The community of practice gives people an opportunity to network, share practice, hear what various institutions are doing and what we're doing in this space. You'll have the opportunity to discover more about our digital apprenticeships project, as well as our new toolkits in this area.
Jisc and HESA presentation on a national business intelligence service and research and development project using an agile data analysis model across UK University planning departments
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Ruth Drysdale, senior co-design manager, Jisc
Natalie Norton, head of technology enhanced learning and digital literacies, University of Winchester
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment. But do we really know how students are using technology and how are their expectations changing? In this workshop we will hear from staff and their students on how they are using the Jisc student and staff digital experience tracker to support the development of their digital student experience.
Lightning talks: digital strategy, next-generation learning environments and ...Jisc
Apprenticeship toolkit
Speaker: Rob Bristow, senior co-design manager, Jisc.
An introduction to our new dynamic apprenticeship toolkit. Our dip in toolkit will support you to embed effective technology in the planning, delivery and assessment of apprenticeships.
The intelligent campus community
Speaker: James Clay, senior co-design manager, Jisc.
The community of practice gives people an opportunity to network, share practice, hear what various institutions are doing and what Jisc is doing in the intelligent campus space. The community will understand how the intelligent campus project is developing and progressing. This ten minute lightning talk will provide an overview of the intelligent campus project. Why we are building a community and what they will gain and benefit from by being part of the community. They will also find out how to get involved.
Regarding GEER - Global Edtech Evaluation Repository
Speaker: Johan Bergström, international business developer, Umeå University.
Jisc and HESA presentation on a national business intelligence service and research and development project using an agile data analysis model across UK University planning departments
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Ruth Drysdale, senior co-design manager, Jisc
Natalie Norton, head of technology enhanced learning and digital literacies, University of Winchester
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment. But do we really know how students are using technology and how are their expectations changing? In this workshop we will hear from staff and their students on how they are using the Jisc student and staff digital experience tracker to support the development of their digital student experience.
Lightning talks: digital strategy, next-generation learning environments and ...Jisc
Apprenticeship toolkit
Speaker: Rob Bristow, senior co-design manager, Jisc.
An introduction to our new dynamic apprenticeship toolkit. Our dip in toolkit will support you to embed effective technology in the planning, delivery and assessment of apprenticeships.
The intelligent campus community
Speaker: James Clay, senior co-design manager, Jisc.
The community of practice gives people an opportunity to network, share practice, hear what various institutions are doing and what Jisc is doing in the intelligent campus space. The community will understand how the intelligent campus project is developing and progressing. This ten minute lightning talk will provide an overview of the intelligent campus project. Why we are building a community and what they will gain and benefit from by being part of the community. They will also find out how to get involved.
Regarding GEER - Global Edtech Evaluation Repository
Speaker: Johan Bergström, international business developer, Umeå University.
Pecha Kucha - AM 3
Can student staff partnerships support the development of digital teaching and learning practices?
Presented by Alex Patel, Digital education developer and Bethany Cox, Digital strategy intern, University of Leicester
IEEE TAG xAPI Webinar Series: Improving the Learner Experience Through an xAP...Margaret Roth
As part of the xAPI Case Studies Webinar Series hosted by the IEEE LTSC TAG xAPI, this presentation gives an overview of the creation of the Learning Commons. The Learning Commons is a shared space for connecting and accelerating educator learning created in partnership by the Learning Accelerator and Yet Analytics with support from innovative education organizations. The Learning Commons is an xAPI-enabled, multi-source content portal designed from the ground up with xAPI as part of the data model, powering a unified learner experience interface that allows learners to see how the informal learning content they work with aligns to competencies and skills they are working to build. As learners utilize content through curated playlists, skill and competency development is automatically tracked and presented back to learners, cohort leaders, and content providers through xAPI data.
The Google Slides version can be accessed at http://goog.gl/HfuscA. This presentation was presented in the xAPI Case Studies Webinar Series hosted by the IEEE LTSC TAG xAPI group on April 17, 2018.
Modern Learning Ecosystem Design with xAPIMargaret Roth
While the L&D community is increasingly familiar with the Experience API (xAPI) and its value for data collection and interoperability, few examples exist to clarify the value of xAPI as applied within different existing learning infrastructures. This session focused on sharing the ways xAPI can connect and provide value in any eLearning environment.
These slides present a series of different learning ecosystem configurations and the ways xAPI and a learning record store (LRS) can provide value in each case. The three main learning ecosystem configurations examined range from the simplest (LMS and LRS) to three systems connected (LMS, LRS, and CMS) to the fully modular (LRS, LMS, simulations, microlearning, performance assessment, and other tools). For each of these configurations, the presentation shares specific values and practical applications gained by connecting an xAPI LRS to the existing system.
This presentation was originally shared as part of the eLearning Guild's 2018 Learning Solutions conference on March 28, 2018.
A mapping of Microsoft resources to the Jisc digital capabilities framework working closely with colleagues at the University of Leicester and Milton Keynes College.
Data Analytics: Opportunities and Challenges for Business SchoolsErika Fille Legara
On 23 April 2018, my co-presentor Prof. Balaji Padmanabhan of USF MUMA and I shared to business academics and administrators at the 2018 AACSB ICAM our data analytics and data science journeys in our respective institutions -- Asian Institute of Management and Muma College of Business, University of South Florida.
Overview of Project Services at University of EdinburghMark Ritchie
Project Services are part of Information Services at the University of Edinburgh. This slide set provides an overview of what we do. If you have any questions about Project Services contact mark.ritchie@ed.ac.uk
Connect more with the future part 1 - Andy McGregorJisc
Andy McGregor, deputy chief innovation officer, Jisc.
Andy will focus on Jisc’s visions for its work across the education and research sectors.
Connect more in Scotland, Thursday 16 June 2016.
Implementing the Digital Capability Service in my college or university.James Clay
So how do you build digital capability within your institution? The proposed Jisc Digital Capability Service provides a framework, audit and diagnostic tools and an online offer of activities and CPD. However this is only part of the story, there are key challenges and potential enablers within every institution. This workshop will enable participants to work together to identify the potential barriers, blockers and challenges an organisation will face in building digital capability and think about the potential enablers that will allow them to maximise the impact of the Jisc Digital Capability Service to improve the skills and effectiveness of staff across their organisation.
Digital Leaders - Integrating digital into leadership programmes at the Unive...Jisc
Pecha Kucha - AM 4
Integrating digital into leadership programmes at the University of York.
Susan Halfpenny, Teaching and Learning Manager, University of York; Michelle Blake, head of relationship management, University of York
How are students’ expectations and experiences of their digital environment c...Jisc
A talk from Connect More in Wales 2018
Speakers:
- Nick Budden, learning technologist, Northampton College
- Gareth Johns, IT training service manager, Cardiff Metropolitan University
- Sarah Knight, head of change - student experience, Jisc
- Andrew Morgans, academic skills specialist, Cardiff Metropolitan University
- Sarah Williams, Cardiff Metropolitan University
How to Plan for an xAPI Pilot at xAPI Camp DevLearn 2018 - Yet AnalyticsAllie Tscheulin
From an organization-wide executive directive to become more data-driven, a retail corporate L&D team took an internal look at their own data practices. Realizing that they had an overwhelming lack of transparency into their learning initiatives and a great amount of data that had gone unused, the team developed a transformation vision to create a single system of record for learning to enable observability, granularity, and accountability for all team members. The team was committed to the vision of xAPI; however, the data and information they needed in order to make actionable change for their learners was locked away in non-interoperable formats, and they recognized the need to develop a data strategy and implementation plan.
*Originally presented on 10/ 23/2018 at xAPI Camp during DevLearn 2018 by Allie Tscheulin
Pecha Kucha - AM 3
Can student staff partnerships support the development of digital teaching and learning practices?
Presented by Alex Patel, Digital education developer and Bethany Cox, Digital strategy intern, University of Leicester
IEEE TAG xAPI Webinar Series: Improving the Learner Experience Through an xAP...Margaret Roth
As part of the xAPI Case Studies Webinar Series hosted by the IEEE LTSC TAG xAPI, this presentation gives an overview of the creation of the Learning Commons. The Learning Commons is a shared space for connecting and accelerating educator learning created in partnership by the Learning Accelerator and Yet Analytics with support from innovative education organizations. The Learning Commons is an xAPI-enabled, multi-source content portal designed from the ground up with xAPI as part of the data model, powering a unified learner experience interface that allows learners to see how the informal learning content they work with aligns to competencies and skills they are working to build. As learners utilize content through curated playlists, skill and competency development is automatically tracked and presented back to learners, cohort leaders, and content providers through xAPI data.
The Google Slides version can be accessed at http://goog.gl/HfuscA. This presentation was presented in the xAPI Case Studies Webinar Series hosted by the IEEE LTSC TAG xAPI group on April 17, 2018.
Modern Learning Ecosystem Design with xAPIMargaret Roth
While the L&D community is increasingly familiar with the Experience API (xAPI) and its value for data collection and interoperability, few examples exist to clarify the value of xAPI as applied within different existing learning infrastructures. This session focused on sharing the ways xAPI can connect and provide value in any eLearning environment.
These slides present a series of different learning ecosystem configurations and the ways xAPI and a learning record store (LRS) can provide value in each case. The three main learning ecosystem configurations examined range from the simplest (LMS and LRS) to three systems connected (LMS, LRS, and CMS) to the fully modular (LRS, LMS, simulations, microlearning, performance assessment, and other tools). For each of these configurations, the presentation shares specific values and practical applications gained by connecting an xAPI LRS to the existing system.
This presentation was originally shared as part of the eLearning Guild's 2018 Learning Solutions conference on March 28, 2018.
A mapping of Microsoft resources to the Jisc digital capabilities framework working closely with colleagues at the University of Leicester and Milton Keynes College.
Data Analytics: Opportunities and Challenges for Business SchoolsErika Fille Legara
On 23 April 2018, my co-presentor Prof. Balaji Padmanabhan of USF MUMA and I shared to business academics and administrators at the 2018 AACSB ICAM our data analytics and data science journeys in our respective institutions -- Asian Institute of Management and Muma College of Business, University of South Florida.
Overview of Project Services at University of EdinburghMark Ritchie
Project Services are part of Information Services at the University of Edinburgh. This slide set provides an overview of what we do. If you have any questions about Project Services contact mark.ritchie@ed.ac.uk
Connect more with the future part 1 - Andy McGregorJisc
Andy McGregor, deputy chief innovation officer, Jisc.
Andy will focus on Jisc’s visions for its work across the education and research sectors.
Connect more in Scotland, Thursday 16 June 2016.
Implementing the Digital Capability Service in my college or university.James Clay
So how do you build digital capability within your institution? The proposed Jisc Digital Capability Service provides a framework, audit and diagnostic tools and an online offer of activities and CPD. However this is only part of the story, there are key challenges and potential enablers within every institution. This workshop will enable participants to work together to identify the potential barriers, blockers and challenges an organisation will face in building digital capability and think about the potential enablers that will allow them to maximise the impact of the Jisc Digital Capability Service to improve the skills and effectiveness of staff across their organisation.
Digital Leaders - Integrating digital into leadership programmes at the Unive...Jisc
Pecha Kucha - AM 4
Integrating digital into leadership programmes at the University of York.
Susan Halfpenny, Teaching and Learning Manager, University of York; Michelle Blake, head of relationship management, University of York
How are students’ expectations and experiences of their digital environment c...Jisc
A talk from Connect More in Wales 2018
Speakers:
- Nick Budden, learning technologist, Northampton College
- Gareth Johns, IT training service manager, Cardiff Metropolitan University
- Sarah Knight, head of change - student experience, Jisc
- Andrew Morgans, academic skills specialist, Cardiff Metropolitan University
- Sarah Williams, Cardiff Metropolitan University
How to Plan for an xAPI Pilot at xAPI Camp DevLearn 2018 - Yet AnalyticsAllie Tscheulin
From an organization-wide executive directive to become more data-driven, a retail corporate L&D team took an internal look at their own data practices. Realizing that they had an overwhelming lack of transparency into their learning initiatives and a great amount of data that had gone unused, the team developed a transformation vision to create a single system of record for learning to enable observability, granularity, and accountability for all team members. The team was committed to the vision of xAPI; however, the data and information they needed in order to make actionable change for their learners was locked away in non-interoperable formats, and they recognized the need to develop a data strategy and implementation plan.
*Originally presented on 10/ 23/2018 at xAPI Camp during DevLearn 2018 by Allie Tscheulin
Leveraging change through digital capability - Sarah Davies, Beckie Dunsby, J...Jisc
Led by Sarah Davies, head of higher education and student experience, Jisc.
With contributions from:
Beckie Dunsby, learning technologies co-ordinator at Swindon College
Jayne Holt, assistant principal - learning services at Walsall College
Connect more in Cheltenham, 30 June 2016
Speakers:
David Lewis, senior analytics consultant, Jisc
Mike Hughes, IT director, City University, London
An opportunity to find out about how an institution has been implementing learning analytics to support the student journey with and opportunity to discuss issues and possibilities that the use of learning analytics may create.
Leveraging change through digital capability - Esther Barrett, Geoff Elliott,...Jisc
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from:
Geoff Elliott, learning and technology development manager, Pembrokeshire College
Berni Tyler, managing director, ISA Training
Connect more in Wales, Thursday 7 July 2016
The apprentice, the employer and the provider - dashboards for apprenticeshipsJisc
Speakers:
Sue Attewell, head of change: FE and skills, Jisc
Rob Bristow, senior co-design manager, Jisc
James Clay, senior co-design manager, Jisc
Jisc is planning to build dashboards to allow employers to have access to learning data that their training providers hold on their apprentices. This workshop will show how institutional data can be made available to training providers, thus enabling better support for apprenticeships and reduction in admin overhead for providers.
The apprentice, the employer and the provider - dashboards for apprenticeships James Clay
Jisc is planning to build dashboards to allow employers to have access to learning data that their training providers hold on their apprentices. This workshop will show how institutional data can be made available to training providers, thus enabling better support for apprenticeships and reduction in admin overhead for providers.
How will the growth in online learning shape the future design of learning sp...James Clay
The physicality of online learning is an issue that will impact on university campuses as more institutions move to a blended programmes containing elements of online and digital learning and physical in-person learning. In this session James Clay from Jisc will explore the challenges that growth in online learning will bring to learning spaces and the university campus. He will explore what is required for, in terms of space for online learning, but will also consider the space and design implications of delivering online teaching as well. He will discuss what some universities are doing today to meet these challenges and requirements. He will reflect on a possible future where we are able to maximise the use of our space as students have the flexibility to learn online, in-person and across a spectrum of blended possibilities.
Presentation to the University Alliance Teaching and Learning Network Meeting by Jisc on Learning and teaching reimagined and Powering higher education
Education 4.0 – Key Trends in the Current Digital LandscapeJames Clay
Reflecting on what we understand by Education 4.0 and the potential impact on universities?
Discussing how universities should harness the power of their data and use analytics to tackle some of the big strategic challenges within the organisation
Asking the key questions: How will teaching be transformed? What does personalised adaptive learning look like? Could we re-imagine assessment? How do we build an intelligent campus?
Designing a strategy that will enable orgnisations to start laying the foundations for the future that is Education 4.0
Boosting Student Retention and Achieving Strategic Goals Through Data and Ana...James Clay
Tackling the student mental health challenge by utilising data to enhance student support mechanisms
Transforming learning experience and helping students learn more through personalisation and analytics
Utilising practical mechanisms for engaging with staff and students in order to make smarter procurements in tech
Presentation from the ULCC Future of Technology in Education Conference 1st October 2010.
There is something very beautiful and sensual about a new book. As you open it for the first time you can feel the stiffness of the spine of a book that has never been read. Books are indeed wonderful things, but still, the iPad is the future of reading…
What do we understand by Education 4.0 and the potential impact on universities?James Clay
How will teaching be transformed?
What does personalised adaptive learning look like?
Could we re-imagine assessment?
Do we need to build a fluid digital campus?
What needs to be in place to make that happen?
What do you need to do, to make that happen?
What about privacy, ethics and security?
Digital is core to the UK’s higher education sector, enhancing and creating efficiencies across all aspects of the student experience and supporting staff in delivering excellence. Jisc is the UK digital body dedicated to the education and research communities. Jisc’s vision is for the UK to be the best research and education nation in its use of digital technologies.
“New technologies and approaches are merging the physical, digital, and biological worlds in ways that will fundamentally transform humankind. The extent to which that transformation is positive will depend on how we navigate the risks and opportunities that arise along the way. The changes are so profound that, from the perspective of human history, there has never been a time of greater promise or potential peril.”
– The Fourth Industrial Revolution by Klaus Schwab, founder of the World Economic Forum
The UK education sector needs to transform to meet the requirements of industry 4.0 and student expectations. Artificial intelligence and mixed reality will play a critical role in successfully upskilling, retraining and assessing our workforce to ensure no one is left behind. The world of Industry 4.0 is one of high-level skills such as analysts, AI wranglers, problem solvers and creatives, but also a world of dexterity, such as artisans, carers and robot carers and maintainers.
What’s the first thing you do in the morning? What’s the first thing you do when you sit down at your desk at work? I suspect you are probably checking your e-mail? It wouldn’t surprise me that you leave your e-mail client (like Outlook) open all the time and respond as those little pop-ups appear on your screen. So how often do you check your e-mail?
Smart buildings and spaces are already here; the technology, sensors and data analysis capability are all available, but it isn’t all joined up and so has limited scope in terms of what we can learn and how we can use the knowledge.
Could we build not just a smart science park, but start to build an intelligent science park, where data from the physical, digital and online environments can be combined and analysed, opening up vast possibilities for more effective use of spaces, buildings, energy, people, and then some…
The smart campus is already here; the technology, sensors and data analysis capability is all available, but it isn’t all joined up and so has limited scope in terms of what we can learn and how we can use the knowledge.
In order to enhance the student experience, allow for more effective and efficient use of space, could we take the smart campus and make it intelligent?
Universities and colleges spend billions on their campuses, yet they are frequently underutilised and are often a frustrating experience for students. In this session, I will describe the campus of the future. How does a traditional campus become a smart campus? What are the steps to make a smart campus, an intelligent campus? We have an opportunity to provide our members with a service that can help them address that problem. If we extend our learning analytics infrastructure to collect data from a wider range of institutional software and devices then we can deliver novel insights to institutional managers to help them make their campuses more efficient, improve student experience and deliver higher quality teaching.
The future intelligent campus service aims to find effective ways to use data gathered from the physical estate and combine it with learning and student data from student records, library systems, the virtual learning environment (VLE) and other digital systems. This session will describe what data can be gathered, how it can be measured and explore the potential for enhancing the student experience. It will demonstrate and explain to the delegates what the exciting future of the intelligent campus. Importantly I will also ask delegates to consider the ethical issues when implementing an intelligent campus as well as the legal requirements.
Siemens Presentation - Intelligent Campus Community Event - 17th January 2019James Clay
Siemens vision of the campus of the future. f you are working in the area of the intelligent campus and have an interest in the work being undertaken in this space, we would like to invite you to attend the third of our community events. This community of practice gives people a chance to network, share practice and hear what various institutions are doing. You will have the opportunity to discover more about our intelligent campus project and our work in this space.
Legal and Ethics - Intelligent Campus Community Event - 17th January 2019James Clay
How Jisc is developing guidance on the legal and ethical aspects of the Intelligent Campus. If you are working in the area of the intelligent campus and have an interest in the work being undertaken in this space, we would like to invite you to attend the third of our community events. This community of practice gives people a chance to network, share practice and hear what various institutions are doing. You will have the opportunity to discover more about our intelligent campus project and our work in this space.
Richmond upon Thames College Presentation Intelligent Campus Community Event ...James Clay
If you are working in the area of the intelligent campus and have an interest in the work being undertaken in this space, we would like to invite you to attend the third of our community events. This community of practice gives people a chance to network, share practice and hear what various institutions are doing. You will have the opportunity to discover more about our intelligent campus project and our work in this space.
Technical Update - Intelligent Campus Community Event - 17th January 2019James Clay
If you are working in the area of the intelligent campus and have an interest in the work being undertaken in this space, we would like to invite you to attend the third of our community events. This community of practice gives people a chance to network, share practice and hear what various institutions are doing. You will have the opportunity to discover more about our intelligent campus project and our work in this space.
In the technical update, we talked about the architecture, infrastructure behind the proposed service, how we are building a prototype in the Jisc offices and delivered a live demo.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Welcome
» Agenda
» 10:30 Introduction
» 10:35 Background to the project
» 11:00 Alpha Prototype
» 11:30 Activity: Gaps and Challenges
» 12:15 Learning analytics and on-boarding
» 12:45 Lunch
» 13:30 Community Case Study 1
» 14:15 Community Case Study 2
» 15:00 Toolkit
» 15:30 Close
02/03/2018
5. Aim
We’re working on ways to improve
the apprentice experience by
capturing and analysing the many
kinds of data that can be collected
through the apprenticeship journey.
02/03/2018
6. Background
The digital apprenticeship project is
one of five new ideas to emerge from
our co-design consultations with
members and other stakeholders.
02/03/2018
7. Background
Our members and stakeholders have
asked us to research how we can use
technology to enhance and improve
the apprenticeship journey in order
to meet the needs of employers and
apprentices in the 21st century.
02/03/2018
8.
9. What we’re doing
This research is developing alongside
our effective learning analytics
project and our work to build a
learning analytics service.
02/03/2018
10. Learning data hub
At the core of the learning analytics
service is the learning data hub.
We’ll extend the learning data hub to
enable data to be gathered from all
aspects of the apprenticeship
journey.
02/03/2018
13. Why this matters
Apprenticeships is a growth area
undergoing massive reform, with a
government target of three million
starts by 2020.This is a tenfold
increase from the current level of
300,000 apprentices.
02/03/2018
14. Why this matters
Increasing and more effective use of
technology will be crucial to
achieving government targets whilst
maintaining high quality
02/03/2018
15. Why this matters
Making timely interventions will
enable apprentices to learn more
effectively.
02/03/2018
18. How we'll do it
We propose to build a tracking,
monitoring and reporting system
for employers, providers and
apprentices on top of the learning
data hub.
02/03/2018
19. How we'll do it
We’ll provide advice and guidance
on embedding digital into the
apprenticeship journey and on how to
structure data for the learning data
hub.
02/03/2018
20. How we'll do it
We will develop information on the
ethical issues surrounding gathering,
storing and using personal data,
including our code of practice for
learning analytics.
02/03/2018
21. How we'll do it
We’ll create analytics algorithms so
the tools are available when
members are ready to use them.
02/03/2018
30. Data Explorer
Data Explorer Release 1.0.2 Jan 18
New visualisations supporting
analytics of online activity,
attendance, study goal use, etc.
Push notifications to support Study
Goal
RAG Status and improved
visualisations of student activity
User Guide and videos
Jisc Learning Analytics 2017
»
31. Learning Analytics Service
VLE data
+
Student record system
+
Attendance data
+
Library data
Buildings data
+
Learning space data
+
Location data
Teaching quality data
+
Assessment data
+
Curriculum design data
Content data
+
Learning pathways data
Better retention
and attainment
Retention and
attainment
A more efficient
campus
Improved teaching
& curricula
Personalised and
adaptive learning
Efficient campus
Improving teaching
& curricula
Now
Learning
analytics
Institutional
analytics
Educational
analytics
Cognitive
Analytics and AI
Future
Jisc’s direction of travel with analytics
32. Study Goal
Study Goal: Release 1.3.0 –September. Push
targets, single targets (tasks).
Study Goal: Release 1.4.0 – Mid October
» Guides and videos
» https://docs.analytics.alpha.jisc.ac.uk/docs/study-
goal/Home
Jisc Learning Analytics 2017
33. Exercise – Part 1
»Grab some post-it notes
»Think about what systems you use to record
apprenticeship data
»Discuss with your neighbours
»Write each system with vendor name on one post-it
»Add them to the columns on the wall
What do you have?
02/03/2018
34. Exercise – Part 2
»Grab some post-it notes
»Imagine yourself to be an employer with a number of
apprentices, maybe from different providers
»Think about what information you would want to be able
to access about your apprentice from their provider
»Discuss with your neighbours
»Write one on each post-it
»Add to appropriate column on wall
What does an employer want to see?
02/03/2018
35. Exercise – Part 3
»Having looked at both sides of this, are there any
additions or modifications you want to make?
»Any problems or issues you foresee
Revisit the part 1 & 2
02/03/2018
41. Group activity
In groups, identify what are the
barriers and blockers to
embedding digital technologies
into the apprenticeship journey.
02/03/2018
58. School Available Higher/Degree
Apprenticeship
Level
HSC Healthcare Assistant Practitioner -
Perioperative Care
5
HSC Healthcare Assistant Practitioner -
Integrated Care
5
HSC Healthcare Assistant Practitioner -
Acute Care
5
HSC Healthcare Assistant Practitioner -
Mental Health
5
HSC Registered Nurse 6
CAE Embedded Electronics Systems
Design & Development Engineer
6
CAE Manufacturing Engineer 6
School Available Higher/Degree
Apprenticeship
Level
BLE Chartered Manager Degree
Apprenticeship
6
BLE Operations/Departmental Manager
Apprenticeship
5
CDT Digital and Technology Solutions
Professional
6
CDT Network Engineer 4
CDT Software Developer 4
LPF Chartered Legal Executive 6
LSE Healthcare Science Practitioner
Degree Apprenticeship
6
Staffs Uni Current
Offering
• 5 upcoming apprenticeship validations
• 11 apprenticeships under development
• 8 new apprenticeships under consideration
Apprenticeship &
Skills Digital Hub
59. Key Elements• Understanding HDA apprenticeship
policies and Performance and
Management rules.
• Responsibilities of Providers,
Employers and Apprentices.
• Educating internal staff members and
external stakeholders.
Policy
• Members of staff who work with
employers need to co-ordinate – need
one central point to actively manage
the relationship.
• Educate about the Apprenticeship Levy
and the co-funding model
Employer
Engagem
ent
• Collecting the data necessary data:
eligibility, commitment statements,
service level agreements, agreement
forms.
• Flexible Recruitment cycles
• Entry requirements – Math's and
English and employer’s requirements.
Admission
s and
Enrolment • Curriculum development in
collaboration with employers to suit
their organisational needs and patterns
• Ensure email, VLE and other student
systems are available – flexible and
proactive approach (20% otj)
• Existing provision
Program
Design
60. • Academic Team need to record their
reviews - critical part of the evidence
pack
• Culture change in perception ‘time
consuming’ to business critical
Tripartite
Reviews
• Ensure HESA team understand
importance of accurate data and work
with academic team to alert when
circumstances change e.g. break in
learning
• ILR Submissions – HESA changes 19/20
HESA/IL
R
• Ensure Finance Dpt. Is aware that
delivery affects them directly - collect
contribution/make incentive payments;
• Development of a costing model
• Effective invoicing system
Finance
and
Costings • Steering group with involvement from all
academics and services;
• Make and take decisions - don’t let
governance be a block;
• Cascade information down.
Governan
ce
Key Elements
61. Adaptations/Changes
• Educate: Apprenticeship Handbook, Workplace Mentor Handbook
• Fit-for-purpose Apprenticeship Costing Template
• Fit-for-purpose Validation process
o Agile and efficient
• Apprenticeship Steering Group
• Connected/Integrated apprenticeship development process
o Integrating Academic Schools, Quality, Administration, Admissions,
Finance and Student support
• ONA Business Engagement approach with employers
• Wider local skills gap/needs
• Collaborative work with Partners
o Supporting organisations (UVAC), LEP, Chambers, Council
o FE colleges- understanding of progression routes
• Active understanding and up-to-date knowledge on ESFA funding rules and
IfA developments
• Advanced data management/record system – tailored towards employer
and ESFA needs
67. About the tookit
»Advice & guidance
› Create an understandable visualisation of the new apprenticeship journey
› Highlight where technology can improve learning and deliver business
efficiencies
› Offer practical guidance on good practice
› Deliver an overview of the main technology options available to providers and
practical guidance on how to arrive at the tools that best meet need
› Identify influencing points and create policy guidance
23.11.17
69. What you told us
23.11.17
‘Our nearest
EPA is over
200 miles
away’
‘Assessment plans
aren’t being done by
those with assessment
expertise’
‘Where we could with
some support is around
blended learning’
‘A lot of EPA could be
done remotely but the
digital environment
might make some
learners even more
uncomfortable.’
‘the standard for this is
unworkable - even the
trainers say they can't
do all of the things
required’
‘The learner has become
a byproduct of the
process when they used
to be at the centre.This
is quite a shift for all of
us.’ ‘There will be a
need to teach
softer skills to
prepare
apprentices for
EPA’
‘One of our painpoints
(as an employer) is
tracking apprentices,
seeing who’s doing
well or just doing OK’
70. Started with painpoints
» Managing added extras wanted by employers
(eg qualifications)
» Adequate end point assessment organisations
in place / cost effective approaches
» Managing learner expectations
» Procedural knowledge of the organisation for
the learner
» On programme support
» English and maths skill requirements
» Progression to higher learning/employment
» Matching the job to the person
» Transport for assessors/trainers and learners
» How can an employer structure the learning
when not engaged in designing the learning?
23.11.17
» Different expectations of employer /
employee
» Preparing apprentice for potential self-
employment
» Apprentices lacking motivation, recognition
and confidence
» Complicated / new funding model
» Who will quality assure the process? Who will
certificate EPA?
» Culture change for tutors/trainers/assessors
moving away from teacher centric models
» Isolation some apprentices feel
» Supporting apprentices to make the right
choices
71. Started with your painpoints
» Managing added extras wanted by employers (eg
qualifications)
» Adequate end point assessment organisations in
place / cost effective approaches (EPA)
» Managing learner expectations (induction)
» Procedural knowledge of the organisation for the
learner
» On programme support (learner support)
» English and maths skill requirements (initial
assessment)
» Progression to higher learning/employment
» Transport for assessors/trainers and learners
(virtual classroom / EPA)
» Supporting apprentices to make the right choices
(finding and taking on an apprentice)
23.11.17
» Different expectations of employer / employee
(induction)
» Preparing apprentice for potential self-
employment
» Apprentices lacking motivation, recognition and
confidence (open badges)
» Complicated / new funding model
» Who will quality assure the process? Who will
certificate EPA?
» Culture change for tutors/trainers/assessors
moving away from teacher centric models
» Isolation some apprentices feel (blended
delivery)
» How can an employer structure the learning
when not engaged in designing the learning?
(working with employers)
73. Next steps
»May – August
› Consultation on draft version of the tool for feedback on gaps
– Engaged over 100 stakeholders through 15 interviews and 4 workshops
» September - December
› Now working with a web design team to redesign the resource as an interactive
web site
› Exploring potential self-assessment tools to support staff digital capabilities
»November – March
› Exploratory research into higher and degree apprenticeships
› Toolkit live on website
› Understand further developments required
23.11.17
74. Next steps
»Opportunities:
› User testing the new web-based toolkit
› Check Jisc blog for updates: https://digitalapprenticeships.jiscinvolve.org/
»Key resources:
› Guide and case studies: ‘Enhancing the digital experience for skills learners’:
https://www.jisc.ac.uk/guides/enhancing-the-digital-experience-for-skills-learners
› Digital capabilities: http://ji.sc/building-digicap
23.11.17
76. Aim
We’re working on ways to improve
the apprentice experience by
capturing and analysing the many
kinds of data that can be collected
through the apprenticeship journey.
02/03/2018
77. Community events
The community of practice gives
people an opportunity to network,
share practice, hear what various
institutions are doing and what Jisc is
doing in this space.
02/03/2018
78. Come to our community events
»If you are working in the area of how digital can improve
the apprenticeship journey and are interested in work
being undertaken in this space by others, then we would
like to invite you to attend our community events for HE
and FE.
› 19th April 2018 – Portsmouth
› June 2018 –TBC
»Book now - https://jisc.ac.uk/events
78
79. Join in the discussion
»Go to the Digital Apprenticeships webpage
› https://www.jisc.ac.uk/rd/projects/digital-
apprenticeships
»Follow the Digital Apprenticeships blog
› https://digitalapprenticeships.jiscinvolve.org/
»Join theTwitter conversation: follow @jamesclay
80. Thank you for coming and see you next time
DigitalApprenticeships
02/03/2018
Editor's Notes
I have a dream….
Using the flip chart page identify the barriers and blockers to embedding digital technologies.
Remind the delegates about their drawings.
There is a river.
The river is a barrier.
The desired outcome is to be on the other side.
The solution is to build a bridge,
Solutions may not reflect the barrier or the outcome.
Pick some barriers
Explain the outcome (focus on the outcome)
It’s easy to identify the desired outcome?
How do we know how to get to that outcome?
There is a river.
The river is a barrier.
The desired outcome is to be on the other side.
The solution is to build a bridge,
Solutions may not reflect the barrier or the outcome.
What will enable change?
What is the solution to the problem that enables the outcome?
What will enable change?
What is the solution to the problem that enables the outcome?
Each group passes their flip chart page to the group on their left.
Then using the flip chart page they now have identify the potential enablers to the barriers and blockers to embedding digital technologies that the other groups identified.
What are you going to do when you get back to work?
Jisc has been charged with providing support to training providers moving to the new apprenticeships. We have been trying to understand what the issues are to identify where Jisc can provide guidance and add value
We have been talking to a range of stakeholders to find out:
what are the challenges and areas of good practice in the current system
& what the changes will mean for them
also trying to do a gap analysis of where technology use could be beneficial but is not currently being applied
The term training provider covers a huge spectrum of different types of organisation with different sets of issues. And each training provider is working with a range of different types of employers across a range of disciplines.
We are seeing many good uses of technology already but, even in large providers, it appears to be brought in in an ad hoc way with little strategic planning and no clear vision and roadmap.
However things are changing and many training providers who previously saw technology use as an optional extra are now realising it will be core to their delivery model if they are to be cost-effective.
The uncertainties around the new models of delivery that I’m sure you’re aware of are making it very difficult to plan. The clarity that is starting to emerge is already throwing up issues.
Many of the EPAs include a very broad range of assessment elements and not all providers are experienced in preparing learners for all these types of assessment activities & the softer skills they’ll need not just the knowledge. There was one example we found where the weighting of an interview was greater than a portfolio of evidence – which puts the emphasis on learners having the necessary skills to conduct the interview well.
Remote assessment, necessary for cost efficiencies, could also pose issues if learners aren’t used to working in this way.
Key issues that have come up time and time again in the conversations are how to design an effective blended delivery model – new business models delivering to learners from diverse locations makes this an imperative. Even where we found strengths in digitally enabled learning within provider organisations, they were struggling to provide that experience to learners remotely.
Key differences with the new model –
Separation of delivery from assessment
Employer led and raised employer expectations…..etc
We also started with consultation – this was the outcome of an activity we ran at our FE and Skills Coalition group meeting back last year – where we asked participants to focus on their pain points. This provided the starting point for developing content to help illustration how digital could address these issues.
There may be some in here that resonate with you.
Insert the new diagram when we have it
Toolkit draft completed in April, followed by a review process with stakeholders.
Consultation told us:
Structure and design
some liked one route through, others liked the other so we’ll work to have one route in that meets both needs.
Liked the overview and dipping in.
Ensure integrity and consistency of navigation, review the imagery – more slick
Content
ensure we have the right references to the ETF Future Apprenticeships toolkit and resources – we’ve mapped the two resources to ensure consistency and appropriate signing
Confusing recommendations around length and depth – some wanted more detail around case studies, others liked them shorter and snappier. Wanted ‘warts and all’ but often hard to gather that. Some said too many college egs, some said too many provider egs!
More clarity on what this is and what it isn’t – focus on the digital
Possible more content around for example progress tracking, monitoring and data driven approaches; EPA egs (although currently hard to find). Ofsted inspection – concerned about lack of measurement of progress regardless of achievement – are they developing as a result of the training?
More on digital infrastructures – at the big picture level – what technologies can offer and how they can work together
More on evidence to convince managers
We’re now working with a web design team to improve the navigation and layout and design up as a web site.