COMNET as a Capacity-Building Partner for Two African InstitutionsProjectENhANCE
Overview of the role of COMNET-Aalto in the HEI ICI ENhANCE (Enhancing Education and Research in Networking and Communications Engineering) capacity building project.
COMNET as a Capacity-Building Partner for Two African InstitutionsProjectENhANCE
Overview of the role of COMNET-Aalto in the HEI ICI ENhANCE (Enhancing Education and Research in Networking and Communications Engineering) capacity building project.
Summary
This website considered to be a virtual learning environment and a Student-centered learning that helps students and faculty members to increase the interaction in educational process to enhance the academic educational process.
Our system mainly depends on quality assurance system using ILO's (Intent Learning Objectives) which its main objectives is to measure 4 roles ILO's :
1-Knowledge and understanding
2-Intellectual skills
3- Professional and practical skills.
4- General and transferable skills.
System Divided into: Course Management System, Quiz/Assignment/training Management system, Virtual class room, Online Lecture Streaming, Virtual Office Hours, ILO's mapping
The core benefit of projects lies in:
1- Student can know through a set of reports his weakness points through each chapter he attempts and finishes its assessments
2- Doctor's/TA's can know by each chapter what they succeeded in delivering to student's through providing reports with non-passed objectives of chapter through attempted assessments by students
3- Faculty itself can know covered Academic Program ILO's through mapping done periodically over term and what is not covered or failed to deliver to improve/fix by next semesters
4- Faculty can Know goodness/weakness points of stuff
In this talk we present how OER materials are integrated into regular undergraduate curriculum to facilitate flipped classroom design. The Basic Computer Concept at LMS platform of Taipei Medical University is an example. This flipped course is running for 7 years. The lesson learnt is quite significant.
What organisational variables support a positive student digital experience?Tabetha Newman
Talk for ALTC 2018 using Jisc student insight survey data, including factor analysis to identify most important factors in explaining the student digital experience.
Course-Adaptive Content Recommender for Course AuthoringPeter Brusilovsky
Developing online courses is a complex and time-consuming
process that involves organizing a course into a sequence of topics and
allocating the appropriate learning content within each topic. This task
is especially difficult in complex domains like programming, due to the
incremental nature of programming knowledge, where new topics extensively
build upon domain concepts that were introduced in earlier lessons.
In this paper, we propose a course-adaptive content-based recommender
system that assists course authors and instructors in selecting the most
relevant learning material for each course topic. The recommender system
adapts to the deep prerequisite structure of the course as envisioned
by a specific instructor, while unobtrusively deducing that structure from
problem-solving examples that the instructor uses to present course concepts.
We assessed the quality of recommendations and examined several
aspects of the recommendation process by using three datasets collected
from two different courses.While the presented recommender system was
built for the domain of introductory programming, our course-adaptive
recommendation approach could be used in a variety of other domains.
Vietnam is the one of the hottest country in term of IT offshore. We had taken a look at the facilities of universities in Vietnam to see how IT has been used, as well as collecting the information from the students
Workshop on Technology-Enhanced Formative Assessment (TEFA) 2013
Dates: 17 - 18 September 2013
Place: Paphos, Cyprus.
This workshop is initiated by the special interest group on Technology Enhanced Assessment and Feedback (SIG TEA) of the European Association of Technology-Enhanced Learning (EA-TEL: http://ea-tel.eu) and two other experts from the assessment field.
The Workshop is held in conjunction with the 8th European Conference on Technology Enhanced Learning 2013
Summary
This website considered to be a virtual learning environment and a Student-centered learning that helps students and faculty members to increase the interaction in educational process to enhance the academic educational process.
Our system mainly depends on quality assurance system using ILO's (Intent Learning Objectives) which its main objectives is to measure 4 roles ILO's :
1-Knowledge and understanding
2-Intellectual skills
3- Professional and practical skills.
4- General and transferable skills.
System Divided into: Course Management System, Quiz/Assignment/training Management system, Virtual class room, Online Lecture Streaming, Virtual Office Hours, ILO's mapping
The core benefit of projects lies in:
1- Student can know through a set of reports his weakness points through each chapter he attempts and finishes its assessments
2- Doctor's/TA's can know by each chapter what they succeeded in delivering to student's through providing reports with non-passed objectives of chapter through attempted assessments by students
3- Faculty itself can know covered Academic Program ILO's through mapping done periodically over term and what is not covered or failed to deliver to improve/fix by next semesters
4- Faculty can Know goodness/weakness points of stuff
In this talk we present how OER materials are integrated into regular undergraduate curriculum to facilitate flipped classroom design. The Basic Computer Concept at LMS platform of Taipei Medical University is an example. This flipped course is running for 7 years. The lesson learnt is quite significant.
What organisational variables support a positive student digital experience?Tabetha Newman
Talk for ALTC 2018 using Jisc student insight survey data, including factor analysis to identify most important factors in explaining the student digital experience.
Course-Adaptive Content Recommender for Course AuthoringPeter Brusilovsky
Developing online courses is a complex and time-consuming
process that involves organizing a course into a sequence of topics and
allocating the appropriate learning content within each topic. This task
is especially difficult in complex domains like programming, due to the
incremental nature of programming knowledge, where new topics extensively
build upon domain concepts that were introduced in earlier lessons.
In this paper, we propose a course-adaptive content-based recommender
system that assists course authors and instructors in selecting the most
relevant learning material for each course topic. The recommender system
adapts to the deep prerequisite structure of the course as envisioned
by a specific instructor, while unobtrusively deducing that structure from
problem-solving examples that the instructor uses to present course concepts.
We assessed the quality of recommendations and examined several
aspects of the recommendation process by using three datasets collected
from two different courses.While the presented recommender system was
built for the domain of introductory programming, our course-adaptive
recommendation approach could be used in a variety of other domains.
Vietnam is the one of the hottest country in term of IT offshore. We had taken a look at the facilities of universities in Vietnam to see how IT has been used, as well as collecting the information from the students
Workshop on Technology-Enhanced Formative Assessment (TEFA) 2013
Dates: 17 - 18 September 2013
Place: Paphos, Cyprus.
This workshop is initiated by the special interest group on Technology Enhanced Assessment and Feedback (SIG TEA) of the European Association of Technology-Enhanced Learning (EA-TEL: http://ea-tel.eu) and two other experts from the assessment field.
The Workshop is held in conjunction with the 8th European Conference on Technology Enhanced Learning 2013
UCL ISOP January 2017 - Making up a Programme of Studywdurdle
A guide for affiliate students arriving at UCL in January 2017, on how to make up your programme of study. Includes details on assessment and information on how to register for modules on Portico, the UCL Student Information Service.
A master schedule can make or break academy implementation. Find out how to build a schedule that supports student cohorts and common teacher planning
time. This session features best practices in developing a schoolwide master schedule for academies and other small learning communities.
Presenter:
Patricia Clark,
College and Career Academy Support Network
Moving a large university online in 9 years: laying the foundation for blend...Jessica Gramp
As student and staff numbers at University College London (UCL) grow, we need to think more about our approach to scaling up institutional use of e-learning.
This presentation explores each element of our approach that helped us achieve widespread adoption of the Moodle Virtual Learning Environment, including:
*Technology (and integrations)
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*Training
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2014-03-20 Fisser Strijker Muller SITE PLD3Petra Fisser
The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.
Similar to Comnet teaching and curriculum development processes (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Comnet teaching and curriculum development processes
1. COMNET teaching and curriculum
development processes
Mika Nupponen
M.Sc. (Tech.)
Coordinator
Department of Communications and Networking
Email: mika.nupponen@aalto.fi
2. Outline
• Players in the Field of Education
• Teaching and curriculum development processes
– LPM-process
– Feedback-systems
– Academic year of teaching
– Curricula reform of Bachelor and Master programmes
• ICT & teaching
– Oodi
– Noppa
– Into
3. Players in the Field of Education
• University level:
– Vice President Martti Raevaara (Academic Affairs (Education))
– Academic Affairs Committee
• Decides on the university’s curriculum, degree requirements, and
criteria for student selection, other general rules involving teaching.
• School level:
– Academic & Degree programme Committees
– Vice Dean (Education) Prof. Keino Nikoskinen
– Coordinator of Degree Programme
• Communications Engineering : Prof. Olav Tirkkonen
– Head of Academic Affairs: Dr. Perttu Puska
– School Planners & Study advisors
4. Players in the Field of Education (2)
• Department level:
– Vice head of the Department: Prof. Patric Östergård
– Coordinator
– Secretary (Teaching retated issues)
– Teachers:
• Professors
• Docents
• University Teacher -> University Lecturer -> Senior University
Lecturer
• Doctoral students
• Visiting lecturers
• Research assistants & course assistants
5. Teaching Development Processes
• LPM-process
• Course feedbacks
• School of Electrical Engineer´s (Aalto ELEC) Quality of
Education Committee (OpLaa)
• Teaching Development days
6. LPM-Process
• First phase (deadline in the end of January)
– New courses (additions)
– Removed courses (removals)
– Changes (= changes of teaching period)
– New Major & Minor subjects (modules)
– Responsible professors
• Second phase (deadline in April)
– Course lists of each Major & Minor subjects (modules)
– Description texts of objectives & contents of each Major & Minor
(modules) & Curricula
– Course descriptions to OpasOodi
8. Course Feedbacks
• Student feedback is a part of the development of
teaching and of the quality assurance system
• The primary goal of student feedback is the
development of teaching, course contents and working
methods.
• The obligation to collect feedback is set forth in Section
5 of the Universities Act (645/1997): 'The universities
shall evaluate their education, research and artistic
activities and their effectiveness. The universities shall
also take part in external evaluation of their activities.
The universities shall publish the findings of the
evaluations they undertake.'
9. Course Feedbacks (2)
• Student feedback is collected from the course participants
primarily with the help of the feedback tool of the Oodi
student data system (PalauteOodi).
– Also: face to face, by e-mail or in feedback sessions.
• The course participants give their feedback via PalauteOodi
most often at the end of the course.
• Giving feedback allows students to influence the future
development of the courses they have taken or of their
degree programme.
• The feedback form has seven questions common for all
courses while the additional questions used are specific to
schools/departments/degree programmes/courses.
10. Course Feedbacks (3)
• After the end of the feedback collection time for a course, the
teacher in charge of the course reads, processes and
analyses the feedback and draws up a summary of the
feedback based on the individual student responses.
• The teacher records the needs for development and, together
with the rest of teaching staff of the course, plans the
development measures to be taken.
• The department or degree programme collects the course
feedback in order to use it as a basis for developing the
content and structure of the degree programme.
– School level: OpLaa!
• The university is in charge of monitoring that feedback is
collected and used in the planning and development of
degree programmes, modules and courses.
11. School of Electrical Engineer´s (Aalto ELEC)
Quality of Education Committee (OpLaa)
• School of Electrical Engineer´s (Aalto ELEC) Quality of
Education Committee (OpLaa) was established in the mid
1990´s being unique at former TKK and current Aalto
University.
• Its members are teachers, professors, researchers,
administrative personnel and students representing their
guilds.
– Students form an essential part of the committee in which they
have had a direct channel for co-operation with the Aalto ELEC
School staff.
• Main functions of the committee are developing teaching,
interviewing applicants for teaching positions, evaluating
demonstration lectures and developing teacher tutoring.
12. School of Electrical Engineer´s (Aalto ELEC)
Quality of Education Committee (OpLaa) (2)
• OpLaa arranges also events and small-scale lectures for
teachers and students concerning teaching, evaluation,
academic life and current study affairs in general.
• Ope-aamiainen (= Teacher breakfast) once a month during the teaching
periods
• The main goal is to improve co-operation between teaching
staff and also students.
• OpLaa makes statements and gives instructions related to
theses evaluation, exams, teaching etc.
• Even if the committee is not an official authority, it has had a
very significant role in the educational development at the
School during its existence.
13. Teaching Development days
• Department arranges at least one Teaching Developmet Day
per year.
• Somewhere outside of Otaniemi
• Teachers with major responsibilities in teaching should
participate, but also those with minor responsibilities (like
teaching assistants) or someone with a general interest in
teaching issues are welcome
• Content:
– Topical issues in teaching
– Practical issues related to (the arrangement of) teaching, exams,...
– Discussion of curricular reform (master level)
– Possible team work,..
– Possible invited speaker(s)
14. Curricula reform of Bachelor and Master
programmes
• In the reform, studies will be more clearly divided into
Bachelor's degree and Master's degree studies.
• Old Bachelor's degree programmes combined and
integrated in fewer degree programmes.
– students will no longer apply to narrow study paths but instead
to wider programmes within which they can choose areas of
specialisation.
– The schools of technology will introduce the new Bachelor's
degree programmes in autumn 2013.
• Master program reform is in starting point
– New master's degree programmes in autumn 2016.
15. Basic Studies (70 cr)
Aalto-studies + compulsory (10 cr)
Curriculum may decide (60 cr)
Major (60 op)
B.Sc seminar (10 cr)
Minor (25 cr)
Elective studies
(25 op)
Basic Studies (82 cr)
Module B1
(20 cr)
Module A1
(20 cr)
Module A2
(20 cr) Elective studies
(10 cr)
B.Sc. sem. (10 cr)
Module O ( 18 cr)
Old B.Sc Degree Programme. New B.Sc Degree Programme.
16. New B.Sc Degree Programme
• Basic Studies:
– Mathematics 25 cr
• Linear Algebra 1 (5 cr)
• Differential and Integral calculation 1-2 (5 + 5 cr)
• Probability and statistics (5 cr)
• Fourier analysis (5 cr.)
– Physics 10 cr.
• Mechanics (5 cr)
• Electricity and Magnetism (5 cr)
– Programming 12 cr.
• Python (5 cr.)
• C (5 cr)
• Mathematical softwares 2 cr. (Matlab, Mathematica)
– Other:
• Electrical Engineering Workshop (8 cr)
• Signals and Systems 5 (cr)
• Aalto Studies
17. New B.Sc Degree Programme
• ELEC-C1110 Fundamentals of Automation and Control Engineering
• ELEC-C7110 Fundamentals of Information Technology
• ELEC-C7210 Modelling and Analysis of Communication Networks
• ELEC-C7220 Information Theory
• ELEC-C7230 Transmission Methods in Communication Systems
• ELEC-C7240 Internet Technology
• ELEC-C7310 Application Programming
• ELEC-C7320 Software Defined Radio
• ELEC-C5210 Stochastic Processes in Communications
• ELEC-C5230 Digital Signal Processing Basics
• ELEC-C5340 Applied Digital Signal Processing
18. Old M.Sc Degree Programme New possible M.Sc Degree Programme.
Module B2
(20 cr)
Module A3
(20 cr)
Special module
(20 cr)
Elective studies
(20 cr)
Methodological studies
(10 cr)
Masters thesis
(30 cr)
Masters thesis
(30 cr)
Master´s
Programme X
(40 - 65 cr)
Elective studies
(25 - 35 cr)
A M.Sc. degree (120 ECTS) is
composed of
•1 Master´s Programme
• MSc Thesis
• Elective studies or/and a Minor
19. ICT & teaching : Oodi
• Oodi consists of two parts: WinOodi, which is the
officials' user interface, and WebOodi, which is used by
students and teachers.
• In WebOodi student may
– check and change your personal data
– check information about courses and their descriptions
– register for courses, examinations, and other teaching events
– check his/her study attainments
– order transcripts of records (unofficial)
– draw up personal study plan
– give course feedback
20. ICT & teaching : Oodi…
• In WebOodi teacher can
– Follow and manage teaching events (courses, examinations,
practice groups) to which the Oodi official has assigned him/her
as the responsible teacher
– Write more detailed descriptions of these events
– Add inquiries for more information to the events. The students
respond to these questions when registering for the event
– View the students registered for a course and their basic
information
– Add students to courses/examinations and accept/reject
registrations
– Print out a list of registered students, which can be edited for
e.g. registering exam results
21. ICT & teaching : NOPPA
• The course portal Noppa is a tool for both students and
teaching staff of Aalto University for everyday course
work and communication.
• Noppa is composed of course home pages that include
e.g.
– course overviews, schedules and exercises,
– course materials,
– information about assignments and exams,
– news and results
22. ICT & teaching : INTO
• Into is a portal for Aalto University students into information
relating to studies and to Aalto services.
– Bachelor and Master's Students: The most important source of
information for Bachelor and Master’s students; content is
organized by School and by degree programme/department. Here
you will find, for instance, information on degree structures,
guidelines for the practices concerning studies, enrollment for the
academic year, graduation and exchange studies as well as news.
– Doctoral Candidates: The most important source of information for
doctoral candidates, organized by doctoral programme. Contains
information related to doctoral studies.
– Services: A set of links to the Aalto services that support students
and studies (e.g.Library, IT Services).
– Campuses: Links to practical information concerning the
campuses.
– About Aalto: General information and news about Aalto University.
