#2017mEdSymposium: MOOCs for teacher PD in ChinaBodong Chen
This document discusses teacher professional development in China through MOOCs. It notes that China has over 15 million teachers to train and the challenges that presents. It then describes a study of teachers in China who repeatedly took a MOOC on teaching methods and found that they applied what they learned to improve their instructional planning and spark collaborative discussions with colleagues. The document concludes by envisioning engaging and inspiring all 15 million teachers through online professional development by the year 2020.
Intervention for improving electronic portfolio entries sloan emerging 2012David Denton
This document discusses improving student reflections in electronic portfolios. It provides directions and examples of reflection prompts based on professional teaching standards to help students connect concepts and engage in critical thinking. The document also discusses using rubrics and feedback models to evaluate student reflections and help students revise their work based on instructor and peer feedback in the electronic portfolio environment.
Improving student learning through taking a programme approachTansy Jessop
1) The document discusses challenges with assessment and feedback at the program level, including an over-reliance on summative assessments, disconnected feedback between modules, and a lack of clarity around goals and standards.
2) It proposes using a programme assessment approach called TESTA to help address these issues by balancing formative and summative assessments, improving connections between modules, and increasing student involvement in co-creating assessment criteria.
3) Preliminary results from using TESTA include rebalancing assessment ratios, better assessment progression, improved student learning outcomes, and higher student satisfaction scores.
From alienation to engagement through a programme assessment approachTansy Jessop
This document summarizes a presentation on taking a program-level approach to assessment and feedback. It discusses four common problems: 1) variations in assessment patterns, 2) an imbalance with high summative and low formative assessments, 3) disconnected feedback, and 4) student confusion about goals and standards. Potential solutions include reducing summative assessments, increasing formative assessments, providing more connected feedback across modules, and involving students in co-creating assessment criteria to improve understanding of goals. Taking a program-wide approach can help address these issues and improve student learning outcomes.
Provided during the 2019 National Institute for Staff and Organizational Development Conference on Teaching and Leadership Excellence, this slidedeck introduces the Best Practices for Teaching Online program, speaks to the NISOD partnership, and campus considerations for implementation.
This document discusses the use of blended learning models in physical therapy education. It begins by defining blended learning and describing six primary blended learning models. It then discusses characteristics of successful online learners and teachers. The flipped classroom model is described, where students learn content online before class through videos and readings. The document identifies technical and pedagogical components needed to implement a flipped classroom successfully in physical therapy education. Benefits, risks, and challenges of this model are discussed. Examples of implementing blended learning at a physical therapy program are provided.
#2017mEdSymposium: MOOCs for teacher PD in ChinaBodong Chen
This document discusses teacher professional development in China through MOOCs. It notes that China has over 15 million teachers to train and the challenges that presents. It then describes a study of teachers in China who repeatedly took a MOOC on teaching methods and found that they applied what they learned to improve their instructional planning and spark collaborative discussions with colleagues. The document concludes by envisioning engaging and inspiring all 15 million teachers through online professional development by the year 2020.
Intervention for improving electronic portfolio entries sloan emerging 2012David Denton
This document discusses improving student reflections in electronic portfolios. It provides directions and examples of reflection prompts based on professional teaching standards to help students connect concepts and engage in critical thinking. The document also discusses using rubrics and feedback models to evaluate student reflections and help students revise their work based on instructor and peer feedback in the electronic portfolio environment.
Improving student learning through taking a programme approachTansy Jessop
1) The document discusses challenges with assessment and feedback at the program level, including an over-reliance on summative assessments, disconnected feedback between modules, and a lack of clarity around goals and standards.
2) It proposes using a programme assessment approach called TESTA to help address these issues by balancing formative and summative assessments, improving connections between modules, and increasing student involvement in co-creating assessment criteria.
3) Preliminary results from using TESTA include rebalancing assessment ratios, better assessment progression, improved student learning outcomes, and higher student satisfaction scores.
From alienation to engagement through a programme assessment approachTansy Jessop
This document summarizes a presentation on taking a program-level approach to assessment and feedback. It discusses four common problems: 1) variations in assessment patterns, 2) an imbalance with high summative and low formative assessments, 3) disconnected feedback, and 4) student confusion about goals and standards. Potential solutions include reducing summative assessments, increasing formative assessments, providing more connected feedback across modules, and involving students in co-creating assessment criteria to improve understanding of goals. Taking a program-wide approach can help address these issues and improve student learning outcomes.
Provided during the 2019 National Institute for Staff and Organizational Development Conference on Teaching and Leadership Excellence, this slidedeck introduces the Best Practices for Teaching Online program, speaks to the NISOD partnership, and campus considerations for implementation.
This document discusses the use of blended learning models in physical therapy education. It begins by defining blended learning and describing six primary blended learning models. It then discusses characteristics of successful online learners and teachers. The flipped classroom model is described, where students learn content online before class through videos and readings. The document identifies technical and pedagogical components needed to implement a flipped classroom successfully in physical therapy education. Benefits, risks, and challenges of this model are discussed. Examples of implementing blended learning at a physical therapy program are provided.
Tried & TestedMore Grounded Pedagogies for Online & Blended CoursesMichael M Grant
The document summarizes key aspects of designing effective online and blended courses based on learning theories and best practices. It provides templates and examples for organizing course content into modules with clear introductions, objectives, readings, activities, and assessments. It emphasizes the importance of instructor presence through tools like weekly video announcements, providing timely feedback, and encouraging student interaction and engagement with self-assessments and discussions.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
The first keynote I delivered at #eas14 used Brookfield's notion of lenses of reflection to encourage participants to consider other roles in everyday practice. This presentation focussed on a number of examples, including visualising assessment timelines.
AERA 2009 - Strategies for Instructors on How to Improve Online GroupworkMichael Barbour
Koh, M. H., & Barbour, M. K. (2009, April). Strategies for instructors on how to improve online groupwork. Paper discussion presented at the annual meeting of the American Educational Research Association, San Diego, CA.
J. Sargeant Reynolds Community College developed a mandatory online student orientation called CDL 001 based on institutional research showing students who took online courses early and in higher proportions were less likely to succeed. Research also found that students struggling with life factors like time management had lower success rates. The program covers online resources, research skills, and time management. Evaluation found most students felt more prepared for online classes after completing CDL 001 and had high success and persistence rates. Faculty and staff who took a special session also felt better able to advise students on online learning.
The document discusses research on effective online learning environments. It summarizes a framework that identifies three important presences for online learning: social presence, teaching presence, and cognitive presence. Teaching presence is then explored in more depth. It is broken into three categories - facilitating discourse, direct instruction, and instructional design/organization. Each category contains indicators of effective teaching practices. Research findings show students reported high levels of learning and satisfaction when instructors demonstrated behaviors aligned with the teaching presence framework.
Twearning: Twitter + Active Learning = Improved Student EngagementIda Jones
This document discusses using Twitter to improve student engagement and performance in education. It proposes having students use Twitter for class discussions and assignments to reinforce learning. An example assignment requires students to follow a professional athlete on Twitter and develop a social media policy. Assessment of Twitter's effectiveness includes student surveys showing increased contribution to content knowledge, and course grades that were higher after implementing Twitter assignments. The document advocates assessing Twitter's impact through various methods like observation, surveys, tests, and student work.
The Open SUNY COTE Quality Review (OSCQR) Process and RubricAlexandra M. Pickett
An overview of the Open SUNY COTE Quality Review (OSCQR) Process and Rubric for the continuous improvement of online course design. By the Open SUNY Center for Online Teaching Excellence.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
This document summarizes a presentation about leveraging assessments and technology for continuous course improvement. The presentation discusses using open educational resources (OER) to improve student success by increasing affordability and access. It promotes applying backward design principles to align outcomes, assessments, and content. The presentation also provides examples of active learning techniques like problem-based learning and role playing to engage students. Finally, it discusses using technology and learning analytics to continuously improve courses.
The document discusses TESTA (Transforming the Experience of Students Through Assessment), a programme-level approach to assessment and feedback. It identifies four key problems with current assessment practices: (1) a "knee-jerk" reaction to student feedback without meaningful change, (2) modular curriculum design not considering the student experience, (3) an "evidence-to-action gap" where data is collected but not used to improve learning, and (4) student confusion about learning goals and assessment standards. The TESTA approach aims to address these by shifting perspective to the whole programme, increasing formative assessment, providing ongoing feedback conversations, and helping students internalize goals and criteria. Several case studies showed positive impacts of TESTA
Creating authentic discussion environments in online coursesSeung Gutsch
This document discusses creating authentic discussion environments in online courses. It begins with background information on teaching innovation and learning technologies (TILT) at Fort Hays State University. Common discussion tools for online courses are then examined, including Blackboard discussion boards, Piazza, and Yellowdig. Best practices are provided for using each tool to encourage meaningful discussion and interaction among students. Instructors from various departments at FHSU share their positive experiences using Piazza and Yellowdig over traditional Blackboard discussion boards to increase student engagement and participation in online discussions.
This document outlines an inclusive feedback project at HEPP ICCB that aims to improve feedback practices. It involved researching feedback assumptions and student perspectives on feedback purposes. An inclusive feedback model was developed and piloted with audio and video feedback in selected units. Staff and student feedback was positive about the benefits of alternative feedback formats in providing clarity and focus. Next steps include enhancing rubrics, developing a community of practice around feedback design, improving assessment alignment, and increasing student autonomy through self and peer feedback practices. The goal is to help students better self-monitor and regulate learning independently through feedback.
Guiding Questions: Aligning Course Design with Teaching and Learning GoalsGail Matthews-DeNatale
1) The document discusses aligning course design with teaching and learning goals through instructional design and technology tools like Vista and wikis.
2) A sample learning sequence is presented that uses various tools like wikis and Vista discussions to foster a learning community around the topic of consumption and the environment.
3) Student learning and engagement in the community can be assessed through rubrics, formative feedback, and self-assessment against learning goals.
4) Challenges included integrating learning across courses, developing manageable formative assessment, and deciding when to use wikis vs. Vista. The debate around these tools and how each supports learning scenarios was discussed.
This presentation address the findings about anaction research study on the use of badging within a graduate course. This course itself studied the theory behind and the educational use of emerging technologies. Here you will see how the students responded to reviewing the work of their peers (in an anonymous manner).
This document summarizes a presentation about PeerWise, a web-based multiple choice question repository created by students. The presentation covered an overview of PeerWise, a hands-on session to demonstrate its use, research highlights on the benefits of student-generated content, and concluded with a question and answer period.
Teaching Online 101 - 2014 Brightspace Ignite WisconsinD2L Barry
Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin
Video can be used to provide rich, descriptive feedback to students on both formative and summative work. This presentation will focus on two specific examples from the University of York of how these resources have been created, distributed through the Blackboard VLE, augmented with other types of feedback and the impact that they have had on student learning and skills development.
This document discusses various methods of formative assessment that can be used to improve student learning, including self-assessment, conferencing, and providing feedback. It describes self-assessment as a process where students reflect on and evaluate the quality of their own work based on explicit criteria. For conferencing to be effective, it should provide individualized, timely feedback in a respectful manner. The document also discusses how to create authentic assessments aligned to standards, and provides examples of different dimensions of feedback such as individual versus generic, oral versus written, and student-led versus teacher-led.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important. It begins by noting that assessment and feedback are critical to student learning but there are challenges like an over-reliance on summative assessments and disconnected feedback. TESTA aims to address these issues by rebalancing assessments to include more formative work, creating better connections between assessments, and improving feedback practices. The document provides examples of successful formative assessment strategies used in different university programmes. Overall, TESTA seems to improve student perceptions of assessment and feedback as well as enhancing staff and student experiences of the curriculum.
Ask Not What AI Can Do For You - Nov 2023 - Slideshare.pptxD2L Barry
This document discusses the potential roles of artificial intelligence (AI) in education. It begins with a survey asking readers about their role, experience with distance education and AI tools. It then discusses how AI could be used to assist educators by automating certain repetitive tasks like writing quiz questions, lesson plans, letters of reference, and grading assignments. This would allow educators to focus on relationship building and creative thinking. The document also discusses concerns about AI and argues it is best used to enhance rather than replace human roles. It shares D2L's views that learning is a human experience that can be supported by technology.
Designing Competency Structures and Learning ObjectivesD2L Barry
Title: Designing Competency Structures and Learning Objectives.
For a presentation April 21 at Georgia State University.
By Theresa Butori, Univ of North Georgia
More Related Content
Similar to Saving Time with Discussion Boards - Brightspace Ignite Minnesota
Tried & TestedMore Grounded Pedagogies for Online & Blended CoursesMichael M Grant
The document summarizes key aspects of designing effective online and blended courses based on learning theories and best practices. It provides templates and examples for organizing course content into modules with clear introductions, objectives, readings, activities, and assessments. It emphasizes the importance of instructor presence through tools like weekly video announcements, providing timely feedback, and encouraging student interaction and engagement with self-assessments and discussions.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
The first keynote I delivered at #eas14 used Brookfield's notion of lenses of reflection to encourage participants to consider other roles in everyday practice. This presentation focussed on a number of examples, including visualising assessment timelines.
AERA 2009 - Strategies for Instructors on How to Improve Online GroupworkMichael Barbour
Koh, M. H., & Barbour, M. K. (2009, April). Strategies for instructors on how to improve online groupwork. Paper discussion presented at the annual meeting of the American Educational Research Association, San Diego, CA.
J. Sargeant Reynolds Community College developed a mandatory online student orientation called CDL 001 based on institutional research showing students who took online courses early and in higher proportions were less likely to succeed. Research also found that students struggling with life factors like time management had lower success rates. The program covers online resources, research skills, and time management. Evaluation found most students felt more prepared for online classes after completing CDL 001 and had high success and persistence rates. Faculty and staff who took a special session also felt better able to advise students on online learning.
The document discusses research on effective online learning environments. It summarizes a framework that identifies three important presences for online learning: social presence, teaching presence, and cognitive presence. Teaching presence is then explored in more depth. It is broken into three categories - facilitating discourse, direct instruction, and instructional design/organization. Each category contains indicators of effective teaching practices. Research findings show students reported high levels of learning and satisfaction when instructors demonstrated behaviors aligned with the teaching presence framework.
Twearning: Twitter + Active Learning = Improved Student EngagementIda Jones
This document discusses using Twitter to improve student engagement and performance in education. It proposes having students use Twitter for class discussions and assignments to reinforce learning. An example assignment requires students to follow a professional athlete on Twitter and develop a social media policy. Assessment of Twitter's effectiveness includes student surveys showing increased contribution to content knowledge, and course grades that were higher after implementing Twitter assignments. The document advocates assessing Twitter's impact through various methods like observation, surveys, tests, and student work.
The Open SUNY COTE Quality Review (OSCQR) Process and RubricAlexandra M. Pickett
An overview of the Open SUNY COTE Quality Review (OSCQR) Process and Rubric for the continuous improvement of online course design. By the Open SUNY Center for Online Teaching Excellence.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
This document summarizes a presentation about leveraging assessments and technology for continuous course improvement. The presentation discusses using open educational resources (OER) to improve student success by increasing affordability and access. It promotes applying backward design principles to align outcomes, assessments, and content. The presentation also provides examples of active learning techniques like problem-based learning and role playing to engage students. Finally, it discusses using technology and learning analytics to continuously improve courses.
The document discusses TESTA (Transforming the Experience of Students Through Assessment), a programme-level approach to assessment and feedback. It identifies four key problems with current assessment practices: (1) a "knee-jerk" reaction to student feedback without meaningful change, (2) modular curriculum design not considering the student experience, (3) an "evidence-to-action gap" where data is collected but not used to improve learning, and (4) student confusion about learning goals and assessment standards. The TESTA approach aims to address these by shifting perspective to the whole programme, increasing formative assessment, providing ongoing feedback conversations, and helping students internalize goals and criteria. Several case studies showed positive impacts of TESTA
Creating authentic discussion environments in online coursesSeung Gutsch
This document discusses creating authentic discussion environments in online courses. It begins with background information on teaching innovation and learning technologies (TILT) at Fort Hays State University. Common discussion tools for online courses are then examined, including Blackboard discussion boards, Piazza, and Yellowdig. Best practices are provided for using each tool to encourage meaningful discussion and interaction among students. Instructors from various departments at FHSU share their positive experiences using Piazza and Yellowdig over traditional Blackboard discussion boards to increase student engagement and participation in online discussions.
This document outlines an inclusive feedback project at HEPP ICCB that aims to improve feedback practices. It involved researching feedback assumptions and student perspectives on feedback purposes. An inclusive feedback model was developed and piloted with audio and video feedback in selected units. Staff and student feedback was positive about the benefits of alternative feedback formats in providing clarity and focus. Next steps include enhancing rubrics, developing a community of practice around feedback design, improving assessment alignment, and increasing student autonomy through self and peer feedback practices. The goal is to help students better self-monitor and regulate learning independently through feedback.
Guiding Questions: Aligning Course Design with Teaching and Learning GoalsGail Matthews-DeNatale
1) The document discusses aligning course design with teaching and learning goals through instructional design and technology tools like Vista and wikis.
2) A sample learning sequence is presented that uses various tools like wikis and Vista discussions to foster a learning community around the topic of consumption and the environment.
3) Student learning and engagement in the community can be assessed through rubrics, formative feedback, and self-assessment against learning goals.
4) Challenges included integrating learning across courses, developing manageable formative assessment, and deciding when to use wikis vs. Vista. The debate around these tools and how each supports learning scenarios was discussed.
This presentation address the findings about anaction research study on the use of badging within a graduate course. This course itself studied the theory behind and the educational use of emerging technologies. Here you will see how the students responded to reviewing the work of their peers (in an anonymous manner).
This document summarizes a presentation about PeerWise, a web-based multiple choice question repository created by students. The presentation covered an overview of PeerWise, a hands-on session to demonstrate its use, research highlights on the benefits of student-generated content, and concluded with a question and answer period.
Teaching Online 101 - 2014 Brightspace Ignite WisconsinD2L Barry
Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin
Video can be used to provide rich, descriptive feedback to students on both formative and summative work. This presentation will focus on two specific examples from the University of York of how these resources have been created, distributed through the Blackboard VLE, augmented with other types of feedback and the impact that they have had on student learning and skills development.
This document discusses various methods of formative assessment that can be used to improve student learning, including self-assessment, conferencing, and providing feedback. It describes self-assessment as a process where students reflect on and evaluate the quality of their own work based on explicit criteria. For conferencing to be effective, it should provide individualized, timely feedback in a respectful manner. The document also discusses how to create authentic assessments aligned to standards, and provides examples of different dimensions of feedback such as individual versus generic, oral versus written, and student-led versus teacher-led.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important. It begins by noting that assessment and feedback are critical to student learning but there are challenges like an over-reliance on summative assessments and disconnected feedback. TESTA aims to address these issues by rebalancing assessments to include more formative work, creating better connections between assessments, and improving feedback practices. The document provides examples of successful formative assessment strategies used in different university programmes. Overall, TESTA seems to improve student perceptions of assessment and feedback as well as enhancing staff and student experiences of the curriculum.
Similar to Saving Time with Discussion Boards - Brightspace Ignite Minnesota (20)
Ask Not What AI Can Do For You - Nov 2023 - Slideshare.pptxD2L Barry
This document discusses the potential roles of artificial intelligence (AI) in education. It begins with a survey asking readers about their role, experience with distance education and AI tools. It then discusses how AI could be used to assist educators by automating certain repetitive tasks like writing quiz questions, lesson plans, letters of reference, and grading assignments. This would allow educators to focus on relationship building and creative thinking. The document also discusses concerns about AI and argues it is best used to enhance rather than replace human roles. It shares D2L's views that learning is a human experience that can be supported by technology.
Designing Competency Structures and Learning ObjectivesD2L Barry
Title: Designing Competency Structures and Learning Objectives.
For a presentation April 21 at Georgia State University.
By Theresa Butori, Univ of North Georgia
This document discusses ChatGPT and other large language models (LLMs). It begins with an agenda that outlines discussing what LLMs are and how they are trained, ways educators can use ChatGPT, and limitations of ChatGPT. It then explains that ChatGPT is not the first chatbot but one of the first widely used. It discusses how LLMs are trained using next-token prediction and masked language modeling. The document considers both optimistic and pessimistic views about the importance of advanced AI. It provides examples of how ChatGPT could be used to help with teaching but also limitations, such as not being good at math, plagiarism detection, or very recent events. It acknowledges other emerging AI systems
Custom Pathways Resources - Kristin Randles.pdfD2L Barry
Presentation by Kristin Randles at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Resources:
Carnegie Mellon: https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/choice.html
Cult of Pedagogy: https://www.cultofpedagogy.com/udl-equity/
Novak Education: https://www.novakeducation.com/hubfs/Resources/UDL_FlowChart.pdf
C-BEN: https://www.cbenetwork.org/
Presentation by Denise Huff of Spartanburg Community College at the D2L Connection: South Carolina Edition on October 28, 2022 at Piedmont Technical College in Newberry.
Brightspace Creator +, Content Creation Platform for Engaging Interactives an...D2L Barry
Creator+ is a content creation platform that streamlines content creation for engaging educational experiences. It provides templates, interactive elements, and integrated video tools to help educators create courses faster and with less technical skills. Ready-made templates, interactive elements like tabs and accordions, practices for assessing comprehension, and screen recording tools allow anyone to create high-quality content easily. The consistent design features also ensure a unified look across all institutional content.
E-Learning Mythbusters Revisited - ITC 2022.pptxD2L Barry
Original presentation was at ITC's eLearning conference in February 2008.
This presentation takes an updated look at some of those e-learning myths in 2022.
Five Important Things You Won't Find in a Course Quality Rubric - Barry DahlD2L Barry
Currently available course design rubrics can be very valuable tools. However, these rubrics do not address several very important issues related to course quality. We’ll examine five additional areas that should be considered when working to improve the quality of online courses.
Office Documents: Making Word™ and PowerPoint™ Docs AccessibleD2L Barry
The document discusses making Word and PowerPoint documents more accessible. It covers using proper headings, adding alt text to images, and using the accessibility toolbar in Word. For PowerPoint, it recommends using accessible templates, properly structuring data tables, checking the reading order of elements, using unique and descriptive slide titles, and the outline view. The resources provide guidance on evaluating and improving the accessibility of Office documents.
Video Captions and Transcripts Made Easy , or at least easierD2L Barry
The document discusses various methods for creating captions and transcripts for videos. It defines captions and subtitles, and covers finding videos with existing captions on YouTube. Methods are presented for editing automatic captions generated by YouTube, creating transcripts, and using the .vtt file format for captions. Keyboard shortcuts for YouTube captions are also listed. The overall goal is to make video accessibility easier.
Video Captions and Transcripts Made Easy, or at least easierD2L Barry
This document discusses making video captions and transcripts easier. It covers finding videos with good captions on YouTube, editing captions in YouTube, creating video transcripts, keyboard shortcuts for captions, and the .vtt file format for captions. The goal is to provide accessible video content and help people learn how to make their videos more accessible through captions and transcripts.
D2L as a Training Platform for Faculty: Lessons LearnedD2L Barry
Webinar:
Date:Apr 7, 2020
Time:3:00 PM ET
Duration:1 hour
Presenters:
Archie L. Williams, Ph.D., Sharee’ Lawrence, Denise Sutton, Dr. Tamara Payne; all of Fort Valley State University
Handout: YuJa, post to a discussion from a mobile deviceD2L Barry
Handout for presentation by Joan Anderssen, Arapahoe Community College at the D2L Connection: 2020 Colorado Edition.
A day of learning, sharing, and fun at Red Rocks Community College in Arvada, Colorado.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
14. D2L ANALYTICS
• Create discussion board
requirements and check for
student engagement
• View class statistics as well as
an individual student statistics