning in a real world setting and gaining skills to solve problems. The communication strategy would use a casual tone, images of people and learning, and target honors students and advisors through various advertising channels.
This short document advises thinking carefully before beginning a new endeavor but also cautions thinking twice before giving up on something already started. It suggests considering both the pros and cons of initiating a new project or task as well as persisting when challenges arise rather than abandoning efforts prematurely.
This document describes the author's ideal world and job as a river guide in the Tara Canyon in Serbia. In 3 sentences:
The author finds deep satisfaction in their job as a river guide, where they get to experience nature's beauty everyday and help clients seek adventure, rather than being stuck in a boring office job. They live simply in a modest home near the river without many luxuries, but surrounded by a diverse community of neighbors and colleagues. The author feels they have created their own beautiful world through this lifestyle focused on nature, community, and finding meaning through their work.
The document contains three paragraphs. The first paragraph encourages the reader to find happiness through kindness, positive thoughts, sincere feelings, and smiles. It says sharing inner sunshine with others with an open heart will bring boundless joy. The second paragraph advises the reader to put their heart and soul into something meaningful, do their best with love despite difficulties, and rewards will follow. The third paragraph introduces the author, Iuliia Radkevych, who graduated with a Master's in Linguistics. She enjoys reading, traveling, painting, psychology, design, and collecting quotations. She describes herself as optimistic, kind, motivated, positive, friendly, and organized, and enjoys helping people.
Marsida Bandilli challenges us to make the most of our limited time by pursuing our dreams and appreciating life's beauty. While people often get busy with ordinary schedules and neglect life's beauty, understanding that time is limited inspires us to live and appreciate every moment. We should enjoy simple pleasures like chocolate ice cream in December, feel emotions like tears, hug loved ones, and create joyful and sorrowful moments to paint on the fairy tale of life.
The document advises the reader to choose happiness in their career and life. It suggests finding a career that you are passionate about and that makes you smile, rather than doing something just because you have to. It says that while you may fail at first, you will eventually defeat failure if you follow your passion. The document encourages the reader to promise themselves that they will choose happiness and do things for themselves, rather than waiting for others to tell them what to do or waiting for a better future. Choosing happiness, the document states, is the key to success.
The document encourages the reader to stop waiting for the perfect moment to do things they've always wanted to do. It argues that there is no such thing as a perfect moment, so one should act now instead of delaying. The passage emphasizes that life is fleeting and will pass regardless, so people should focus on living life in the way they choose instead of putting things off.
Tetyana from Ukraine provides career advice for growing in 2015, first advising to always rely on yourself and not expect help from others so you will never be disappointed, as you should do everything yourself. She also says to help others in need while listening to ideas of others, but to always listen to your heart and be independent as you are the creator of your own future.
[Challenge:Future] Hard work, Dedication & Patience!Challenge:Future
The document provides advice to work hard, be dedicated, and patient to achieve success in 2015. It recommends deciding on a direction and dedicating each day to building success through hard work while accepting responsibility. It advises moving outside one's comfort zone, avoiding procrastination, using time wisely, surrounding oneself with positive people, and being willing to take risks, as success will not happen overnight. Each day should be dedicated to investing in knowledge and skills to become a professional while remaining grateful and respecting colleagues.
[Challenge:Future] I give you this medal as a signChallenge:Future
The document encourages people to recognize those who are important in their lives by making medals for them as part of a project called "I give you this medal as a sign." It suggests taking time to think about friends, family members, and others who have supported you, and when you last thanked them. Most people focus so much on themselves that they take others for granted. The document provides an example of a medal someone made to recognize someone who inspires them to be the change they wish to see in the world.
The document advises guarding your soul carefully, even surrounding it with mythical guard dogs, as the world tries to influence it. It recommends maintaining daily routines for discipline and balance, completing even small tasks with commitment. Most importantly, it stresses keeping a tight hold on your soul through all activities, as there are those who try to trade or alter it for their own ends.
Lidija Globokar provides advice for focusing on goals in 2015. She recommends identifying your goal, starting toward it with your "engine on," and staying focused despite obstacles. Once the goal is reached, the hard work will be rewarded. Lidija is the president and co-founder of Project 668, a professional development platform that helps EU trainees break into jobs, develop skills, and manage careers. Project 668 won an award for discussing youth unemployment with European youth workers and solutions to overcome it.
This document provides a standard operating procedure for personal growth and development. It recommends being confident in your knowledge, finding fulfilling work you are passionate about, and persisting despite difficulties. It also advises bringing new ideas to your work, having your own point of view, and defending your opinions. The author is happy in their career in pharmaceutical microbiology, which allows them to directly contribute to people's health. Their work gives them strength and hope for a productive future.
[Challenge:Future] The magic world of Homo LudensChallenge:Future
This document provides advice for personal and professional development in 2015. It recommends pursuing hobbies to find fulfillment, exploring hidden talents, continuously learning, focusing on happiness over wealth, contributing to your community, developing your unique skills, strengthening your willpower, and appreciating life. It also provides a short biography of Maja Drobnjaković, who was born in Serbia in 1986 and works as a teaching assistant while pursuing her PhD in finance.
Break any borders that limit you, whether external barriers imposed by others or internal limits you impose on yourself. See every obstacle as a border separating you from your goals, and break through it. It is your life and your game - break the borders. The document is a short profile of a 22-year-old Greek man who works as a farmer while studying at night, with the goal of overcoming the economic barriers in Greece to continue his education and earn a master's degree.
Be yourself and don't worry about what others think of you. Focus on enjoying yourself, loving yourself, and doing what you love. The advice encourages being true to yourself and persistent, as well as being the first to take action. It comes from a 18-year-old Ukrainian student studying at an Oil and Gas Technical university who believes in making the world a little better.
Lifelong learning is essential to growing one's career in 2015 and beyond. To stay relevant in a changing world, one must continuously enrich their knowledge in their field through unconventional and sustainable practices. This ensures the improvement of competencies and the ability to adapt to different working environments in the future. Engaging in lifelong learning will bring substantial rewards to one's professional life.
[Challenge:Future] Smile And Accept the ChallangeChallenge:Future
Danish Ali is a 22-year-old student studying electronics engineering at BUITMS university who is also a social activist, volunteer, and blogger. His message is that when facing difficulties in life, some people lose hope and cry, which only makes the situation worse. Instead, he advises accepting challenges with a smile, as smiling can convert emotions that travel back to the mind to strengthen one's belief and provide strength to deal with problems. No matter how bad things are, don't forget to smile in difficult times, as it boosts morale and one will realize how such a small expression can change one's whole world, whether in business, personal life, or at home by attracting positive thoughts.
Rešid is a 20-year-old Bosnian man currently studying political science and international relations at Istanbul University. In his message, he encourages the reader to be bold and true to themselves in 2014 by embracing new experiences, ignoring critics, and working hard to achieve their dreams despite potential failures along the way. He also stresses the importance of maturity, empathy, honesty, and bringing people together.
A 20-year-old student of genetics and bioengineering attends International Burch University in Sarajevo, Bosnia and Herzegovina and invites others to visit. They encourage restoring faith in humanity by being different, inspiring others to do good through helping anyone in need, and spreading love instead of hate.
[Challenge:Future] Semi finals - Perfect education for the future.
1. PERFECT EDUCATION FOR THE FUTURE
Team No.152
• Individuality (1) • Applicable knowledge & • Coursework, curriculu
Students are practical experience (3) m & syllabus quality (1)
What problems do schools face?
What do companies want from
individuals, each need a Companies want to (3) Knowledge and
What do students want from
unique academic training. recruit those who can information are
They want to attend not only study well but outdated.
classes that suit their own also work efficiently. • Indoctrination (2)
abilities, interests, dreams, • Commitment (1) Teachers give lessons
etc. Companies look for asking students to
• Competitiveness (2) people who have clear embrace others’ beliefs.
Peer pressure is a strong career orientation. They are not
motivation for youth to encouraged to evaluate
endeavor and excel. or question but accept
employees?
education?
• Inspiration (3) all information as facts.
Students should know
reasons why they need to
study and why they must
learn take that specific
course.
(1) Will be supported or solved by solution 1; (2) Will be supported or solved by solution 2; (3) Will be supported or solved by solution 3
Team No.152 - Hanh Nguyen & Sehyun Lim
2. (1) CAREER TRACKER-DESIGNER
What is it?
A program helps youth find their most suitable
careers by gathering and analyzing all information
inside and outside.
How does it operate?
- Data collection: Data are inputted manually by family
owner and his family and friends; or the program Social networks
obtains information by connecting with all
devices and programs owner uses. academic
- Analysis: the analysis process is designed by personality performance
educational interests &
psychologists, consultants, counselors, human hobbies
resource experts, etc.
How can it use for?
economy
To help students understand themselves and advice
them on career choices. When students feel
confident about their decisions, they will have 100%
concentration on their jobs and consequently, less
likely quit.
To support teachers in finding the best way to
educate and instill knowledge into their students.
Team No.152 - Hanh Nguyen & Sehyun Lim
3. (2) COURSE NETWORK
What is it?
Courera
Schools and MOOCs providers have an agreement to
share a network of courses. Attending classes and Khan
taking online courses are acknowledged equally. Academy
How does it work? edX
Students now have two options when it comes to MOOCs
Academic
learn a subject: attend a class at their school or take Earth
an online similar course lectured by qualified MOOCs
Students
professors all over the world via MOOCs. affiliated
with
What benefits does it offer? universities
- Students can access more educational resources Attending
School
which may have more information and interesting class
teaching methods.
MOOCs: Massive Open Online Courses.
- Students got to make friends with international A massive open online course (MOOC) is an
peers and become aware of global learning and online course aiming at large-scale interactive
participation and open access via the web. In
working trends. addition to traditional course materials such as
videos, readings, and problem sets, MOOCs
provide interactive user forums that help build a
community for the students, professors.
Team No.152 - Hanh Nguyen & Sehyun Lim
4. (3) EDUCATION VILLAGES
How does a village operate? Student
Related universities, organizations, companies
and even governmental offices in term of
academic disciplines are placed in each village Village
model
harmonically combining and working on
projects together. Curriculum improvement
University Company
Every village named after very potential majors pool of talent
for bright future, is well connected to each
other in making synergy effect.
Engineering
What can villages do? village
Students get help from those industries and Economics &
Medicine
facilities and learn real experience that might Village
Business
Village
be happened in reality. They learn their
preferred subject not only in university but
also in company. It is helpful to them to make
an early decision what they want to become
Computer
later and find out their desire. Arts Village
Science Village
In addition, partnership between
universities and companies help design a more
applicable curriculum based on demands from Humanities
Law Village
work. Village
Team No.152 - Hanh Nguyen & Sehyun Lim
5. A PERFECT DAY
What do students learn?
What do students do?
Communication
Knowledge
skills
Class Classmates
Lessons
MOOC International friends
Practical experience
Work Corporate culture
Coworkers
Relaxation Interests, hobbies, sports, family, etc.
Career Tracker-Designer
Team No.152 - Hanh Nguyen & Sehyun Lim