CDE-funded Teaching and Research Award project "Wake-up Calls for Learning: an Inclusive Approach to Supporting Students in Distance Education", as displayed at RIDE 2010 conference.
Lead researcher Adam Unwin (Adam Unwin
a.unwin@ioe.ac.uk, Institute of Education
CDE-funded Teaching and Research Award project "Wake-up Calls for Learning: an Inclusive Approach to Supporting Students in Distance Education", as displayed at RIDE 2010 conference.
Lead researcher Adam Unwin (Adam Unwin
a.unwin@ioe.ac.uk, Institute of Education
Speedy Learning: Best Practices in Accelerated Online Instructional DesignStaci Trekles
For presentation at the 2014 Conference on Distance Teaching and Learning - Madison, WI
Lately, more and more academic programs, particularly at the graduate level, are moving to an accelerated distance education model in an effort to help adult learners achieve necessary skills and credentials more conveniently (Rafferty & Lindell, 2011; Wlodkowski & Ginsberg, 2010). The movement toward accelerated coursework allows learners the freedom to work more quickly toward desired goals, transcending time and place (Pastore, 2010; Seamon, 2004). However, since the goal of any graduate-level program is to develop higher levels of learner expertise that can be put into practice immediately, it is important to ensure that deep learning of skills and knowledge is evoked, even when time is compressed (Biggs, 1987; Biggs & Tang, 2007; Clotfelter, Ladd, & Vigdor, 2007; Rafferty & Lindell, 2011; Wier, Stone & Hunton, 2005). What kinds of features, strategies, and tools must be in place to ensure that students in accelerated programs receive the same opportunities to learn deeply as their counterparts in more “traditional” programs? This case study investigated an accelerated program in education in order to learn from students and from the instructional design strategies employed.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Dr. Greg Evans 3M Fellow Lecture on Teaching InnovationJawwad Siddiqui
Learning to teach is often a private process, that we pursue on a public stage. In contrast with the way we
instruct fundamentals in our classrooms, or discover new knowledge in our laboratories, teaching is most
often learnt experientially with little to no scaffolding or focus on underlying theory. Is this really an
optimal approach to learning how to teach? Is there perhaps a better way?
In this talk, I will share some lessons I’ve learnt about teaching. Drawing from the courses that I’ve
designed and delivered, I’ll describe instructional strategies and digital tools I use to enhance learning and
integrate transdisciplinary competencies such as communication, teamwork, and professionalism. I will
share my views on where I see education headed and how we might adapt our teaching accordingly, for
the betterment of our students, professors, and institution.
De FECYT: http://www.fecyt.es/fecyt/detalle.do?elegidaNivel1=;SalaPrensa&elegidaNivel2=;SalaPrensa;NotasPrensa&elegidaNivel3=;SalaPrensa;NotasPrensa;notas32de32prensa3250484857&tc=notas_prensa&titulo=PS_08
Speedy Learning: Best Practices in Accelerated Online Instructional DesignStaci Trekles
For presentation at the 2014 Conference on Distance Teaching and Learning - Madison, WI
Lately, more and more academic programs, particularly at the graduate level, are moving to an accelerated distance education model in an effort to help adult learners achieve necessary skills and credentials more conveniently (Rafferty & Lindell, 2011; Wlodkowski & Ginsberg, 2010). The movement toward accelerated coursework allows learners the freedom to work more quickly toward desired goals, transcending time and place (Pastore, 2010; Seamon, 2004). However, since the goal of any graduate-level program is to develop higher levels of learner expertise that can be put into practice immediately, it is important to ensure that deep learning of skills and knowledge is evoked, even when time is compressed (Biggs, 1987; Biggs & Tang, 2007; Clotfelter, Ladd, & Vigdor, 2007; Rafferty & Lindell, 2011; Wier, Stone & Hunton, 2005). What kinds of features, strategies, and tools must be in place to ensure that students in accelerated programs receive the same opportunities to learn deeply as their counterparts in more “traditional” programs? This case study investigated an accelerated program in education in order to learn from students and from the instructional design strategies employed.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Dr. Greg Evans 3M Fellow Lecture on Teaching InnovationJawwad Siddiqui
Learning to teach is often a private process, that we pursue on a public stage. In contrast with the way we
instruct fundamentals in our classrooms, or discover new knowledge in our laboratories, teaching is most
often learnt experientially with little to no scaffolding or focus on underlying theory. Is this really an
optimal approach to learning how to teach? Is there perhaps a better way?
In this talk, I will share some lessons I’ve learnt about teaching. Drawing from the courses that I’ve
designed and delivered, I’ll describe instructional strategies and digital tools I use to enhance learning and
integrate transdisciplinary competencies such as communication, teamwork, and professionalism. I will
share my views on where I see education headed and how we might adapt our teaching accordingly, for
the betterment of our students, professors, and institution.
De FECYT: http://www.fecyt.es/fecyt/detalle.do?elegidaNivel1=;SalaPrensa&elegidaNivel2=;SalaPrensa;NotasPrensa&elegidaNivel3=;SalaPrensa;NotasPrensa;notas32de32prensa3250484857&tc=notas_prensa&titulo=PS_08
This is a presentation on Radio Engage, a Knight News Challenge winning project of Quiddities Dev Inc., given at the Public Media Conference in Atlanta February 18, 2009.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Learning design twofold strategies for teacher-led inquiry and student active...davinia.hl
Hernández-Leo, D., Moreno, V., Peig, E., Learning design twofold strategies for teacher-led inquiry and student active learning. Workshop on Teacher-led Inquiry and Learning Design: The Virtuous Circle, Workshop at the 2013 Alpine Rendez-Vous, January 2013, Villard‐de‐Lans, Vercors, French Alps.
Abstract. This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. These practices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners’ creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
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
Dear Dr. Kornbluth and Mr. Gorenberg,
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
unwillingness to rectify this violation through action requires accountability.
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
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Course team approaches to task design
This project investigates the design
of online tasks, where tasks are what
learners are required to do in online
environments. It uses students and staff
experiences to try to:
understand the pedagogic rationale•
of staff behind the design of tasks.
find out what aspects of design•
participants felt work well, or not and
why.
identify enablers and barriers to•
design within course teams.
2 Factors influencing design capability of course teams
Team includes
ICT ‘enthusiasts’
Multi-faceted team
(academic,
technical, admin,
student) working
collaboratively
Utilisation of
student voice
Course evaluations
and course centred
research activity
Existing course
specific modules/
exemplars
available
A sense of shared
pedagogic values
and course
ownership
Good
communications,
regular meetings
Team/course
development
opportunities
Staff time crucial. Lack
of time is the biggest
feature hindering team
approaches to course
development
What helps
course
teams with
design?
Method
The research methods
included: semi-structured
interviews and the use of
a qualitative commentary
tool with staff, a focus
group, qualitative
questionnaires and a
meta-learning evaluation
activity with students.
Results
The two diagrams
illustrate the main
findings of the project.
Discussion
The research involved
different courses from
three Universities where
online components were
central to the courses.
What is clear from the
work is that the student’s
own professional
educational context
needs to be central
to the design of tasks.
These contexts can be
shared by participants
to encourage interaction
and collaboration. This
combination allows
benefits of both situated
and socially constructed
learning (see Box 1).
Course team’s experiences
of designing online
components were clearly
influenced very strongly
by time as a resource.
Successful teamwork
requires collaboration;
meaningful collaboration
of all stakeholders
requires time.
Design was more
successful where existing
models of tasks were
available, where there was
a shared course ethos and
there was active course
centred research within
the team (see Box 2).
Teaching and Research Awards 2008
University of London Centre for Distance Education www.cde.london.ac.uk and cde@london.ac.uk
Course team design rationale
The online components aim to provide/encourage/achieve:
Student views
They value design which facilitates:
Student reflection
and criticality
Socially constructed
professional/
academic knowledge
Student
interaction
Student
collaboration
Clear structures,
timelines but
flexibility
A sense of
belonging and
participation
Relevance within
student’s professional
practice
Theory-practice
connections
1 What course teams aim for and what students value
Researcher
Adam Unwin
Institute of Education
a.unwin@ioe.ac.uk