Peer observation is a ‘curriculum conversation’ that encourages the sharing of teaching ideas and reflection. So how does this work at Navitas and how can it improve the quality of teaching and learning?
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
Peer observation is a ‘curriculum conversation’ that encourages the sharing of teaching ideas and reflection. So how does this work at Navitas and how can it improve the quality of teaching and learning?
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Presentation by Martin Hagan (St Mary's University College, Belfast) at a Higher Education Academy teacher education event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Presented during the session, Student Success Initiative High Impact Practices Roundtable, of the Summit 2011: Taking Student Success to the Next Level
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Presentation by Martin Hagan (St Mary's University College, Belfast) at a Higher Education Academy teacher education event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Presented during the session, Student Success Initiative High Impact Practices Roundtable, of the Summit 2011: Taking Student Success to the Next Level
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
Topic: Curriculum Development Process.pptxSobiaAlvi
Introduction
Curriculum development is a process through which an institute or the instructor designs or creates a plan for a course or program. Furthermore, it is not a stagnant approach and includes continuous improvement wherein, the content is reviewed, revised and updated according to the needs and demands.
Curriculum management is the process of developing, maintaining, and improving the quality of curricula for various educational intuitions. The curriculum manager is responsible for designing and developing the curriculum with a range of content, training programs, teaching methodologies, and assessment techniques for students, learners, and employees. The developed curriculum should meet the educational standards set by the government and academic bodies.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Designing Your Programme (May 2015)
1. Supporting programmes
in the Design Stage of
Validation and
Revalidation
Thursday 21 May 2015
Academic Quality and Development
2. Plan for our time together
1. Introductions
2. Designing for innovation in Learning,
Teaching, and Assessment
3. The process of Validation and
Revalidation
4. Curriculum planning with staff and
students
5. Questions and discussion
3. The plan
1. Design –the creative stage, where programmes can step
back and reflect on what they want to offer/how they have
delivered their programme. Everything can be up for grabs at
this stage, and this is the chance to work with students in
transforming the student experience. The time for TESTA.
You may also wish to consider the value of other consultants.
2. Development – this is when matters get slightly more
concrete. Documents are produced for Faculty and QMO
scrutiny. The creative, design stage of the process is
expressed in paper form.
3. Approval – this is clustered around the Event and
subsequent Senate ADC approval of the Re/Validation
Document.
5. Why joining the dots matters for
student learning
• I always find myself going to the library and going ‘These are
the books related to this essay’ and that’s it.
• It’s difficult because your assignments are so detached from
the next one you do for that subject. They don’t relate to each
other.
• Because it’s at the end of the module, it doesn’t feed into our
future work.
• I read it and think “Well, that’s fine but I’ve already handed it in
now and got the mark. It’s too late”.
6. Principles
1. Assessment drives what students pay
attention to, and defines the actual
curriculum (Ramsden 1992).
2. Feedback is the single most influential
factor in student learning (Hattie 2009).
3. Programme is vital: “Assessment
innovations at the individual module level
often fail to address assessment problems
at the programme-level” (Gibbs 2013)
8. Approaches to Learning (Marton and
Saljo (1976)
• Meaning
• Concepts
• Active learning
• Evidence
• Argument
• Connections
• Relationship new and
previous knowledge
• Real-world learning
Surface
• Formulaic
• Focused on memorising
content
• Receiving info passively
• Inability to distinguish
principles from examples
• Treating modules as
silos
• Not seeing connections
Deep
10. Common issues from TESTA
1. High summative, low formative
2. Satellite marking standards
3. Fragmented assessment, fragmented
learning
4. Compartmentalisation
5. Feedback doesn’t feed-forward
11. Unintended consequences of the
modular system
• Proliferation of
summative tasks
• Assessment arms
race
• Episodic and
piecemeal feedback
• It’s a programme
design issue…
12. Solutions 101: Feedback as a dialogue
1. Conversation starter: What feedback would
you like on your work?
2. Joining the dots between feedback: the
cyclical cover sheet
3. Peer feedback and self-reflection ‘inner
dialogue’
13. Solutions 102: Ideas for internalising
understanding of criteria
1. Induction into academic processes: show,
evaluate and discuss examples
2. Criteria crunching – rewrite in your own
words.
3. Co-production of criteria
4. Marking exercises with criteria and dialogue
5. Calibration workshops with whole teams
14. Solutions 103:Ideas for assessment
for learning
1. Multi-stage – formative to summative
2. Integrated assessments – exams, projects
and big beasts which cross modules
3. Authentic assessment tasks which involve
collaboration, reflection and production of
‘real world’ outputs and artefacts (journal
articles, podcasts, videos, presentations,
posters etc)
15. Programme Focused Assessment
• See www.pass.brad.ac.uk
PFA
• seeks to assess programme learning outcomes rather than
solely modular learning outcomes;
• shifts summative assessment away from the modular level to
the programme level;
• seeks to combat the ‘modularisation’ of learning and
assessment by encouraging integrated means of assessment
for learning.
16. Programme Focused Assessment
Benefits of PFA:
•If summative assessment is confined to
separate modules there is a risk of ‘over-
assessment’.
•Modularisation can lead to the fragmentation
of student learning and staff teaching.
•Modularisation inhibits ‘slow’ or ‘deep’
learning. Students are encouraged to think
‘across’ modules.
17. The process of validation and
revalidation
• The paper process is there to support
designing for excellence and
innovation;
• Role of FADC and Panel scrutiny;
• The Event itself: role of the
presentation and all the team;
• Role of Senate ADC;
• Outcomes following the Event.
18. The process of validation and
revalidation
• See:
https://intranet.winchester.ac.uk/informati
on-bank/quality-
office/Documents/Forms/all.aspx?
View={C2FC2804-174B-435B-9712-
D512580DCD32}&FilterField1=TaxKey
word&FilterValue1=Programme
%20Approval&InitialTabId=Ribbon
%2EDocument&VisibilityContext=WSS
TabPersistence
19. Any questions?
• Dr Tansy Jessop, Head of L&T
Tansy.Jessop@winchester.ac.uk
• Dr Stuart Sims, Research and Teaching Fellow
(Student Engagement)
Stuart.Sims@winchester.ac.uk
• Jan Gibson, Quality Officer (Validations and
Reviews)
Jan.Gibson@winchester.ac.uk
• Dr Angus Paddison, Director of Academic Quality
and Development
Angus.Paddison@winchester.ac.uk
Editor's Notes
TESTA Higher Education Academy NTFS project, funded for 3 years in 2009. 4 partner universities, 7 programmes – ‘cathedrals group’. Gather data on whole programme assessment, and feed this back to teams in order to bring about changes. In the original seven programmes collected before and after data.
Based on robust research methods about whole programmes - 40 audits; 2000 AEQ returns; 50 focus groups. The two triangulating methodologies of the AEQ and focus groups are student experience data – student voice etc. Three legged stool. These three elements of data are compiled into a case profile which captures the interaction of an academic’s programme view, the ‘official line’ or discourse of assessment and how students perceive it. This is a very dynamic rendering because student voice is explanatory, but also probes some of our assumptions as academics about how students work and how assessment works for them etc. Finally the case profile is subject to discussion and contextualisation by insiders – the people who teach on the programme, who prioritise interventions.