NAS Data Science Roundtable: Training as a Pathway to Improve ReproducibilityTracy Teal
National Academy of Sciences Roundtable on Data Science Postsecondary Education. Improving Reproducibility by Teaching Data Science as a Scientific Process
This workshop aimed to help organizations understand and use the new Effectiveness Toolkit (ETK) to document good practices, identify areas for improvement, develop action plans, and share effectiveness approaches. The ETK is based on 10 principles of good practice and operational areas and incorporates a self-assessment process through a Management Overview Tool (MOT) and Full Assessment. The workshop provided an introduction to the ETK and its online resources as well as case studies from EMMS and Jairah Funds, two organizations that have used the toolkit. NIDOS support for members includes guidance on the MOT and areas for improvement as well as mentoring and networking opportunities.
Developing an holistic institutional approach to digital capabilities develop...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...Charles Darwin University
Benchmarking in the areas of technology enhanced learning (TEL) is an important part of how institutions are able to mediate a level of quality in their online practice. This has become increasingly significant with the advent, and increased powers of higher education quality assurance agencies in many countries, and who are now taking a keen interest in how our institutions can provide a level of equivalence to the quality of their practice. This webinar will provide you a comprehensive introduction to the ACODE Benchmarks for TEL, and offer you a compelling rationale for their use as part of a suite of initiatives an institution can apply to facilitate a level of quality across eight key areas of institutional practice. To support this claim, this presentation will provide practical examples of how this tool has been applied by in excess of 35 institutions from five countries over recent years. Importantly, once you have gained an understanding of what this tool can offer you, you will be asked to identify significant others within your institution who you believe could go on this important journey with you.
The document discusses the scalability of sustainability efforts at universities. It addresses two central questions: what scalability means in the university context, and what actions universities can take to accelerate or scale up their sustainability activities. Some key points made in the document include: not all sustainability efforts can be scaled up; scaling involves replicating successes while improving; hands-on learning cannot be easily scaled but engagement needs face-to-face interaction; and universities can scale up by targeted analysis of sustainability solutions, facilitating stakeholder-driven processes, and demonstrating sustainability best practices.
May 09 -Cable curriculum delivery 2009 v1curricsupport
CABLE (Change Academy for Blended Learning Enhancement) is a process used at the University of Hertfordshire to implement blended learning changes across multiple schools. It involves teams from different academic schools, students, and staff in professional development activities focused on developing strategies to achieve complex institutional changes around blended learning. The CABLE process includes preparation activities, a residential event for collaborative work and planning, and implementation of developed plans with ongoing support. It has led to impacts such as increased blended learning integration and improved curriculum design across multiple programs at the University of Hertfordshire.
This document explores views on educational technology policy approaches through an online survey. It aims to identify preferred policy orientations from different researcher and practitioner communities and compare them to current UK initiatives. Participants are asked to rate statements on various policy aspects, including the roles of politics, learning, and technology in education, as well as the learning process, outcomes, and learner roles. Previous results from similar surveys showed a preference for learning as a mix of formal and informal processes, teachers as multi-skilled coordinators, and adaptive institutions that respond collaboratively to learner needs.
HBLSS: Improving on Innovation
American College of Nurse Midwives
Safe Motherhood and Reproductive Health Working Group Showcase
CORE Group Spring Meeting, April 29, 2010
NAS Data Science Roundtable: Training as a Pathway to Improve ReproducibilityTracy Teal
National Academy of Sciences Roundtable on Data Science Postsecondary Education. Improving Reproducibility by Teaching Data Science as a Scientific Process
This workshop aimed to help organizations understand and use the new Effectiveness Toolkit (ETK) to document good practices, identify areas for improvement, develop action plans, and share effectiveness approaches. The ETK is based on 10 principles of good practice and operational areas and incorporates a self-assessment process through a Management Overview Tool (MOT) and Full Assessment. The workshop provided an introduction to the ETK and its online resources as well as case studies from EMMS and Jairah Funds, two organizations that have used the toolkit. NIDOS support for members includes guidance on the MOT and areas for improvement as well as mentoring and networking opportunities.
Developing an holistic institutional approach to digital capabilities develop...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
An introduction to the ACODE Benchmarks for technology enhanced learning (TEL...Charles Darwin University
Benchmarking in the areas of technology enhanced learning (TEL) is an important part of how institutions are able to mediate a level of quality in their online practice. This has become increasingly significant with the advent, and increased powers of higher education quality assurance agencies in many countries, and who are now taking a keen interest in how our institutions can provide a level of equivalence to the quality of their practice. This webinar will provide you a comprehensive introduction to the ACODE Benchmarks for TEL, and offer you a compelling rationale for their use as part of a suite of initiatives an institution can apply to facilitate a level of quality across eight key areas of institutional practice. To support this claim, this presentation will provide practical examples of how this tool has been applied by in excess of 35 institutions from five countries over recent years. Importantly, once you have gained an understanding of what this tool can offer you, you will be asked to identify significant others within your institution who you believe could go on this important journey with you.
The document discusses the scalability of sustainability efforts at universities. It addresses two central questions: what scalability means in the university context, and what actions universities can take to accelerate or scale up their sustainability activities. Some key points made in the document include: not all sustainability efforts can be scaled up; scaling involves replicating successes while improving; hands-on learning cannot be easily scaled but engagement needs face-to-face interaction; and universities can scale up by targeted analysis of sustainability solutions, facilitating stakeholder-driven processes, and demonstrating sustainability best practices.
May 09 -Cable curriculum delivery 2009 v1curricsupport
CABLE (Change Academy for Blended Learning Enhancement) is a process used at the University of Hertfordshire to implement blended learning changes across multiple schools. It involves teams from different academic schools, students, and staff in professional development activities focused on developing strategies to achieve complex institutional changes around blended learning. The CABLE process includes preparation activities, a residential event for collaborative work and planning, and implementation of developed plans with ongoing support. It has led to impacts such as increased blended learning integration and improved curriculum design across multiple programs at the University of Hertfordshire.
This document explores views on educational technology policy approaches through an online survey. It aims to identify preferred policy orientations from different researcher and practitioner communities and compare them to current UK initiatives. Participants are asked to rate statements on various policy aspects, including the roles of politics, learning, and technology in education, as well as the learning process, outcomes, and learner roles. Previous results from similar surveys showed a preference for learning as a mix of formal and informal processes, teachers as multi-skilled coordinators, and adaptive institutions that respond collaboratively to learner needs.
HBLSS: Improving on Innovation
American College of Nurse Midwives
Safe Motherhood and Reproductive Health Working Group Showcase
CORE Group Spring Meeting, April 29, 2010
Online Educa Berlin 2014: Institutional Transition Towards Increased Technolo...Margaret Korosec
This presentation reflects on three scenarios of change towards increased use of technology to enhance learning. It questions institutional strategy and the role of change facilitators who are actively changing with or without infrastructure or operational structures.
This document discusses how collaborating with customers can help improve products and services by allowing customers to become co-creators of value. It also outlines a project that aims to engage learners in enhancing their own learning and the curriculum at a college. The project focuses on several areas of the Computing and IT curriculum and encourages participation from both staff and students as well as collaboration with other colleges. Deliverables from the project include a conference presentation, lesson plans, and a case study report. Feedback received so far has been positive, praising the increased engagement and flexibility. The future goals outlined are to involve students earlier, expand it to more students and programs, create a national student network, and embed it within other departments.
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for IAFOR in ...Dr. Kristin Palmer
This is a summary presentation of the different reports now available from the EdTech Efficacy Research Academic Symposium that was held in May 2017. This summary is provided to the Asian Conference on Education in October 2017.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
This document provides guidance on embedding innovative e-learning practices and selecting appropriate tools. It outlines a four phase strategy for implementation involving identifying stakeholders, collaboration on key tasks, and selecting components from models like the Cyber Learning Model. Users are encouraged to assess readiness using the RIPPLES checklist, brainstorm ideas, and share experiences by joining the Network of Champions wiki space.
The document discusses personal development planning (PDP) and the use of e-portfolios in physical science disciplines. It notes that PDP works best when linked to course objectives, integrated into the course structure and timetable, supported, and valued by both staff and students. It also highlights skills identified in benchmarks for various physical science disciplines that can be developed through PDP. Finally, it provides an overview of an e-portfolio framework being developed to support PDP in physical sciences courses.
The document proposes a heuristic to assess technology practices in writing programs in order to plan responsive reform. It suggests mapping interconnected practices around technological literacies, pedagogies, and attitudes of faculty and students. Analyzing a program's practices reveals unsustainable conditions and the support systems that maintain them. The author provides an example analysis that identified issues with faculty's functional literacies and attitudes around course management systems. Reforms were implemented in three parts: adopting a new CMS, integrating technology into the curriculum, and focusing professional development on technology development. The heuristic is presented as a way for programs to internally assess practices and define their own technology reforms.
The document discusses online collaborative learning and proposes a model for designing collaborative activities that takes a developmental approach. It presents a helical teamworking model comprising an iterative teamworking cycle within a developmental helix. This model aims to gradually increase students' collaboration skills and the complexity of collaborative tasks over successive cycles of activity. The document also discusses benefits of collaboration, reasons for student reluctance, appropriate tools to support collaboration, and implications for institutions.
The document discusses collaborative learning and proposes a model for designing collaborative activities that takes a developmental approach. It presents a helical teamworking model to represent the iterative and incremental nature of collaboration. The model incorporates increasing levels of interaction across successive activity cycles. A variety of tools are discussed to support online collaboration, but the document stresses the human aspect is most important. It concludes by outlining what institutions need to do to effectively support online collaborative learning experiences.
Brown Bag presentation by Barry Fishman and Bill Penuel at Northwestern University School of Education and Social Policy on Design-Based Implementation Research (DBIR), presented on Thursday, May 23rd, 2013
This document summarizes a presentation given by Dr. Merilyn Childs about redesigning a Higher Degree Research (HDR) Supervision Enhancement Program from a training model to a model focused on lifelong learning. The presentation discusses limitations of the traditional training approach and proposes a more balanced approach incorporating self-directed, interest-driven learning and redesigning learning policies and practices. The goal is to better connect strategies for HDR supervisor development to theories of institutional change and digital literacies needed in today's academic environment. Feedback so far on the redesign has been positive and the program aims to further progress and evaluate changes in 2017.
From “training” to “learning in a digital age” in an HDR Supervision Enhance...Merilyn Childs
This document summarizes a presentation given by Dr. Merilyn Childs about redesigning a Higher Degree Research (HDR) Supervision Enhancement Program from a training model to a model focused on lifelong learning. The presentation discusses limitations of the traditional training approach and proposes a more balanced approach incorporating self-directed, interest-driven learning and redesigning learning policies and practices. The goal is to better connect strategies for HDR supervisor development to theories of institutional change and digital literacies needed in today's academic environment. Feedback so far on initial stages of redesign has been positive.
The document discusses co-production and outlines a project to develop a UK Paediatric Trigger Tool to measure harm in pediatric care. It describes co-production as decision makers and experts working together on services. The project used Model for Improvement cycles with clinical sites to test triggers and refine a tool over multiple iterations. Through this process, a UK Paediatric Trigger Tool was developed and results were posted to a trigger tool portal, demonstrating the tool's creation and potential for measuring harm in pediatric care nationally. Key lessons focused on identifying champions, maintaining momentum, sharing resources and findings, and facilitating access to developed materials.
This document discusses evaluation and synthesis for the UK OER 2 program. It introduces the evaluation and synthesis framework developed in the pilot phase and discusses identifying evaluation questions and gathering evidence to answer those questions. Key focus areas for evaluation are identified such as approaches to OER release, expertise, cultural issues, and pedagogy/end-use issues. The roles of the evaluation team in supporting projects and collating cross-project evidence are also outlined.
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for eLearnDr. Kristin Palmer
This presentation is a summary of the working group findings and reports from the EdTech Efficacy Research Academic Symposium in May 2017, presented at eLearn in October 2017.
June presentations org_adoption_learning_analyticsShane Dawson
Learning analytics (LA) has been touted as a game changer for education. The rapidly growing literature associated with the field serves to promote this fervour in citing the vast impact LA can and will play in the education space. From the detection of at-risk students to address retention and performance, building self-regulated learning, development and identification of 21st Century literacies to the realisation of personalised learning, there appears little that LA cannot contribute to within learning and teaching practice. However, if LA is such an impactful, desirable and worthy endeavour that can effectively improve learning, and our understanding of the learning process, why are there so few examples of institutional LA adoption?
Online Educa Berlin 2014: Institutional Transition Towards Increased Technolo...Margaret Korosec
This presentation reflects on three scenarios of change towards increased use of technology to enhance learning. It questions institutional strategy and the role of change facilitators who are actively changing with or without infrastructure or operational structures.
This document discusses how collaborating with customers can help improve products and services by allowing customers to become co-creators of value. It also outlines a project that aims to engage learners in enhancing their own learning and the curriculum at a college. The project focuses on several areas of the Computing and IT curriculum and encourages participation from both staff and students as well as collaboration with other colleges. Deliverables from the project include a conference presentation, lesson plans, and a case study report. Feedback received so far has been positive, praising the increased engagement and flexibility. The future goals outlined are to involve students earlier, expand it to more students and programs, create a national student network, and embed it within other departments.
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for IAFOR in ...Dr. Kristin Palmer
This is a summary presentation of the different reports now available from the EdTech Efficacy Research Academic Symposium that was held in May 2017. This summary is provided to the Asian Conference on Education in October 2017.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
This document provides guidance on embedding innovative e-learning practices and selecting appropriate tools. It outlines a four phase strategy for implementation involving identifying stakeholders, collaboration on key tasks, and selecting components from models like the Cyber Learning Model. Users are encouraged to assess readiness using the RIPPLES checklist, brainstorm ideas, and share experiences by joining the Network of Champions wiki space.
The document discusses personal development planning (PDP) and the use of e-portfolios in physical science disciplines. It notes that PDP works best when linked to course objectives, integrated into the course structure and timetable, supported, and valued by both staff and students. It also highlights skills identified in benchmarks for various physical science disciplines that can be developed through PDP. Finally, it provides an overview of an e-portfolio framework being developed to support PDP in physical sciences courses.
The document proposes a heuristic to assess technology practices in writing programs in order to plan responsive reform. It suggests mapping interconnected practices around technological literacies, pedagogies, and attitudes of faculty and students. Analyzing a program's practices reveals unsustainable conditions and the support systems that maintain them. The author provides an example analysis that identified issues with faculty's functional literacies and attitudes around course management systems. Reforms were implemented in three parts: adopting a new CMS, integrating technology into the curriculum, and focusing professional development on technology development. The heuristic is presented as a way for programs to internally assess practices and define their own technology reforms.
The document discusses online collaborative learning and proposes a model for designing collaborative activities that takes a developmental approach. It presents a helical teamworking model comprising an iterative teamworking cycle within a developmental helix. This model aims to gradually increase students' collaboration skills and the complexity of collaborative tasks over successive cycles of activity. The document also discusses benefits of collaboration, reasons for student reluctance, appropriate tools to support collaboration, and implications for institutions.
The document discusses collaborative learning and proposes a model for designing collaborative activities that takes a developmental approach. It presents a helical teamworking model to represent the iterative and incremental nature of collaboration. The model incorporates increasing levels of interaction across successive activity cycles. A variety of tools are discussed to support online collaboration, but the document stresses the human aspect is most important. It concludes by outlining what institutions need to do to effectively support online collaborative learning experiences.
Brown Bag presentation by Barry Fishman and Bill Penuel at Northwestern University School of Education and Social Policy on Design-Based Implementation Research (DBIR), presented on Thursday, May 23rd, 2013
This document summarizes a presentation given by Dr. Merilyn Childs about redesigning a Higher Degree Research (HDR) Supervision Enhancement Program from a training model to a model focused on lifelong learning. The presentation discusses limitations of the traditional training approach and proposes a more balanced approach incorporating self-directed, interest-driven learning and redesigning learning policies and practices. The goal is to better connect strategies for HDR supervisor development to theories of institutional change and digital literacies needed in today's academic environment. Feedback so far on the redesign has been positive and the program aims to further progress and evaluate changes in 2017.
From “training” to “learning in a digital age” in an HDR Supervision Enhance...Merilyn Childs
This document summarizes a presentation given by Dr. Merilyn Childs about redesigning a Higher Degree Research (HDR) Supervision Enhancement Program from a training model to a model focused on lifelong learning. The presentation discusses limitations of the traditional training approach and proposes a more balanced approach incorporating self-directed, interest-driven learning and redesigning learning policies and practices. The goal is to better connect strategies for HDR supervisor development to theories of institutional change and digital literacies needed in today's academic environment. Feedback so far on initial stages of redesign has been positive.
The document discusses co-production and outlines a project to develop a UK Paediatric Trigger Tool to measure harm in pediatric care. It describes co-production as decision makers and experts working together on services. The project used Model for Improvement cycles with clinical sites to test triggers and refine a tool over multiple iterations. Through this process, a UK Paediatric Trigger Tool was developed and results were posted to a trigger tool portal, demonstrating the tool's creation and potential for measuring harm in pediatric care nationally. Key lessons focused on identifying champions, maintaining momentum, sharing resources and findings, and facilitating access to developed materials.
This document discusses evaluation and synthesis for the UK OER 2 program. It introduces the evaluation and synthesis framework developed in the pilot phase and discusses identifying evaluation questions and gathering evidence to answer those questions. Key focus areas for evaluation are identified such as approaches to OER release, expertise, cultural issues, and pedagogy/end-use issues. The roles of the evaluation team in supporting projects and collating cross-project evidence are also outlined.
Summary of EdTech Symposium EdTech Decision Making in Higher Ed for eLearnDr. Kristin Palmer
This presentation is a summary of the working group findings and reports from the EdTech Efficacy Research Academic Symposium in May 2017, presented at eLearn in October 2017.
June presentations org_adoption_learning_analyticsShane Dawson
Learning analytics (LA) has been touted as a game changer for education. The rapidly growing literature associated with the field serves to promote this fervour in citing the vast impact LA can and will play in the education space. From the detection of at-risk students to address retention and performance, building self-regulated learning, development and identification of 21st Century literacies to the realisation of personalised learning, there appears little that LA cannot contribute to within learning and teaching practice. However, if LA is such an impactful, desirable and worthy endeavour that can effectively improve learning, and our understanding of the learning process, why are there so few examples of institutional LA adoption?
This document discusses guidelines for establishing a Community Foundation (CF) legal entity and actions for the AFAAS Secretariat to support it. It recommends forming an interim committee to draft a constitution for the CF and sharing it with the Secretariat. The Secretariat should send financial management and procurement guidelines to the CF, clarify initial activities, and provide capacity building on these topics. It also recommends the Secretariat establish criteria for evaluating CF workplans and an M&E system. Finally, it outlines the components, activities, and costs of a policy support project including reviewing extension policies, auditing the extension system, and capacity building on the Memorandum of African Agriculture Statute.
THE IFAD PROJECT COMMUNICATION, INFORMATION & KNOWLEDGE MANAGEMENT STRATEGY: ...AFAAS
This document discusses the Communication, Information and Knowledge Management (CIKM) strategy for an International Fund for Agricultural Development (IFAD) project. The strategy is nested within the broader Africa Forum for Agricultural Advisory Services (AFAAS) CIKM strategy. The IFAD project CIKM strategy has four elements: 1) developing a project website and virtual platform, 2) conducting a CIKM needs assessment and developing a strategy, 3) managing CIKM through the country fora, and 4) partnering with the media. Progress on each of these elements is then summarized. Key success factors for implementing the CIKM strategy are also outlined.
The document outlines the strategic plan of the African Forum for Agricultural Advisory Services (AFAAS) for 2011-2015. The plan has five components: 1) Participating in implementing the Comprehensive Africa Agriculture Development Programme's Pillar IV, 2) Developing information and knowledge management systems, 3) Establishing country forums, 4) Creating partnerships, and 5) Developing governance, management and funding. The strategic plan was reviewed in Addis Ababa in October 2014 to assess implementation progress and review the Medium Term Operational Plan.
The document discusses how the Consumer Electronics Show in 2016 launched a beacon-based scavenger hunt by installing 1,000 beacons across the venue to engage attendees. It promotes the company bFonics and its proximity marketing technology, directing readers to its website to learn more about how beacons can enable innovative location-based experiences and services.
Developing Leaders to Support Diverse LearnersCPEDInitiative
The document outlines the goals and components of modules designed to strengthen leaders' ability to support diverse learners. The modules incorporate critical content, learning experiences, assessments and teaching guidance. They are intended to be easily incorporated into leadership preparation programs. The theory of action is that by designing comprehensive learning experiences situated in authentic contexts, graduate students will develop leadership skills to address complex challenges and ensure all children learn. Key elements of the powerful learning experiences include problem-finding, collaboration, developing confidence and reflection. At a minimum, each module contains an overview, goals, standards alignment, learning experiences, assessments and teaching notes.
This document describes a career development program for high-performing and motivated students. The program aims to help students develop career goals, demonstrate leadership skills, and achieve excellent graduate outcomes. Students in the program will achieve career milestones, showcase their achievements, attend special career events, and be career ready by graduation. Eligible students are those with a history of academic excellence, motivation, and recognition. The program involves identifying a unique career challenge, meeting that challenge by submitting an artifact, developing lifelong career skills, and inspiring other students.
CommunityED Project "Back to Basics" Feb 1, 2014Alison Schofield
The two presentations from our 2nd Community-ED Project, Feb. 1st, 2014, "Back to Basics". This included the talk by Francesca McGeary on "Turning the Disability of EAL/ESL Students into a Gift" and Alison Schofield on "Unravelling the Mysteries of Learning".
This document discusses using Firebug to find and edit CSS. It covers:
1. What Firebug is and why it is useful for easily previewing and testing HTML and CSS changes in real time without affecting the live site.
2. How to get and start using Firebug by downloading it from getfirebug.com and clicking the Firebug icon in Firefox.
3. Tips for using Firebug such as inspecting page elements to identify and modify CSS.
This document discusses the need to talk about technoethics. It references privacy, people, and profit in technology companies. It includes quotes about how workers produce capital even when doing basic tasks like emailing. The document calls for leadership in developing new business models and equitable redistribution of the value created by user data. It promotes habituating excellence and provides contact information for the speaker. The overall summary is that the document argues for the importance of discussing ethical issues around technology and its impacts on people, privacy, and economic systems.
Laatste modenieuws 2016 over Primark. De hoogste tijd om jullie een preview te geven van de nieuwe Primark lente- en zomercollectie 2016 (SS16).
Meer nieuws over Primark?
Ga naar http://www.Primarki.nl
1. Thermodynamics describes the transfer of heat and work in systems involving temperature, pressure, and volume. The four laws of thermodynamics describe the behavior of these properties.
2. The first law states that the internal energy of a system can be changed through heat or work. The change in internal energy of a system is equal to the heat transferred plus the work done.
3. The second law states that heat cannot spontaneously flow from a colder location to a hotter location without an external work being performed. Entropy accounts for how disorder increases over time as energy is transferred or distributed within a system.
This document summarizes the agenda and notes from the first face-to-face meeting of the Building Community through Telecollaboration Project in its fourth year. The meeting included discussions on integrating technology into teaching, encouraging collaboration among students and teachers, and developing an online community of practice. Groups discussed guidelines for collaboration and reflected on how to enhance the learning experience for students.
The document summarizes discussions from a forum focused on refreshing the ISTE National Educational Technology Standards for Teachers (NETS-T). Key points discussed include:
1. The process for refreshing the NETS-T to align with revisions made to the NETS for Students (NETS-S) in 2007 and to address changes in teaching and learning.
2. A comparison of the frameworks and categories between the current and draft versions of the NETS-T and NETS-S.
3. Activities for forum participants to provide feedback on revising the NETS-T standards and indicators.
The document summarizes a presentation on reimagining assessment and feedback given by consultants from Jisc. It discusses Jisc's current research on trends in assessment, principles of good assessment, results from a poll on concerns in the higher education assessment landscape, examples of how technology can help implement assessment principles, and looking to the future of assessment including what is not yet supported digitally. The presentation engaged participants in activities to discuss tools, examples of good practice, and future support needs.
1. The document discusses using web 2.0 technologies to support teacher action research coaching. It describes action research, critical parts of the process, and how an online learning community can help coaches support teachers' action research.
2. An example is given of an online learning community of 12 coaches that used a blog site to share resources, experiences, and collaborate over 9 months.
3. Additional applications like wikis, social networks, and office suites are suggested to further support online communities for action research coaching.
1) The document discusses the potential benefits of forming learning communities (LCs) among EdD students, alumni, and faculty across institutions, as proposed by Tony Bryk in 2012. Benefits include encouraging innovation, collaboration, and support for students and graduates.
2) Challenges to creating such communities are identified, including faculty being too busy, students focusing on coursework, and alumni losing support networks. Potential root causes like these are analyzed using a problem tree.
3) Participants are asked to help develop an action plan to increase LC participation using a driver diagram tool to identify primary and secondary drivers toward the aim. Completing a survey is suggested to provide feedback and volunteer to start an LC.
Motivations, outcomes and implications of structured professional development...SEDA
Professional Development (PD) in Higher Education in the Irish Context
Collaborative PD in action
Benefits of Collaborative approach to PD
Next steps - Round table discussions
Debrief & implications for practice
Sustainable approaches to organisational digital capability developmentJisc
Keele University aims to develop digital capabilities sustainably across the organization using a framework. This involves using data from a Digital Experience Insights survey and Discovery Tool. A vision of significant digital transformation includes developing digital skills and confidence through learning platforms. The approach involves discovering each area's needs, engaging staff in events and the Discovery Tool, designing priority activities informed by tool data, delivering activities through DigitalKeele elements, and reviewing progress. Jisc services like the Discovery Tool and LinkedIn Learning mapping are supporting these efforts to build digital capabilities over time.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Effectiveness: Workshop on NIDOS Effectiveness Toolkit (J Mayor & L Murray, N...NIDOS
This document summarizes a workshop aimed at introducing participants to a new effectiveness toolkit. The workshop covered:
- The aims of helping organizations understand and use the toolkit, assess areas for improvement, and share approaches.
- A two-stage assessment process using a Management Overview Tool and full assessment to document good practices, highlight weaknesses, and develop action plans.
- Key components of the toolkit including 10 principles of good practice, operational areas, and minimum standards benchmarks.
- Activities were used to familiarize participants with the assessment process and toolkit components through a case study example.
Keynote - Developing a holistic institutional approach to digital capabilitie...Jisc
The document discusses developing a holistic institutional approach to digital capabilities at a university. It summarizes the recommendations from an OCIO review, including developing digital capability profiles for students and staff. A scoping group engaged with stakeholders across the university and piloted a digital capabilities framework. Phase two plans include mapping continuing professional development programs to digital capabilities, exploring applying the academic framework to other roles, and reviewing student expectations and opportunities through a student tracker tool. Partnership working, stakeholder engagement, and contextual understanding of digital capabilities are emphasized.
This document provides information about conducting an action research project. It discusses key topics such as the legal basis for action research, eligible participants, types of action research, and steps to accomplish a project. Guidelines are provided for developing an acceptable research title and questions. The document also outlines ethical standards and statistical tools that can be used for data analysis. Overall, the document serves as a guide for educators on how to properly plan and carry out an action research study.
A new frontier for professional development: developing flexible pathways to ...SEDA
This document summarizes the results of a needs analysis conducted as part of a project to develop flexible pathways for professional development in higher education. The analysis found that while many staff engage in informal, unstructured professional development activities like collaborating with peers, fewer participate in formal, accredited programs. Barriers to participation included lack of relevance, work commitments, and issues with location or employment terms. Motivators included recognition of informal learning, allocation of time, and valuing of professional development by the institution. Based on the needs analysis, the project team will conduct interviews and design workshops to inform the development of flexible, online/blended professional development opportunities that can be formally recognized.
BUILD 2015 Coaching in a Video World DETAILED PRESENTATIONladygator2
The document summarizes a presentation about using technology in quality rating and improvement systems (QRIS) for teacher coursework, peer assistance, and coaching. It discusses research supporting the use of video for coaching and professional development. It then outlines Massachusetts' Peer Assistance and Coaching model which provides intensive coaching and uses an online video platform for feedback. Coaches are trained on competencies and the CLASS observation tool. Mentees and coaches collaborate using video to improve classroom quality and child outcomes, which are evaluated through surveys, observations and QRIS ratings.
An institutional perspective on analytics that focusses on a particular tool developed using an agile methodology to visualise learner behaviours in MOOCs via Sankey diagrams.
The Carnegie Project on the Education Doctorate (CPED) aims to establish professional doctoral programs that produce scholarly practitioners who can transform education. For Phase III, CPED will create an organizational infrastructure centered around a Hub that supports 6 Learning Communities focused on each of CPED's principles. The Hub will build capacity, culture, improvement strategies, and data sharing across the consortium. Each Learning Community will develop and test how its assigned principle contributes to EdD program design and producing scholarly practitioners. CPED members will be assigned to a Learning Community to advance the work starting in June 2014 and assess progress in October 2015.
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
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Creating a CPED Networked Improvement Community to Enhance EdD Practice-Based Inquiry, Community Connections and Partnerships
1. Creating a CPED Networked
Improvement Community to
Enhance EdD Practice-Based
Inquiry, Community
Connections and
Partnerships
Presenters: Debby Zambo and Betsy
Kean
2. Objectives: In this Exchange
CPED members will:
• Consider the tools and processes of
Improvement Science;
• Engage in developing solutions to
incorporating Improvement Science
and Networked Improvement
Communities in EdD programs;
• Establish a Network Improvement
Community to turn these ideas into
actions.
3. The Case for Improvement
Science
Decades of successful use in multiple
fields leading to improvements in
practice
In past 14 years:
◦ Health Care: ~12,000 studies using
Improvement Science (IS)
◦ Education: 240 IS studies
IES is “beginning” to support this work
4. Principles of Improvement á lá
the Carnegie Foundation
Illustrates how Improvement Science through
networks can effect change
** To accelerate
improvements: Tap the
Wisdom of Crowds
5. IS inquiry
Is based on traditional methods of
research
Is highly analytical and disciplined
(rigor)
Links to existing knowledge base in
teaching/learning/social systems
Provides replication in different
contexts to expand use rapidly
Requires new intentionality (culture
shifts)
6. Your turn
Have you done IS?
What would you like to do first (or
next)?
7. Networked Improvement
Community
An intentionally designed social
organization with a distinctive problem-
solving focus; roles, responsibilities,
and norms for membership; and the
maintenance of narratives that detail
what it is about and why affiliating with it
is important.
8. Essential NIC Characteristics:
• Focused on a well-specified common
aim
• Guided by a deep understanding of the
problem, the system that produces it,
,and a shared working theory to improve
it
• Disciplined by the methods of
improvement science research to
develop, test, and refine interventions
• Organized to accelerate the diffusion of
interventions into the field and effective
integration into varied contexts
9. Learning in NICs:
A level: Example: knowledge acquired by
front-line workers, e.g., a faculty member
learning to use IS tools (cf.: Action
Research).
B level: Example: clusters of workers in the
same workplace who together address the
same practice issues (cf.: Curriculum revision
team in an EdD program; Professional
Learning Communities in a school; Lesson
Study).
C level: Example: learning across
institutions (cf: expand learning throughout
sites within a system).
10. The Benefits of NICs:
• resource social capital
• investigate patterns and identify
improvement targets from network
data
• compare results and learn from one
another
• support translational research –
scholar
practitioners
11. A Call to Innovate:
In 2012,Tony Bryk, President of the
Carnegie Foundation for the Advancement
of Teaching, posed the following questions
to CPED members:
What if cadres of EdD candidates
across multiple institutions were working
on a problem, or parts of a problem, in a
Networked Improvement Community?
What if CPED institutions supported
Networked Improvement Communities
while also developing human and social
capacity for this work to grow?
12. The Problem: Despite this call
and the demonstrated benefits
of IS & NIC’s, we continue to
struggle to bring them into the
Consortium.
Why might this be?
13. Our Modest Proposal
Organize and initiate a NIC to explore
implementing IS/NICs into EdD
programs
Initial phase: June 2015 – October
2015
14. Possible Goals for our NIC
Members use IS tools and strategies
to understand their own EdD system
Members initiative and evaluate one
change incorporating IS/NICs into
their EdD program
The NIC begins to develop a theory of
practice improvement for
implementing IS/NICs into EdD
programs
15. CPED’s role in the (initial) NIC
CPED facilitators produce a summary
of PDSA cycles, change results,
unexpected outcomes, next steps
Assess of the role of CPED in
facilitating the work of the NIC
members
Lead discussion of next steps based
on experiences of the NIC
16. How you can help plan/do this
CPED NIC
Handout on CPED’s facilitating
activities and responsibilities
Assume that you wanted to
participate:
◦ Which of these seem helpful?
◦ Which would you change and how?
◦ What is missing?
◦ What questions do you have about
CPED’s role?
17. How you can help plan/do this
CPED NIC
Handout on members’ proposed
activities and responsibilities
Assume that you wanted to
participate:
◦ Which of these seem reasonable?
◦ Which would you change and how?
◦ What is missing?
◦ What questions do you have about this
plan?
18. Where do we go from here?
Questions?
See the planning sheet
Mark appropriate boxes