This is a short workshop activity, given by Laura Hollinshead (University of Derby) and myself, at an ALT East Midlands regional meeting at the University of Northampton, December 2017.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"
Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.
Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"
Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.
Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Spotting and Supporting At-Risk Students - American Honors Faculty Conference...American Honors
By Alyson Krawchuk - American Honors Staff
Regional Program Director, NJ and Texas
Co-Presenter: Shelley Johnson - American Honors Staff
Co-Presenter: Melisa Ziegler - American Honors Staff
Visit facultyconference.americanhonors.org
MindTap ThinkNation Webinar Series: Assessing Learning in Higher EducationCengage Learning
Presented by: Courtney Doyle Chambers, Cengage Learning
How can you successfully measure learning? This webinar will discuss this concern and functionality that exists to help you measure learning outcomes for your class and institution.
Formative assessments make learning visible in the classroom. These simple activities can help a teacher determine if their students are learning and allow for an adjustment in the lesson to increase student achievement.
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
ASCA's Mindsets and Behaviors competencies are excellent benchmarks to ensure student success in academics, careers, and social/emotional pursuits, but can be a lot for counselors and educators to take on. Learn how AchieveWORKS can personalize the ASCA competencies for students. AchieveWORKS assessments can make learning personalized by identifying focus areas so that students take ownership of the competencies they need most.
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
How To Have Prospective Students Fall in Love With Your RTOCirculus Education
A keynote speech at the VET Industry Drinks event "A Compliance Guide to Marketing" on 25th of May 2015. This event was hosted by Circulus Education and Fairfax Media, with the purpose of helping RTOs gain a better understanding of ASQA Standard 4 on marketing & advertising. It is imperative that RTOs learn of the best practice and most effective way to attract the right students.
This keynote was delivered by Travis May, Digital Marketing Specialist from Fairfax Media.
A full recap of the event and its key takeaways: http://circulus.com.au/recap-a-compliance-guide-to-marketing-in-vet-melbourne-may-25/.
www.circulus.com.au
Spotting and Supporting At-Risk Students - American Honors Faculty Conference...American Honors
By Alyson Krawchuk - American Honors Staff
Regional Program Director, NJ and Texas
Co-Presenter: Shelley Johnson - American Honors Staff
Co-Presenter: Melisa Ziegler - American Honors Staff
Visit facultyconference.americanhonors.org
MindTap ThinkNation Webinar Series: Assessing Learning in Higher EducationCengage Learning
Presented by: Courtney Doyle Chambers, Cengage Learning
How can you successfully measure learning? This webinar will discuss this concern and functionality that exists to help you measure learning outcomes for your class and institution.
Formative assessments make learning visible in the classroom. These simple activities can help a teacher determine if their students are learning and allow for an adjustment in the lesson to increase student achievement.
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
ASCA's Mindsets and Behaviors competencies are excellent benchmarks to ensure student success in academics, careers, and social/emotional pursuits, but can be a lot for counselors and educators to take on. Learn how AchieveWORKS can personalize the ASCA competencies for students. AchieveWORKS assessments can make learning personalized by identifying focus areas so that students take ownership of the competencies they need most.
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
How To Have Prospective Students Fall in Love With Your RTOCirculus Education
A keynote speech at the VET Industry Drinks event "A Compliance Guide to Marketing" on 25th of May 2015. This event was hosted by Circulus Education and Fairfax Media, with the purpose of helping RTOs gain a better understanding of ASQA Standard 4 on marketing & advertising. It is imperative that RTOs learn of the best practice and most effective way to attract the right students.
This keynote was delivered by Travis May, Digital Marketing Specialist from Fairfax Media.
A full recap of the event and its key takeaways: http://circulus.com.au/recap-a-compliance-guide-to-marketing-in-vet-melbourne-may-25/.
www.circulus.com.au
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
Moving to online instruction (for dummies)نسمة منصور
This is a summary of quick research I did (not at all comprehensive or sufficient) for shifting from face to face learning to online learning due to the current crisis. You can use it as an intro if you have no to low idea about online learning and instructional design.
Seeking to achieve teaching excellence and best practices in the classroom, an Academy for Meta-cognition was formulated to foster a community where faculty could share effective classroom engagement strategies and techniques and reflect on their teaching effectiveness utilizing a rubric.
A growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.
Connectivism in contemporary curricula: new opportunities for student-centred...John Couperthwaite
Connecting learners and learning across modular content and technologies offers rich new opportunities to improve student engagement and enhance access to diverse blended learning activities (Vo et al, 2017). This approach also enables both deeper linking across teaching topics for more effective horizontal and vertical integration of the curriculum (Brauer & Ferguson, 2014) and access to in-class learning moments alongside online content in the VLE. Where previously students would experience a disconnect between access to learning through the VLE and their face-to-face experiences in teaching settings (lecture, practicals, seminar and online activities), subtle changes in current classroom technologies, and their practice, are opening up new possibilities the learner.
This situation has emerged from technology changes and external educational factors (Schwab, 2016) being driven by demand for capture of teaching beyond the lecture, the blending of social media tools in teaching sessions, and more accessible content, such as from searchable transcripts (Dommett, et al, 2019). Additionally, solutions already available allow for the ‘rebundling' of education (Czernowicz, 2018) into micro-, flipped-, blended- and coalescent learning approaches, which can complement existing on-campus teaching practices or offer new alternatives. These offer the potential to rethink conventional on-campus teaching methods, and use technologies to connect learners and learning.
This session will explore these new technological opportunities, and include a focus on the challenges for institutions, educators and students of adjusting to this new form of teaching and learning; in particular, with the adaptation of classes to active learning (Freeman et al 2014), teaching online and at scale (Cronin et al, 2016), using technology in the classroom (White, 2016), and ensuring institutional policies are suited to these new teaching paradigms (Nordmann & McGeorge, 2018). It will use a global perspective, drawing from the experiences of an academic champion programme across North America, the UK, Australia and New Zealand, to identify good practice approaches that are emerging across different institutions, disciplines and teaching settings.
A presentation at ALTC, University of Edinburgh, 4th Sept, 2019
Post-lockdown course provision planning with hyflex teaching and learningJohn Couperthwaite
How will the University adjust to teaching in the coming months and years? Assuming that there will be further disruption and delays for different groups of students returning to campus, different options are available to repackage courses and student support, from radically changing curricula to accommodate reduce contact, to redeveloping entirely online courses. An alternative approach, the hyflex model, is already being used in Universities across the world and was designed specifically to provide high quality, collaborative teaching and learning opportunities for mixed cohorts of on-campus and off-campus learners who have differing degrees of commitment to their studies, work, and families. This session will consider the impact of the coming months on University teaching and outline how the hyflex model has been adopted elsewhere.
A talk given at the University of Warwick TEALFest conference, May 2020
Engaging minds, capturing learning: Next generation tools to support active l...John Couperthwaite
Presentation at Online Educa, Berlin, 6th Dec 2019.
When you teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? This session will introduce the next generation of classroom technologies and reveal how they are impacting on engagement and learning. The approach offers a flexible pedagogical platform for instructors to extend their teaching and training, whilst providing timely feedback on how learners are progressing. By also including powerful engagement metrics to capture learning interactions, instructors and senior managers can analyse the effectiveness of teaching formats, of class engagement, and individual learner behaviours. Pedagogical studies confirm that this can have a significant impact on critical learning outcomes, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). Moving to ‘learning capture’ mindset thus offers new opportunities for educators to empower learners before, during and after class.
Modelling institutional approaches to web-based lecture technologiesJohn Couperthwaite
The successful introduction of web-based lecture technologies (WBLT) into higher education institutions requires a blend of inter-dependent approaches (eg: business model; governance) each designed to enhance the pedagogical potential of the academic programmes. The implementation path for these approaches varies widely between institutions, often dependent upon finance, senior leadership and the capacity for change. An analysis of the approaches taken by eight UK and US institutions at various stages in their implementation highlights a high level of commonality in issues faced, good practice arising and the direction of travel. Furthermore, it is believed that the model presented can be more broadly applied in academic settings for the planning and implementation of similar large-scale technological systems.
This is a poster presented at ASCILITE, 2010.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
Reinventing the lecture: how student engagement and analytics can transform t...John Couperthwaite
Workshop at City University Learning and Teaching conference, 21st June 2017
This workshop will share best practice from other global practitioners on how the Echo360 system can transform the lecture experience for staff and students. By focusing on how this can improve student satisfaction, retention and outcomes, it also strongly relates to the other theme of ‘supporting student success’
The relevance of the lecture in mainstream education is now under greater scrutiny as institutions seek to make educational programmes more relevant to a new generation of discerning learners (JISC, 2016). When we teach in class, how do you know who is confused, who is bored, who hasn’t even bothered to attend, and perhaps more importantly, who has learnt anything? And how can we engage with learners beyond the classroom to stimulate inquiry, collaboration and feedback in a seamless educational experience?
This workshop will demonstrate how one answer is to reinvent the lecture, by integrating powerful new video, engagement and analytics tools, whilst retaining the valued teacher-learner interaction in teaching spaces. The Echo360 active learning platform empowers learners to engage more fully with teachers and each other before, during and after class. This approach to teaching also equips instructors with vital feedback on how learners are progressing, with powerful engagement metrics giving staff rare insights into the teaching-learning dynamic of a lecture (Rienties & Toetenel, 2016).
Evidence is now emerging that this mode of teaching can have a significant impact on critical learning measures, such as early warning of student failure (Samson, 2016), boosting retention (HEC, 2016), whilst increasing learning gain and exam scores (Montpetit, 2015). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2008; Leadbeater et al, 2013), whilst receiving more immediate feedback on their progress (JISC, 2016).
Together, these flexible pedagogical tools have the potential to transform learning in all modes of teaching and training, both in the class and beyond.
Examining how coalescent spaces can transform in-class and out of class learningJohn Couperthwaite
How can we learn to blend live, in-class learning between physical and digital spaces? And how can teaching pedagogies adapt to new opportunities? This session will examine how digital advances in classroom learning are creating ‘coalescent spaces’ (White, 2016) in which students are empowered to collaborate through activities, discussion and feedback during class. Teachers also benefit from greater engagement through disrupting passive teaching approaches and being better informed of learner interaction and behaviours. Not only can this establish more engaged communities of learning in class, but it also encourages greater sequencing of learning before, during and after class based on the non-linear affordances of digital spaces.
The evolution of lecture capture systems towards active learning offers greater parity of access for all. These allow distance and part-time learners a comparable learning experience to onsite learners, while giving everyone the tools to be engaged with the content, the instructor and each other, before, during and after class.
This was a short presentation to the East Midlands regional ALT group at the University of Derby on the 5th April 2017. The theme of the meeting was 'Universal Design: How learning technology can support inclusive learning and teaching'. The meeting organiser was Laura Hollinshead, laurahollinshead@gmail.com.
Supporting students though ePortfolios to HEAR: a technical innovation in int...John Couperthwaite
Presentation by Dr Anne Qualter (University of Liverpool) and Dr John Couperthwaite (PebblePad) for a Centre for Recording Achievement (CRA) webinar. Video recording available at: https://www.youtube.com/watch?v=MCSzY56kL2s&feature=youtu.be
The Higher Education Achievement Report (HEAR) requires that verified co- and extra-curricula activity by students is recorded alongside academic achievement. This presentation outlines a new portfolio-based approach to capturing, validating and publishing this data.
The future of university education: a university of birmingham perspectiveJohn Couperthwaite
Presentation to be made at the University of Birmingham Learning and Teaching conference, June 2013. It explores the recently published paper by Pearson, 'An Avalanche is coming' and it's implications for the Universities' educational future.
This Learning Forum session focused on new College initiatives to produce mobile-friendly learning content for students. Using a range of examples of apps in production (such a clinical skills apps being developed in collaboration with Russells Hall Hospital) and others in planning, John Couperthwaite, Marcus Belben and David Morley discussed the challenges of developing mobile technology, the new pedagogical considerations it presents, and the issues arising from publishing to a global audience.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Sample scenarios
• Support students to avoid drop out or failure
• Gain insights into (mis)conceptions and knowledge
• Explore students’ disciplinary knowledge
• Give students a sense of how they are performing
• Identify and address concepts students struggle with
• Monitor online discussion to focus teaching on pertinent issues
• Reflect on one’s own teaching and student engagement
Based on Gunn et al, 2016. ’ The missing link for learning from analytics’,
http://2016conference.ascilite.org/wp-content/uploads/ascilite2016_gunn_concise.pdf
3. YOUR SCENARIO:
Evaluation Feedback
DATA: what information do you want to collect?
Portfolio reflections Assessment feedback
Discussion posts
VLE Clicks % Polling Correct % Polling Completed
Faculty visits
# Discussion posts
Incoming GPA Assessment Grades
Capabilities completed
Comments
Attendance
Student (group)
PARTICIPANTS: who should be involved?
Student (individual)
Instructor Teaching assistant Personal tutor
Module lead
Senior management
Year lead Programme lead
Comments
TIMESCALES: when should this be reviewed?
Before module Before flipped activity Before class
During class
After programme
After class Mid-module
After module
Comments
ETHICS: how do you intend to use this information?
Review Process Sharing
Publishing
Comments
DATA
INTERVENTION: how will you respond?
Direct question Group question Group activity
Class discussion
Comments
Invitation to meet Monitor student
Refer student
APPROACH: how do you intend to collate, analyse and act on this information?
VLE SIS Lecture Capture
ePortfolio Responseware Other
Comments
Tools
Email
Programme Team
IT Ed DevsStudent Support
Teams
EdTech’s
As tutoring As managementAs teaching
Purpose
As research
Other
4. YOUR SCENARIO:
Evaluation Feedback
DATA: what information do you want to collect?
Portfolio reflections Assessment feedback
Discussion posts
VLE Clicks % Polling Correct % Polling Completed
Faculty visits
# Discussion posts
Incoming GPA Assessment Grades
Capabilities completed
Comments
Attendance
Student (group)
PARTICIPANTS: who should be involved?
Student (individual)
Instructor Teaching assistant Personal tutor
Module lead
Senior management
Year lead Programme lead
Comments
TIMESCALES: when should this be reviewed?
Before module Before flipped activity Before class
During class
After programme
After class Mid-module
After module
Comments
ETHICS: how do you intend to use this information?
Review Process Sharing
Publishing
Comments
DATA
INTERVENTION: how will you respond?
Direct question Group question Group activity
Class discussion
Comments
Invitation to meet Monitor student
Refer student
APPROACH: how do you intend to collate, analyse and act on this information?
VLE SIS Lecture Capture
ePortfolio Responseware Other
Comments
Tools
Email
Programme Team
IT Ed DevsStudent Support
Teams
EdTech’s
As tutoring As managementAs teaching
Purpose
As research
Other