D6 - Paula Mountford (York) and John Trafford (Huddersfield); Minority ethnic recruitment and retention - lessons from the Teachers for the 21st Century project in Yorkshire and the Humber
D6 - Paula Mountford (York) and John Trafford (Huddersfield); Minority ethnic recruitment and retention - lessons from the Teachers for the 21st Century project in Yorkshire and the Humber
The document outlines plans for a peer research programme between the Co-operative College and three partner organizations - Rochdale Mind, Woodcraft Folk, and an organization in Birkenhead. The programme aims to build a network of young people across different areas in the UK to conduct research on loneliness in their communities. Participants will receive training in research methods and skills development. The programme expects to produce reports sharing findings on loneliness, a replicable peer research model, and establish an ongoing network of young researchers.
The document discusses building innovative societies through education with a focus on the Caribbean perspective. It examines the role of distance education and partnerships in building innovative Caribbean societies. Distance education provided by the University of the West Indies Open Campus aims to improve access to education across its 12 campus countries. Partnerships between the UWI Open Campus and Canadian universities could help address challenges like skills development, capacity building, and quality assurance in supporting innovative Caribbean societies.
This document discusses the development of a doctoral education (EdD) programme using a learning brokerage framework. It focuses on understanding students' needs, building trust through positive relationships, making learning meaningful through authentic research experiences, and promoting success. The programme team works to understand who the students are, challenges assumptions about doctoral learning relationships, and develops a research community. Assessments, feedback, and developmental opportunities help students achieve their goals. The programme is responsive, uses digital tools, and maintains an engaged team of active researchers to address organizational issues and continually adapt.
Developing learning and teaching in postgraduate education?Katy Vigurs
This document discusses the development of a doctoral education (EdD) programme using a learning brokerage framework. It focuses on understanding students' needs, building trust through positive relationships, making learning meaningful through authentic research experiences, and promoting success. The programme team works to understand who the students are, challenges assumptions about doctoral learning relationships, and connects students to research communities. Assessments, feedback, and developmental opportunities help students achieve their goals. The programme is responsive, uses digital tools, and maintains an engaged team of active researchers to inspire students.
This document discusses a study on Canadian students who participate in study abroad programs. The study will examine who does and does not participate in these programs and why, using a transformational learning conceptual framework. The methodology will involve a web survey, focus groups, interviews, and examining institutional documents. The status report outlines literature review, survey design, focus groups, data analysis, and report release. Students and stakeholders are invited to provide input on important questions to ask in the study.
Task Force Diversity and Inclusion PLA - Flemish perspectiveEADTU
The document discusses diversity and inclusion policies and measures in Flemish higher education. The key objectives of Flemish SD policy are to promote access to and participation in higher education, progression and success, social cohesion, and addressing demographic trends. The Flemish government provides a legal framework and funding to support higher education institutions' (HEIs) development of their own diversity and inclusion policies. HEIs have autonomy to develop policies and receive integrated funding for student support services. Specific measures include lower tuition for disadvantaged students, funding for tutoring programs, developing tools to improve study choice, and establishing a support center for inclusive higher education.
This document summarizes a case study concerning strategies to internationalize Clarence Linton University. It outlines three goals: making CLU a top destination for international students, increasing study abroad participation, and fostering comprehensive internationalization on campus.
For international student recruitment, proposed solutions include tuition waivers, hiring a consultant, strengthening agent relationships, and creating an international experience minor. For study abroad, suggestions are joining a state consortium, COIL initiatives, more short-term options, and leveraging alumni.
To foster comprehensive internationalization, the document recommends creating an internationalization network, appointing a taskforce and giving a faculty member a course release to champion the efforts, and fundraising activities like alumni events in China
This document discusses employability support for STEM degrees. It notes that most graduates want greater emphasis on employability, either through optional or embedded support. While support is increasing, linking it to individual disciplines remains important. Options for STEM include identifying existing institutional resources, balancing optional and embedded support, and approaching employability through enhanced learning, employer engagement, and embedding opportunities into curriculums. Differences exist across disciplines, so tailored approaches are needed.
The document outlines plans for a peer research programme between the Co-operative College and three partner organizations - Rochdale Mind, Woodcraft Folk, and an organization in Birkenhead. The programme aims to build a network of young people across different areas in the UK to conduct research on loneliness in their communities. Participants will receive training in research methods and skills development. The programme expects to produce reports sharing findings on loneliness, a replicable peer research model, and establish an ongoing network of young researchers.
The document discusses building innovative societies through education with a focus on the Caribbean perspective. It examines the role of distance education and partnerships in building innovative Caribbean societies. Distance education provided by the University of the West Indies Open Campus aims to improve access to education across its 12 campus countries. Partnerships between the UWI Open Campus and Canadian universities could help address challenges like skills development, capacity building, and quality assurance in supporting innovative Caribbean societies.
This document discusses the development of a doctoral education (EdD) programme using a learning brokerage framework. It focuses on understanding students' needs, building trust through positive relationships, making learning meaningful through authentic research experiences, and promoting success. The programme team works to understand who the students are, challenges assumptions about doctoral learning relationships, and develops a research community. Assessments, feedback, and developmental opportunities help students achieve their goals. The programme is responsive, uses digital tools, and maintains an engaged team of active researchers to address organizational issues and continually adapt.
Developing learning and teaching in postgraduate education?Katy Vigurs
This document discusses the development of a doctoral education (EdD) programme using a learning brokerage framework. It focuses on understanding students' needs, building trust through positive relationships, making learning meaningful through authentic research experiences, and promoting success. The programme team works to understand who the students are, challenges assumptions about doctoral learning relationships, and connects students to research communities. Assessments, feedback, and developmental opportunities help students achieve their goals. The programme is responsive, uses digital tools, and maintains an engaged team of active researchers to inspire students.
This document discusses a study on Canadian students who participate in study abroad programs. The study will examine who does and does not participate in these programs and why, using a transformational learning conceptual framework. The methodology will involve a web survey, focus groups, interviews, and examining institutional documents. The status report outlines literature review, survey design, focus groups, data analysis, and report release. Students and stakeholders are invited to provide input on important questions to ask in the study.
Task Force Diversity and Inclusion PLA - Flemish perspectiveEADTU
The document discusses diversity and inclusion policies and measures in Flemish higher education. The key objectives of Flemish SD policy are to promote access to and participation in higher education, progression and success, social cohesion, and addressing demographic trends. The Flemish government provides a legal framework and funding to support higher education institutions' (HEIs) development of their own diversity and inclusion policies. HEIs have autonomy to develop policies and receive integrated funding for student support services. Specific measures include lower tuition for disadvantaged students, funding for tutoring programs, developing tools to improve study choice, and establishing a support center for inclusive higher education.
This document summarizes a case study concerning strategies to internationalize Clarence Linton University. It outlines three goals: making CLU a top destination for international students, increasing study abroad participation, and fostering comprehensive internationalization on campus.
For international student recruitment, proposed solutions include tuition waivers, hiring a consultant, strengthening agent relationships, and creating an international experience minor. For study abroad, suggestions are joining a state consortium, COIL initiatives, more short-term options, and leveraging alumni.
To foster comprehensive internationalization, the document recommends creating an internationalization network, appointing a taskforce and giving a faculty member a course release to champion the efforts, and fundraising activities like alumni events in China
This document discusses employability support for STEM degrees. It notes that most graduates want greater emphasis on employability, either through optional or embedded support. While support is increasing, linking it to individual disciplines remains important. Options for STEM include identifying existing institutional resources, balancing optional and embedded support, and approaching employability through enhanced learning, employer engagement, and embedding opportunities into curriculums. Differences exist across disciplines, so tailored approaches are needed.
This document discusses developing international social work programs through university-community partnerships. It outlines goals of developing field practicum sites focused on geriatric care and recruiting more geriatric specialist social work students. Key components include competency-driven field education integrated across programs, an expanded field instructor role, and focused recruitment. The document discusses identifying decision-makers and allies from agencies and considering various roles for involvement. It also addresses challenges, best practices, and ideas for sustaining international social work curriculum infusion efforts.
Rose Cawood from Glasgow Caledonian University delivered this presentation on their 'Strategy for Change' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
Tips on becoming a host for the KNAER's Equity NetworkKNAER-RECRAE
The document provides information about a call for proposals from the Knowledge Network for Applied Education Research (KNAER) to establish a Knowledge Network focused on equity and inclusive education. It outlines the purpose, timeline, eligibility criteria, application process, and key dates. Successful applicants will receive multi-year funding to lead the network and facilitate collaboration between researchers, educators, and community partners to identify evidence-informed practices and reduce barriers to equitable outcomes for all students.
Adrian Sladdin from Aspire Education Group Ltd delivered this presentation on their 'Financial and Economic Literacy of Migrant women for ENtrepreneurship INclusion' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
Presentation on the topic of micro-credentials adoption in higher education practices across Europen, based on the experience of constructing a flexible curriculum in a European University, CIVIS Alliance. The presentation was held at an internal workshop on the topic of micro-credentials, at the University of Tallinn, on the 30 March 2022. Authors of the presentation are Prof. Romiță Iucu, Ph.D, and Alexandru Carțiș, Ph.D.(c), from the University of Bucharest.
School leadership and pupil learning outcomes fmik_ppk_elte
School leadership and pupil learning outcomes - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó
The european context of school leadership – current trends, innovations and i...fmik_ppk_elte
The European context of school leadership – current trends, innovations and international initiatives - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: TEMPUS PF Konferencia 2011. november 24. Budapest
Résztvevő: Halász Gábor, előadó
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
Junaid Hussain from Equality and Inclusion Partnership delivered this presentation on their 'Healthy Diversity' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
Taken from the schools workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Liz Neil, programme lead for schools at the Erasmus+ UK National Agency.
Topics in this presentation include an overview of the Erasmus+ 2016 programme for schools, how eTwinning and the School Education Gateway complement your Erasmus+ project and linking Erasmus+ with a European Development Plan.
The internationalization of a higher education institution: The case of ISCAP...Anabela Mesquita
The internationalization of ISCAP/IPP began in 2004 with the creation of an International Office. Since then, student and teacher mobility has increased significantly. ISCAP/IPP has developed international joint programs and double degrees. They have also offered English language courses and some programs entirely in English. Participation in the European university network SPACE helped provide contacts and build ISCAP/IPP's international reputation. While internationalization requires resources, ISCAP/IPP has found that a strategic, inclusive approach supported by leadership can help higher education institutions integrate international activities and dimensions.
International Students Families in Unversity Contextmaymayli
This document summarizes an international student family program at Memorial University. It discusses the origins and goals of the program, which are to assist newly arrived international student families in their settlement and adjustment to an unfamiliar environment. The program provides initial settlement assistance upon arrival, such as help with housing, banking, food and answering other inquiries. It also offers ongoing activities and supports for socialization and integration. Some challenges international student families face are discussed, such as isolation, financial issues, and cultural adjustment. The program aims to connect families to campus and community resources and build a support network.
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
The Universities Without Walls (UWW) program is a national, interdisciplinary training network for HIV researchers funded by CIHR. It aims to develop highly skilled HIV researchers across disciplines and communities. UWW recruits graduate students and community members, provides online courses, mentorship, and a summer learning institute. It measures success by the number of students completing the program and career outcomes. UWW enhances trainees' knowledge of HIV research methods and skills in collaboration and knowledge translation. It connects students with HIV organizations through community placements. UWW trains the next generation of researchers to approach HIV issues from multiple perspectives.
The document discusses the internationalization of higher education in Europe. It begins with definitions of internationalization, including its emergence in the 1980s as a strategy and process. It then covers features like internationalization abroad through student and faculty mobility programs, and internationalization at home through curriculum changes. Recent trends are mentioned like a focus on employability and global citizenship. The future may bring more virtual exchanges, internationalized curricula, and partnerships between institutions. Institutional strategies are discussed as the main driver of internationalization activities and their goals of improved education quality and cooperation.
Dr. Dean West has extensive experience in education, including teaching at both the university and college levels. He has a PhD in Education from the University of Warwick and is passionate about ensuring accessibility to education. His career has involved roles in leadership, management, teaching, research, and student support. He is currently a tutor and module leader at the University of Warwick as well as a liaison and outreach manager at King Edward VI College.
The determinants of quality higher education systems: the U21 Rankings - Ross...EduSkills OECD
1) The determinants of quality in higher education systems include resources, environment, and connectivity, which influence outputs such as research, participation, and meeting national needs.
2) Key aspects of environment include governance, diversity, support for economic needs, and equal opportunity. Governance measures include autonomy, accountability, and management.
3) Resources include government expenditure on higher education as a percentage of GDP and total expenditure per student, which have a strong correlation with higher education outputs.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
This document summarizes a study on enhancing the quality of online technical teacher education in Sri Lanka. A capacity development program was conducted for 24 academic staff at the University of Vocational Technology to integrate online learning into an existing technical teacher education program. Through workshops, participants developed skills in online course design, facilitation and use of the Moodle learning management system. Both pedagogical and technological skills improved. While challenges remained, the program effectively built the capacity of teachers and is expected to positively impact the quality of technical teacher education.
This document discusses developing international social work programs through university-community partnerships. It outlines goals of developing field practicum sites focused on geriatric care and recruiting more geriatric specialist social work students. Key components include competency-driven field education integrated across programs, an expanded field instructor role, and focused recruitment. The document discusses identifying decision-makers and allies from agencies and considering various roles for involvement. It also addresses challenges, best practices, and ideas for sustaining international social work curriculum infusion efforts.
Rose Cawood from Glasgow Caledonian University delivered this presentation on their 'Strategy for Change' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
Tips on becoming a host for the KNAER's Equity NetworkKNAER-RECRAE
The document provides information about a call for proposals from the Knowledge Network for Applied Education Research (KNAER) to establish a Knowledge Network focused on equity and inclusive education. It outlines the purpose, timeline, eligibility criteria, application process, and key dates. Successful applicants will receive multi-year funding to lead the network and facilitate collaboration between researchers, educators, and community partners to identify evidence-informed practices and reduce barriers to equitable outcomes for all students.
Adrian Sladdin from Aspire Education Group Ltd delivered this presentation on their 'Financial and Economic Literacy of Migrant women for ENtrepreneurship INclusion' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
Presentation on the topic of micro-credentials adoption in higher education practices across Europen, based on the experience of constructing a flexible curriculum in a European University, CIVIS Alliance. The presentation was held at an internal workshop on the topic of micro-credentials, at the University of Tallinn, on the 30 March 2022. Authors of the presentation are Prof. Romiță Iucu, Ph.D, and Alexandru Carțiș, Ph.D.(c), from the University of Bucharest.
School leadership and pupil learning outcomes fmik_ppk_elte
School leadership and pupil learning outcomes - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó
The european context of school leadership – current trends, innovations and i...fmik_ppk_elte
The European context of school leadership – current trends, innovations and international initiatives - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: TEMPUS PF Konferencia 2011. november 24. Budapest
Résztvevő: Halász Gábor, előadó
Anna-Lena Claeys-Kulik introduces European Commission's European Universities Initiative and explains its background and the current partnerships between universities in Europe.
Junaid Hussain from Equality and Inclusion Partnership delivered this presentation on their 'Healthy Diversity' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
Taken from the schools workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Liz Neil, programme lead for schools at the Erasmus+ UK National Agency.
Topics in this presentation include an overview of the Erasmus+ 2016 programme for schools, how eTwinning and the School Education Gateway complement your Erasmus+ project and linking Erasmus+ with a European Development Plan.
The internationalization of a higher education institution: The case of ISCAP...Anabela Mesquita
The internationalization of ISCAP/IPP began in 2004 with the creation of an International Office. Since then, student and teacher mobility has increased significantly. ISCAP/IPP has developed international joint programs and double degrees. They have also offered English language courses and some programs entirely in English. Participation in the European university network SPACE helped provide contacts and build ISCAP/IPP's international reputation. While internationalization requires resources, ISCAP/IPP has found that a strategic, inclusive approach supported by leadership can help higher education institutions integrate international activities and dimensions.
International Students Families in Unversity Contextmaymayli
This document summarizes an international student family program at Memorial University. It discusses the origins and goals of the program, which are to assist newly arrived international student families in their settlement and adjustment to an unfamiliar environment. The program provides initial settlement assistance upon arrival, such as help with housing, banking, food and answering other inquiries. It also offers ongoing activities and supports for socialization and integration. Some challenges international student families face are discussed, such as isolation, financial issues, and cultural adjustment. The program aims to connect families to campus and community resources and build a support network.
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
The Universities Without Walls (UWW) program is a national, interdisciplinary training network for HIV researchers funded by CIHR. It aims to develop highly skilled HIV researchers across disciplines and communities. UWW recruits graduate students and community members, provides online courses, mentorship, and a summer learning institute. It measures success by the number of students completing the program and career outcomes. UWW enhances trainees' knowledge of HIV research methods and skills in collaboration and knowledge translation. It connects students with HIV organizations through community placements. UWW trains the next generation of researchers to approach HIV issues from multiple perspectives.
The document discusses the internationalization of higher education in Europe. It begins with definitions of internationalization, including its emergence in the 1980s as a strategy and process. It then covers features like internationalization abroad through student and faculty mobility programs, and internationalization at home through curriculum changes. Recent trends are mentioned like a focus on employability and global citizenship. The future may bring more virtual exchanges, internationalized curricula, and partnerships between institutions. Institutional strategies are discussed as the main driver of internationalization activities and their goals of improved education quality and cooperation.
Dr. Dean West has extensive experience in education, including teaching at both the university and college levels. He has a PhD in Education from the University of Warwick and is passionate about ensuring accessibility to education. His career has involved roles in leadership, management, teaching, research, and student support. He is currently a tutor and module leader at the University of Warwick as well as a liaison and outreach manager at King Edward VI College.
The determinants of quality higher education systems: the U21 Rankings - Ross...EduSkills OECD
1) The determinants of quality in higher education systems include resources, environment, and connectivity, which influence outputs such as research, participation, and meeting national needs.
2) Key aspects of environment include governance, diversity, support for economic needs, and equal opportunity. Governance measures include autonomy, accountability, and management.
3) Resources include government expenditure on higher education as a percentage of GDP and total expenditure per student, which have a strong correlation with higher education outputs.
Change Agents Network Meeting 2014 - Winchester. Example Participant projectsbell020
Will Page is supporting various student engagement initiatives at the University of Exeter including mapping the impact of engagement work, defining engagement strategies, and supporting over 50 student-led "Change Agent" projects. The "UCL Students as Change Agents" program will pilot funding and supporting student-led teaching and learning projects. Stuart Hepplestone and Ian Glover are developing a "menu" of teaching approaches and technologies to encourage faculty to engage students at Sheffield Hallam University. Shazia Arif is investigating how social media is used by researchers at Brunel University to identify tools that can support their development.
This document summarizes a study on enhancing the quality of online technical teacher education in Sri Lanka. A capacity development program was conducted for 24 academic staff at the University of Vocational Technology to integrate online learning into an existing technical teacher education program. Through workshops, participants developed skills in online course design, facilitation and use of the Moodle learning management system. Both pedagogical and technological skills improved. While challenges remained, the program effectively built the capacity of teachers and is expected to positively impact the quality of technical teacher education.
This document provides a list of tools for teachers and students, including collaborative lists, document sharing, digital curation, backup solutions, social bookmarking, and study aids. Workflowy, Google Docs, Deli.cio.us and Livebinder are presented as digital curation tools for organizing and sharing information. Google Cloud Connect is highlighted as a backup solution for Microsoft Office files in the cloud. Quizlet, Khan Academy, graph paper websites, and citation generators are then listed as resources for students.
This presentation was used by me to help teachers at our community school to learn about Lesson Plans and Classroom managment. Feel free to download and use it
Ashwin Shah
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
Similar to D6 - Paula Mountford (York) and John Trafford (Huddersfield); Minority ethnic recruitment and retention - lessons from the Teachers for the 21st Century project in Yorkshire and the Humber
Developing Students: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting introduces the student development model in more depth. It covers frameworks and how to create a developmental, sequential educational experience using meetings, training, and reflection. It talks about student learning outcomes as well.
The Student Ambassadors for Digital Literacy (SADL) programme aimed to improve undergraduate students' digital and information literacy skills through peer-led workshops. Senior student ambassadors helped deliver workshops on topics like evaluating information, academic research practices, and digital identity. Evaluations found the programme improved students' skills and confidence, and benefited both participants and senior ambassadors, though some wanted more technical skills covered. Maintaining the community and scaling the programme while keeping it student-focused were noted as ongoing challenges.
This document outlines interventions to remove barriers for racially minoritized researchers pursuing postgraduate degrees. It discusses focus groups conducted with students and staff of color to inform the interventions. Workshops and training are proposed to develop skills like publishing, grant writing, and networking. A mentoring network pairs students with established scholars from similar backgrounds. Digital platforms like podcasts and online communities are suggested to foster communication and knowledge sharing. Regular research symposiums will allow racially minoritized researchers to present their work and network. The overall goal is to promote inclusion and empowerment for these underrepresented groups in postgraduate research.
Understanding student digital literacies: reflecting on differences, divids, ...Jane Secker
The document summarizes the Student Ambassadors for Digital Literacy (SADL) program at the London School of Economics. The 3-year program trains undergraduate students to become peer mentors who help other students improve their digital and information literacy skills through workshops. Workshops cover topics like finding and evaluating information, academic research practices, and managing digital footprints. Evaluations found the program improved students' skills and confidence while also providing leadership experience for senior ambassadors. The document discusses challenges like engaging more students and integrating social media platforms to encourage online participation.
The JCPC Department Initiatives Intervention aims to build eLearning communities at the University of Jos through a fellowship program and by supporting departmental initiatives. The fellowship program provides modules for participants to master online pedagogy and share their knowledge. It encourages collaborative teaching and active, application-based learning. Supported departmental initiatives also focus on using technology to address discipline-specific challenges and encourage collaboration between faculty members on experimental learning projects. Both programs ultimately seek to empower university departments and units to improve teaching, learning, and research through the use of information and communication technologies.
This document discusses several key considerations for developing effective global e-learning programs, including cultural factors, technology access, and pedagogical approaches. It highlights how cultural beliefs about teaching and learning can impact program delivery. Local tutors are seen as important for making resources culturally relevant and pedagogically adapted. Partnerships with local institutions can help with cultural adaptation of content and ensuring relevance for different student audiences.
Developing sustainable staff development for online teachers: What works and ...RichardM_Walker
This document discusses developing sustainable staff development for online teachers. It begins by outlining the transition from emergency remote teaching during the pandemic to redesigning teaching for blended/hybrid models. It then examines some challenges of this transition, such as adapting pedagogy for online contexts.
The document proposes a spectrum of continuous professional learning and development (CPLD) needs for online teachers from new to experienced. It presents an ecological CPLD support model including personal, middle-out/program, institutional, and inter-institutional levels. Examples of CPLD strategies are given for each level, such as open educational initiatives, professional frameworks, and peer observation.
In conclusion, the document states that common successful C
Thomas university online collaboration courseMayte Esponda
The document summarizes a training for teachers on collaborative online education projects hosted by Thomas University. The agenda includes an introduction to collaborative projects, why they are effective, key factors, examples of projects, and training on using technology tools. Thomas University partners with schools internationally on projects like reading buddies to help students develop skills in areas like critical thinking, foreign languages, and feeling part of a global community. Teachers interested in the training course should apply by July 15th.
This document discusses plans to increase student engagement at City University London. It outlines that student engagement is important for quality assurance and the new university model. The document proposes creating a Student Advisory Board and student-led projects to give students more control. It acknowledges challenges like getting academic staff onboard and a lack of resources. Suggestions from students include more collaborative teaching and community activities. The university plans to address barriers by linking engagement projects to strategic goals and hiring an engagement officer.
This ppt was created for the ACES conference. We discussed how we created a multi-disciplinary experience for our Higher Education Counseling Students. We also discuss the interventions used by our students to reduce conflict in the residence halls.
The document discusses the European Year of Creativity and Innovation (EYCI) which aims to:
1) Increase public awareness and interest in creativity and innovation.
2) Facilitate policy debate and identify good practices at all levels.
3) Build an evidence base for policymaking.
It highlights the importance of stakeholders in ensuring the EYCI addresses the right issues and opportunities, and that its objectives are endorsed in education policies. It also discusses definitions of creativity and innovation and some of the key drivers of the Year such as lifelong learning.
Co-presented with LeRoy Hill at Future Learningscapes; a 21st Century Challenge e-Learning Conference, University of Greenwich on 7 July 2010. Case study of a collaborative student-led training initiative with the Jubilee Graduate Centre at the University of Nottingham.
Maghrenov workshop on capacity building EU: mpc erasmus part 2Maghrenov
The document discusses the key actions and opportunities under the new Erasmus+ programme for higher education cooperation and mobility between EU countries and partner countries from 2014-2020. It outlines funding for joint degrees between multiple EU universities, as well as opportunities for staff and student mobility. New initiatives include strategic partnerships between universities and businesses to develop innovative practices, knowledge alliances for long-term cooperation, and capacity building projects to support international partnerships and reforms.
The document discusses the changing landscape of higher education and the need for universities to support diverse students in flexible ways. It provides examples of how one university is developing flexible routes and using technology to engage students, such as delivering an entirely online teaching module, mobile guides and apps, and a new study route that allows students to earn a degree over four years while working part-time. The document emphasizes that universities must respond to differences among modern students and support student success through more individualized and personalized approaches.
The document discusses initiatives by the Rural Strategy to address challenges facing rural education in British Columbia. It outlines strategies to support rural educators through professional development, online training programs, and building connections between classrooms. The Rural Strategy aims to address achievement gaps, provide diverse course options, and create a culturally relevant education for rural students.
This document provides information about the Erasmus+ program, the EU's program for education, training, youth and sport for 2014-2020. Some key points:
- Erasmus+ will have a budget of €14.7 billion over 7 years, a 40% increase from the previous program, to support over 4 million people.
- The program aims to support transnational partnerships and mobility in higher education and vocational education through three Key Actions - learning mobility for individuals, cooperation for innovation and exchange of good practices, and support for policy reform.
- Learning mobility will receive 63% of the budget and support over 2 million students in higher education as well as staff exchanges. Cooperation projects will
1. The presentation discusses building sustainable online communities for students in distance education programs. It focuses on going beyond individual courses to support students' broader needs.
2. The evolution of the online community for the Master of Distance Education program is described over time, starting with using course shells and expanding to include blogs, discussion boards, wikis and social networks to foster more interaction and engagement among students and alumni.
3. Lessons learned include the need for active moderation, continuous outreach to involve new members, and leveraging a few active participants to generate broader impact through ongoing projects and activities led by both instructors and students.
This document outlines the rationale and components of a program to support international students at a university. It experienced rapid growth in its international student population without prepared supports. The program provides social and cultural support through activities and groups. It implements a buddy program to connect students. It offers one-on-one tutoring in writing and language. An academic enhancement program addresses skills. Faculty outreach educates instructors on working with international students. Challenges included a lack of existing models and varied student and faculty needs.
Similar to D6 - Paula Mountford (York) and John Trafford (Huddersfield); Minority ethnic recruitment and retention - lessons from the Teachers for the 21st Century project in Yorkshire and the Humber (20)
This document summarizes key aspects of the Cuban approach to education according to 5 criteria:
1) Education is a product of family, school, and society, not just schools.
2) Educational tasks are required from birth through cultural mediation and developing vivencia.
3) Adults and peers actively organize the social and cultural environment to enable learner participation.
4) Early education aims to create a positive emotional environment and facilitate independence through games, objects, drawing, and modeling.
5) Approaches for special needs build on these principles with additional support and compensation for deficits.
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
Wealth Taking or Wealth Making?:What Does The Evidence Tell Us About Effecti...Mike Blamires
This document summarizes research on effective practices in financial capability and entrepreneurship education. It finds that experiential learning methods are most effective. Regular evaluation of activities and assessment of learning outcomes, rather than just knowledge acquisition, is important. System-wide strategies and teacher professional development are needed to fully integrate these topics into curricula.
This document discusses quantitative and qualitative methods in educational research. It provides examples of quantitative approaches like standardized tests, surveys, and experimental methods. Qualitative approaches include action research, interviews, and documentary evidence. Both approaches are useful but have limitations, so a mixed methods approach is best. Important variables to consider include socioeconomic status, social disadvantage, ethnicity, gender, and school policies. Reliability and validity are also discussed.
This national study forms part of the series, 'Building Effective Research', edited by Andrew Murray and published by the Learning and Skills Research Centre (LSRC). This was commissioned as part of its strategy to enhance the impact of research within the post-16 (or learning and skills) sector, and was conducted by the LSRC plus a consortium of three universities: Leeds Metropolitan, St Andrew’s and Queen Mary’s, London. It comprises a review of relevant literature and five case studies of practice, as well as outcomes of workshops, where the findings were tested with people working in the sector.
Evaluation of the Communication Aids Project (CAP) DFES (2004) Rr580Mike Blamires
This document provides an executive summary of a research report that evaluated the Communication Aids Project (CAP) in the UK. Some key findings of the evaluation include:
1) Parents, educators, and speech therapists acknowledged that without CAP funding, many children would not have received communication aids. However, interviews found no notable positive changes in quality of life measures before and after receiving aids.
2) Children who received aids through CAP reported positive functional and quality of life changes, such as feeling less embarrassed or frustrated.
3) There was variation in the time it took for children to receive aids after applying to CAP, with some applications remaining incomplete after 12 months.
The evaluation provided recommendations around improving the application
The Public, the Personal and National Curricula: Reform in England 1988 to 2010Mike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium entitled 'Curriculum Reform in Four Nations': a home international perspective: A network 23 symposium .This focuses on England and is presented by Dominic Wyse of Cambridge University
ECER 2010: Curriculum Reform in Four Nations: a home international perspective: Mike Blamires
The document discusses curriculum reform in four nations - England, Northern Ireland, Scotland, and Wales - from an international perspective. Representatives from each nation will present on reforms in their country's education system. While education systems have historically differed between England and the rest of the UK, all four nations now face pressures of globalization but mediate it differently based on their own priorities and economic and social issues.
The School Curriculum in Wales and Devolution: Evidence Informed PolicyMike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium. This presentation is by David Egan, University of Wales Institute Cardiff
Education reform in Scotland: engagement, consultation and the politics of ch...Mike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium on UK curriculum development across the different nations. This focuses on Scotland. By Vivienne Baumfield, Louise Hayward, Moira Hulme, Kay Livingston and Ian Menter
Policy, Politics and Curriculum and Assessment Change in Northern IrelandMike Blamires
Presentation by Carmel Gallagher and Ruth Leitch, Queen's University Belfast at ECER 2010. : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium
The TTRB aims to provide free access to an extensive database of resources to improve teaching and learning for children with special educational needs and disabilities. It contains guidance, legislation, research, and materials for trainees and tutors on topics related to SEN/D. Users include students, tutors, teachers, and it receives over 124,000 page views per month from various countries.
Progression At Pupil, School And National LevelsMike Blamires
The document discusses pupil progress rates from key stage to key stage and factors that affect these rates. It finds that boys, deprived children, those with special needs, and mobile pupils progress at lower rates than peers. Girls and EAL pupils progress at higher rates. Ethnic groups with fewer FSM pupils achieve higher thresholds. White FSM boys make the least progress. Risky behaviors increasingly impact progress negatively. Progress varies by school deprivation levels and types. Early attainment strongly predicts later attainment. FSM pupils are less likely to meet thresholds for every prior attainment combination. One-to-one tuition of an hour or more can positively impact pupil progression when criteria are met and parameters followed.
Evaluation Of Virtual School Heads For Looked After ChildrenMike Blamires
The document summarizes research evaluating the role of Virtual School Heads (VSHs) for looked after children. Key findings include:
1) VSHs helped raise the profile of looked after children's education and had a positive relationship with improved educational outcomes.
2) VSHs worked in different ways but primarily took a strategic role advocating for children.
3) For the VSH model to be effective, local authorities need senior managers focused on tracking attainment and supporting educational progress for looked after children.
- The document discusses the Longitudinal Study of Young People in England (LSYPE), which tracks over 15,000 young people annually from ages 13/14 to 19/20 to understand their life courses and the impact of policies.
- It provides an overview of the LSYPE study design and data collected. Examples of how LSYPE data has been used to inform policies on issues like NEETs, EMA eligibility, and teenage pregnancy are given.
- The challenges of engaging policymakers and stakeholders with longitudinal data are discussed, and tips provided on marketing, consultation, accessible tools and analysis to facilitate engagement.
Defining the Eradication of Child Poverty in the Child Poverty BillMike Blamires
The document discusses the Child Poverty Bill, which aims to eradicate child poverty in the UK within 20 years. It outlines the challenges of defining child poverty measures in legislation given limitations of existing data. Key measures included are relative low income, absolute low income, material deprivation, and persistent poverty. Significant effort was required to communicate technical definitions to stakeholders and address debates during the bill's passage through Parliament.
Using Tellus data for National and Local IndicatorsMike Blamires
The document discusses several National Indicators in the UK that use data from the Tellus survey to measure outcomes for children and young people. It outlines the indicators on emotional health, bullying, participation in positive activities, substance misuse, and satisfaction with parks. For the indicator on participation in positive activities, it provides details on the questions and calculation method. Similarly, it describes the questions and calculation for the substance misuse indicator. It also notes challenges in using Tellus data for national indicators due to changes over time that affect comparisons.
The document summarizes changes made to the Tellus4 survey administered to children and young people in England. Key changes included moving the timing from summer to autumn, increasing the sample size, adding optional questions for local authorities and schools, and improving accessibility with versions in audio, symbol, and signed formats. Over 254,000 children and young people participated, answering questions on topics like emotional well-being, bullying, activities, substance use, and satisfaction with parks and play areas. Data was analyzed at the local authority level and used to calculate national indicators.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
D6 - Paula Mountford (York) and John Trafford (Huddersfield); Minority ethnic recruitment and retention - lessons from the Teachers for the 21st Century project in Yorkshire and the Humber
1. Teachers for the 21st Century - an example of inter-institutional collaboration and learning
2. Background The TC21 Project is run by a consortium of Yorkshire and Humber universities and funded by the Training and Development Agency for Schools (TDA) to promote the recruitment of students from Black and Minority Ethnic (BME) groups into Initial Teacher Training.
3. Why collaborate? National agenda TDA funding Need to share good practice Complexities of partnership work in PGCE – One HEI – Many schools Opportunity to talk and listen Creative space Collective strength – in financial terms and knowledge SED OFSTED
4. Challenges: Huddersfield: Recruitment to undergraduate primary programme Quality of some applications received Subject portfolio M level work and academic skills York: TDA Targets Applications Geographical location Small numbers School expertise/experience
24. Indirect influences: Men into Primary PGCE Disability – Able to Teach Communication and advice across institutions Literacy Project – Huddersfield and York working with the NS and TDA SED OFSTED
26. Sudha Raghavan – TC21 Project Officer s.raghavan@education.leeds.ac.uk Paula Mountford – Director of Initial Teacher Training, University of York pm33@york.ac.uk John Trafford – Head of Department of Initial Teacher Education and Continuing Professional Development, University of Huddersfield a.j.trafford@hud.ac.uk