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Ouldi activity(np)
This document discusses visualizing learning design through various activities. It describes an activity where learners choose a task and tools to match the task, cutting them out and arranging them on paper. It also discusses using e-tivities, which are frameworks for enhancing active online learning individually and in groups. An example e-tivity is also referenced from a book on the topic.
course map education
This document outlines the use of an e-portfolio for a BA in Contemporary Education course. It discusses using an e-portfolio for personal development planning, reflective journals, self-audits, and summative assessments. The course incorporates online resources, collaboration tools, face-to-face teaching, tutorials, seminars, and workplace placements to develop students' skills through their e-portfolio.
Activity1 civil eng
This document outlines the steps for an activity that rethinks a level and involves breaking into subgroups to work independently before coming back together as a full group. The activity has subgroups 1 and 2 each work on the level for 25 minutes, then a 10 minute combined group activity brings everyone back together at the end.
Activity 2: BSc Physio
The document discusses redesigning a course map view and who would be interested in it. It suggests teams, students, clinical educators, approval teams, quality & assurance and central support services would be interested. It also notes that acronyms and internal systems would need to be clarified to ensure the course map is appropriate for all audiences. Finally, it states the course map in its current form is too general to support discussions for central support services as a reference to understand course requirements.
3 course map BSc Physio
This document outlines the various guidance, support, communication, and learning resources available to students including lectures, tutorials, clinical placements, personal tutors, libraries, online learning platforms, peer support, and clinical educators. It also discusses the formative and summative assessment processes including feedback, reflections, portfolios, and evaluations that occur throughout blocks and modules to support student learning and progress.
2nd brunel learning design workshop draft3
The document summarizes a workshop aimed at helping course teams redesign their programs and levels in light of new freedoms within the SR2 framework. The workshop uses learning design tools and focuses on program outcomes, level-based learning opportunities, formative and summative assessment, and using technology to enhance learning. Participants worked in teams to redesign aspects of their courses, share their work, and plan next steps for implementing changes based on their learning at the workshop.
bbs team b At A Glance Proforma
This module aims to differentiate between managers and leaders and develop leadership skills for the 21st century. It is a short 2-day course delivered 70% face-to-face and 30% online. The course consists of 3 lectures, 3 seminars involving case studies and tasks, and a networking afternoon. It uses both physical and online components like lectures, seminars, workshops, case studies, and discussion boards to facilitate communication, guidance, reflection, and demonstration of skills learned. Upon completion, participants will receive a certificate of completion.
3 course map drama
This document provides an overview of tutoring support and activities for a BA in Theatre, including guidance from tutors, seminars chaired by tutors, skills development sessions, reflection opportunities, and a course map. Production, communication, collaboration, and online/Facebook resources are mentioned as part of the course content and activities. Tutoring is focused on supporting student learning and development through directed projects, facilitation, and reflection.
Recommended
Ouldi activity(np)
This document discusses visualizing learning design through various activities. It describes an activity where learners choose a task and tools to match the task, cutting them out and arranging them on paper. It also discusses using e-tivities, which are frameworks for enhancing active online learning individually and in groups. An example e-tivity is also referenced from a book on the topic.
course map education
This document outlines the use of an e-portfolio for a BA in Contemporary Education course. It discusses using an e-portfolio for personal development planning, reflective journals, self-audits, and summative assessments. The course incorporates online resources, collaboration tools, face-to-face teaching, tutorials, seminars, and workplace placements to develop students' skills through their e-portfolio.
Activity1 civil eng
This document outlines the steps for an activity that rethinks a level and involves breaking into subgroups to work independently before coming back together as a full group. The activity has subgroups 1 and 2 each work on the level for 25 minutes, then a 10 minute combined group activity brings everyone back together at the end.
Activity 2: BSc Physio
The document discusses redesigning a course map view and who would be interested in it. It suggests teams, students, clinical educators, approval teams, quality & assurance and central support services would be interested. It also notes that acronyms and internal systems would need to be clarified to ensure the course map is appropriate for all audiences. Finally, it states the course map in its current form is too general to support discussions for central support services as a reference to understand course requirements.
3 course map BSc Physio
This document outlines the various guidance, support, communication, and learning resources available to students including lectures, tutorials, clinical placements, personal tutors, libraries, online learning platforms, peer support, and clinical educators. It also discusses the formative and summative assessment processes including feedback, reflections, portfolios, and evaluations that occur throughout blocks and modules to support student learning and progress.
2nd brunel learning design workshop draft3
The document summarizes a workshop aimed at helping course teams redesign their programs and levels in light of new freedoms within the SR2 framework. The workshop uses learning design tools and focuses on program outcomes, level-based learning opportunities, formative and summative assessment, and using technology to enhance learning. Participants worked in teams to redesign aspects of their courses, share their work, and plan next steps for implementing changes based on their learning at the workshop.
bbs team b At A Glance Proforma
This module aims to differentiate between managers and leaders and develop leadership skills for the 21st century. It is a short 2-day course delivered 70% face-to-face and 30% online. The course consists of 3 lectures, 3 seminars involving case studies and tasks, and a networking afternoon. It uses both physical and online components like lectures, seminars, workshops, case studies, and discussion boards to facilitate communication, guidance, reflection, and demonstration of skills learned. Upon completion, participants will receive a certificate of completion.
3 course map drama
This document provides an overview of tutoring support and activities for a BA in Theatre, including guidance from tutors, seminars chaired by tutors, skills development sessions, reflection opportunities, and a course map. Production, communication, collaboration, and online/Facebook resources are mentioned as part of the course content and activities. Tutoring is focused on supporting student learning and development through directed projects, facilitation, and reflection.
Using the 'Life Grid' interviewing method as a qualitative research tool
The researchers explored using a "Life Grid" methodology to understand students' early experiences transitioning to higher education. [1] The Life Grid uses a visual temporal framework to stimulate accurate recall through a participatory interview. [2] 39 students participated in Life Grid interviews covering their first term. Emergent themes included the complexity of balancing school with other commitments, challenges with social integration as mature students, and the need for timely and tailored academic support. [3] The Life Grid provided insights into supports and interventions needed to better facilitate student transitions.
Using the 'Life Grid' methodology as a qualitative research tool.
The researchers explored using a "Life Grid" methodology to understand students' early higher education experiences. The Life Grid uses a visual temporal framework to collect retrospective data through participatory interviews. Students map important events in different life areas over their first term. Analysis of 39 interviews found themes of complexity/flexibility in balancing commitments, challenges with social integration, and need for timely academic support. While the Life Grid engaged students and facilitated discussion, the researchers note opportunities to further develop the methodology.
Feedback PowerPoint - Brunel Drama Team
The document discusses key learnings from a team meeting about an arts program. It addresses the importance of team planning, conceptualizing graded seminar assessment, whether major learning experiences can be zero credit rated, negotiating shared blocks between programs, using Pebblepad to support portfolio work, and revitalizing experiences of live performances through blogging.
Activity 1 Brunel Drama
This document outlines activities for rethinking a level and includes subgroup activities to study and assess parts of the level, followed by a combined group activity to discuss findings. Subgroup 1 will study the level for 25 minutes while Subgroup 2 assesses it for 25 minutes, then the full group will discuss their work for 10 minutes.
3 course map BSc Physio
This document outlines the various guidance, support, communication, and learning resources available to students including lectures, tutorials, clinical placements, personal tutors, libraries, online learning platforms, peer support, and clinical educators. It also discusses the formative and summative assessment processes including feedback, reflections, portfolios, and clinical assessment records to evaluate student progress and learning.
Library Services
This document provides information on various tools and services offered by the Brunel University library to support teaching, learning, and research. It describes workshops on information literacy, academic skills, referencing and plagiarism, copyright guidance, access to electronic journals and resources, a digital readings service, an institutional repository of research, and ways to stay updated via the library website and social media. Key services highlighted include information literacy sessions, embedded academic support, copyright advice, a portal for e-journals, remote access to library resources, and a digital readings system to maximize access to course materials.
\\V anfs1.administration.windsor\acsf users\acsrngp\desktop\designing accessi...
1) This document provides guidelines for making documents accessible for disabled and dyslexic students, including considerations for text style, formatting, tables, PowerPoint, Braille, multimedia, and web design.
2) Assistive technologies like text-to-speech and screen magnification software can help access information, but following good design practices makes documents more usable for all.
3) Microsoft Word is a flexible format that allows users to adjust documents to meet their individual needs, while PDFs and printed materials are less adjustable.
OULDI Poster
The document outlines the aims, objectives, key components, outputs, benefits and challenges of the Open University Learning Design Initiative project. The overall aim is to develop and implement a learning design methodology including tools, practices and innovations. Key objectives include piloting the methodology in eight trials, engaging communities, and increasing the sharing of teaching ideas. Outputs will include resources on learning design and an evaluation of approaches. Benefits are new opportunities for exchanging ideas and exploring social networking. Challenges include effecting change in practice and supporting informal design processes.
At A Glance Proforma E Learning
This module introduces participants to using ePortfolios through PebblePAD. It is a 1.5-2 hour in-person workshop that uses PCs, handouts, and an interactive whiteboard to demonstrate the PebblePAD system and how it can support student reflective learning. Participants will review example ePortfolios, provide peer feedback using tools in PebblePAD, and complete an evaluation survey to share their experience using the new system.
At a glance IPLC
This module aims to help students improve their lecture skills. It will provide students with reading materials, lecture recordings, and course instructions to guide them. Students will practice note-taking, identifying key points, and building vocabulary by interacting with online content and participating in discussion forums. They will also receive feedback on their progress and strategies for overcoming challenges in understanding academic lectures.
Interprofessional Ethics Desgin Check List
This tool is intended to help with course design decisions by visually representing different factors like pedagogy, finances, and performance through a series of slidebars. It aims to provide a checklist of best practices and show how adjusting various factors would impact the overall course design. The document provides an initial set of eight variables - like expected student numbers, staff ratio, and learning hours - that can be adjusted using the tool to help evaluate different design options.
Interprofessional Ethics At A Glance Proforma
This module map summarizes a 20-credit interprofessional ethics module taken over 12 weeks at the Masters level. The module uses both physical and online components, including learning groups, expert lectures, cultural learning groups, discussion boards, blogs, and audio/visual resources. Students will demonstrate their learning through a poster presentation, critical essay, and participation. The module aims to develop students' ethical reflexivity, understanding of interprofessional practice, ability to link theory to real-world practice, and knowledge of global ethics frameworks.
At A Glance Proforma e-Learning
This module introduces participants to using ePortfolios through PebblePAD. It is a 1.5-2 hour in-person workshop that uses PCs, handouts, and an interactive whiteboard to demonstrate the PebblePAD system and how it can support student reflective learning. Participants will review example ePortfolios, provide peer feedback using tools in PebblePAD, and complete an evaluation survey to share their experience using the new system.
APDU At A Glance Proforma
The document outlines an academic practice module that encourages collaborative groups to work on a practice-based project, provides various forms of guidance, support and resources through workshops, meetings and online platforms, and assesses participants through self and peer evaluations, filling out proformas, and presenting their projects through posters and reports.
Brunel Business School A
This module map summarizes key details of the MG1016 Managing Information with Technology module for Team A, dated September 11, 2009. The module uses both physical and online components, including a textbook, labs, virtual lectures through uLink, podcasts, online discussions, and study guides. Students receive guidance and support from tutors in labs and online discussions. Thinking and reflection is developed through lab exercises, online tests after each lab, and online quizzes. Evidence of learning is demonstrated through final exams in class and online quizzes.
Library support for Blended learning
The document summarizes various academic support services provided by the Brunel University library, including information skills training, academic writing support, access to electronic resources and journals, a digital readings service, an open access research archive, copyright guidance, and referencing support. Key services covered are literature searching, copyright guidance, the digital readings service which allows access to licensed readings in PDF format, and the research archive of Brunel faculty publications. Contact information is provided for the different support areas.
Activity 8
This document provides instructions for a workshop evaluation activity where participants will provide feedback on post-it notes about whether their personal and team objectives were met, how they would describe the Cloudworks and CompendiumLD tools in three words each, any action items resulting from the workshop, what they liked about the workshop format, and anything that could be improved. The activity is part of the Brunel Blended Design workshop and aims to gather next steps following the workshop.
Blended design flyer
The document provides information about an upcoming full-day blended learning workshop on November 9th, 2009. It will introduce participants to new methodologies for learning design and assist them in acquiring skills to create blended learning modules. A maximum of 32 participants from various universities will be accepted to learn about tools and approaches for learning design through practical and collaborative activities. The workshop aims to provide an awareness of available resources and an understanding of the design process and issues in blended learning.
Blended Design Slides
The document outlines the agenda and activities for a blended design workshop at Brunel University. The workshop focuses on conceptualizing, delivering, and refining blended courses. Activities include identifying course objectives, reviewing ways to ruin a course, creating an "at-a-glance" course representation, reviewing course designs, and visualizing learning designs using various tools and resources. The overall goal is for participants to develop their knowledge of learning design and pedagogy and take actions to improve their course designs.
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
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Using the 'Life Grid' interviewing method as a qualitative research tool
The researchers explored using a "Life Grid" methodology to understand students' early experiences transitioning to higher education. [1] The Life Grid uses a visual temporal framework to stimulate accurate recall through a participatory interview. [2] 39 students participated in Life Grid interviews covering their first term. Emergent themes included the complexity of balancing school with other commitments, challenges with social integration as mature students, and the need for timely and tailored academic support. [3] The Life Grid provided insights into supports and interventions needed to better facilitate student transitions.
Using the 'Life Grid' methodology as a qualitative research tool.
The researchers explored using a "Life Grid" methodology to understand students' early higher education experiences. The Life Grid uses a visual temporal framework to collect retrospective data through participatory interviews. Students map important events in different life areas over their first term. Analysis of 39 interviews found themes of complexity/flexibility in balancing commitments, challenges with social integration, and need for timely academic support. While the Life Grid engaged students and facilitated discussion, the researchers note opportunities to further develop the methodology.
Feedback PowerPoint - Brunel Drama Team
The document discusses key learnings from a team meeting about an arts program. It addresses the importance of team planning, conceptualizing graded seminar assessment, whether major learning experiences can be zero credit rated, negotiating shared blocks between programs, using Pebblepad to support portfolio work, and revitalizing experiences of live performances through blogging.
Activity 1 Brunel Drama
This document outlines activities for rethinking a level and includes subgroup activities to study and assess parts of the level, followed by a combined group activity to discuss findings. Subgroup 1 will study the level for 25 minutes while Subgroup 2 assesses it for 25 minutes, then the full group will discuss their work for 10 minutes.
3 course map BSc Physio
This document outlines the various guidance, support, communication, and learning resources available to students including lectures, tutorials, clinical placements, personal tutors, libraries, online learning platforms, peer support, and clinical educators. It also discusses the formative and summative assessment processes including feedback, reflections, portfolios, and clinical assessment records to evaluate student progress and learning.
Library Services
This document provides information on various tools and services offered by the Brunel University library to support teaching, learning, and research. It describes workshops on information literacy, academic skills, referencing and plagiarism, copyright guidance, access to electronic journals and resources, a digital readings service, an institutional repository of research, and ways to stay updated via the library website and social media. Key services highlighted include information literacy sessions, embedded academic support, copyright advice, a portal for e-journals, remote access to library resources, and a digital readings system to maximize access to course materials.
\\V anfs1.administration.windsor\acsf users\acsrngp\desktop\designing accessi...
1) This document provides guidelines for making documents accessible for disabled and dyslexic students, including considerations for text style, formatting, tables, PowerPoint, Braille, multimedia, and web design.
2) Assistive technologies like text-to-speech and screen magnification software can help access information, but following good design practices makes documents more usable for all.
3) Microsoft Word is a flexible format that allows users to adjust documents to meet their individual needs, while PDFs and printed materials are less adjustable.
OULDI Poster
The document outlines the aims, objectives, key components, outputs, benefits and challenges of the Open University Learning Design Initiative project. The overall aim is to develop and implement a learning design methodology including tools, practices and innovations. Key objectives include piloting the methodology in eight trials, engaging communities, and increasing the sharing of teaching ideas. Outputs will include resources on learning design and an evaluation of approaches. Benefits are new opportunities for exchanging ideas and exploring social networking. Challenges include effecting change in practice and supporting informal design processes.
At A Glance Proforma E Learning
This module introduces participants to using ePortfolios through PebblePAD. It is a 1.5-2 hour in-person workshop that uses PCs, handouts, and an interactive whiteboard to demonstrate the PebblePAD system and how it can support student reflective learning. Participants will review example ePortfolios, provide peer feedback using tools in PebblePAD, and complete an evaluation survey to share their experience using the new system.
At a glance IPLC
This module aims to help students improve their lecture skills. It will provide students with reading materials, lecture recordings, and course instructions to guide them. Students will practice note-taking, identifying key points, and building vocabulary by interacting with online content and participating in discussion forums. They will also receive feedback on their progress and strategies for overcoming challenges in understanding academic lectures.
Interprofessional Ethics Desgin Check List
This tool is intended to help with course design decisions by visually representing different factors like pedagogy, finances, and performance through a series of slidebars. It aims to provide a checklist of best practices and show how adjusting various factors would impact the overall course design. The document provides an initial set of eight variables - like expected student numbers, staff ratio, and learning hours - that can be adjusted using the tool to help evaluate different design options.
Interprofessional Ethics At A Glance Proforma
This module map summarizes a 20-credit interprofessional ethics module taken over 12 weeks at the Masters level. The module uses both physical and online components, including learning groups, expert lectures, cultural learning groups, discussion boards, blogs, and audio/visual resources. Students will demonstrate their learning through a poster presentation, critical essay, and participation. The module aims to develop students' ethical reflexivity, understanding of interprofessional practice, ability to link theory to real-world practice, and knowledge of global ethics frameworks.
At A Glance Proforma e-Learning
This module introduces participants to using ePortfolios through PebblePAD. It is a 1.5-2 hour in-person workshop that uses PCs, handouts, and an interactive whiteboard to demonstrate the PebblePAD system and how it can support student reflective learning. Participants will review example ePortfolios, provide peer feedback using tools in PebblePAD, and complete an evaluation survey to share their experience using the new system.
APDU At A Glance Proforma
The document outlines an academic practice module that encourages collaborative groups to work on a practice-based project, provides various forms of guidance, support and resources through workshops, meetings and online platforms, and assesses participants through self and peer evaluations, filling out proformas, and presenting their projects through posters and reports.
Brunel Business School A
This module map summarizes key details of the MG1016 Managing Information with Technology module for Team A, dated September 11, 2009. The module uses both physical and online components, including a textbook, labs, virtual lectures through uLink, podcasts, online discussions, and study guides. Students receive guidance and support from tutors in labs and online discussions. Thinking and reflection is developed through lab exercises, online tests after each lab, and online quizzes. Evidence of learning is demonstrated through final exams in class and online quizzes.
Library support for Blended learning
The document summarizes various academic support services provided by the Brunel University library, including information skills training, academic writing support, access to electronic resources and journals, a digital readings service, an open access research archive, copyright guidance, and referencing support. Key services covered are literature searching, copyright guidance, the digital readings service which allows access to licensed readings in PDF format, and the research archive of Brunel faculty publications. Contact information is provided for the different support areas.
Activity 8
This document provides instructions for a workshop evaluation activity where participants will provide feedback on post-it notes about whether their personal and team objectives were met, how they would describe the Cloudworks and CompendiumLD tools in three words each, any action items resulting from the workshop, what they liked about the workshop format, and anything that could be improved. The activity is part of the Brunel Blended Design workshop and aims to gather next steps following the workshop.
Blended design flyer
The document provides information about an upcoming full-day blended learning workshop on November 9th, 2009. It will introduce participants to new methodologies for learning design and assist them in acquiring skills to create blended learning modules. A maximum of 32 participants from various universities will be accepted to learn about tools and approaches for learning design through practical and collaborative activities. The workshop aims to provide an awareness of available resources and an understanding of the design process and issues in blended learning.
Blended Design Slides
The document outlines the agenda and activities for a blended design workshop at Brunel University. The workshop focuses on conceptualizing, delivering, and refining blended courses. Activities include identifying course objectives, reviewing ways to ruin a course, creating an "at-a-glance" course representation, reviewing course designs, and visualizing learning designs using various tools and resources. The overall goal is for participants to develop their knowledge of learning design and pedagogy and take actions to improve their course designs.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Course map civil eng
- 1. Course Map View: Guidance and Support Online forum, face to face time, online simulation of projects, tutoring Content and activities Labs, lectures, field visit/work, course team created Communication and Collaboration Emails, networking sites, u-Link facilities Reflection and demonstration Reporting, tests in class, exams Course summary Key words