The discussion prompts for our presentation can be found below, but they are also on the class website:
Discussion Prompts:
1. In your professional experience, what methods have you used to reduce the potential for a low survey return rate?
2. What are potential impacts on evaluator data when a survey has a low return rate?
3. What are the strengths and weaknesses of replacing a paper system with an online system?
Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016Julie Evans
Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.
The evaluation plan aims to improve literacy at Newsome High School through data-driven instruction. An Instructional Leadership Team was formed to collect and analyze student achievement data from tests and PLC discussions to inform teacher training. Initial surveys found teachers were unclear on data reporting. Training was provided and surveys will assess effectiveness. Reading and collaboration between departments is a focus. Multi-year evaluation will track impact of professional learning on instruction and student literacy.
The Learning Analytics tool is used to analyse students’ activity from automatically recorded user log data and to build interactive visualizations, which provide valuable insights into the learning process and participation of students in a course offered to teachers and students.
The document provides details of an instructional design project for a training workshop on using social networking tools for teachers. It includes an analysis of the learning context and learners, goals and objectives, task analysis, and assessment plan. The learner analysis found that most teachers are experienced computer users but novice social media users who prefer hands-on learning. The goal is for teachers to learn how to use social networking sites for educational purposes. A series of assessments include partner, group, and individual activities using Facebook over several weeks following the training.
Blackboard’s data science team conducts large-scale analysis of the relationship between the use of our academic technologies and student impact, in order to inform product design, disseminate effective practices, and advance the base of empirical research in educational technologies.
In this presentation, John Whitmer, Director of Analytics & Research, will discuss findings from 2016. Some findings challenge our conventional knowledge, while others confirm what we believed to be true.
Archived presentation made to JISC Learning Analytics workgroup on Feb 22, 2017
Jisc learning analytics service oct 2016Paul Bailey
This document summarizes Paul Bailey's presentation on Jisc's learning analytics service. It discusses what learning analytics is, how it can be used to improve student performance, teaching quality, and institutional strategy. The service will provide dashboards, a student app, and an alert system to help identify at-risk students. It will initially focus on student engagement and attainment data to improve retention and achievement. An on-boarding process and readiness assessment are also outlined to help institutions implement learning analytics. The goal is to launch the service in 2017 to measure its impact on key performance indicators.
The document summarizes research into understanding the student digital experience. Factor analysis of survey responses from 37,000 students at UK universities and colleges identified 8 key factors that describe the student digital experience. These factors were similar for both university and college students. The factors were then explored further through qualitative analysis of open-ended survey responses. While students discussed all the themes identified, their comments focused more on practical issues like access to resources and the quality of learning spaces. Staff survey responses were also analyzed through factor analysis to understand their perspectives. Overall, the research provided insights into both student and staff digital experiences to help improve the use of digital technologies in teaching and learning.
Pink of Blue? Examining gender sensitivity in games - SXSWedu 2016Julie Evans
Contrary to what we may want to believe, emerging research indicates that use of digital tools and content within learning is not gender-blind. While girls and boys share a common interest in technology to support personalized learning, their uses of and aspirations for digital learning are often quite different. This is especially true with game-based learning. In this workshop, we will roll up our sleeves and interact with a variety of games that are popular in education. Using a new evaluation tool, participants will gain an insider perspective on gender-bias or sensitivity within games by examining the characterization, imagery and language, storyline and results of the game play.
The evaluation plan aims to improve literacy at Newsome High School through data-driven instruction. An Instructional Leadership Team was formed to collect and analyze student achievement data from tests and PLC discussions to inform teacher training. Initial surveys found teachers were unclear on data reporting. Training was provided and surveys will assess effectiveness. Reading and collaboration between departments is a focus. Multi-year evaluation will track impact of professional learning on instruction and student literacy.
The Learning Analytics tool is used to analyse students’ activity from automatically recorded user log data and to build interactive visualizations, which provide valuable insights into the learning process and participation of students in a course offered to teachers and students.
The document provides details of an instructional design project for a training workshop on using social networking tools for teachers. It includes an analysis of the learning context and learners, goals and objectives, task analysis, and assessment plan. The learner analysis found that most teachers are experienced computer users but novice social media users who prefer hands-on learning. The goal is for teachers to learn how to use social networking sites for educational purposes. A series of assessments include partner, group, and individual activities using Facebook over several weeks following the training.
Blackboard’s data science team conducts large-scale analysis of the relationship between the use of our academic technologies and student impact, in order to inform product design, disseminate effective practices, and advance the base of empirical research in educational technologies.
In this presentation, John Whitmer, Director of Analytics & Research, will discuss findings from 2016. Some findings challenge our conventional knowledge, while others confirm what we believed to be true.
Archived presentation made to JISC Learning Analytics workgroup on Feb 22, 2017
Jisc learning analytics service oct 2016Paul Bailey
This document summarizes Paul Bailey's presentation on Jisc's learning analytics service. It discusses what learning analytics is, how it can be used to improve student performance, teaching quality, and institutional strategy. The service will provide dashboards, a student app, and an alert system to help identify at-risk students. It will initially focus on student engagement and attainment data to improve retention and achievement. An on-boarding process and readiness assessment are also outlined to help institutions implement learning analytics. The goal is to launch the service in 2017 to measure its impact on key performance indicators.
The document summarizes research into understanding the student digital experience. Factor analysis of survey responses from 37,000 students at UK universities and colleges identified 8 key factors that describe the student digital experience. These factors were similar for both university and college students. The factors were then explored further through qualitative analysis of open-ended survey responses. While students discussed all the themes identified, their comments focused more on practical issues like access to resources and the quality of learning spaces. Staff survey responses were also analyzed through factor analysis to understand their perspectives. Overall, the research provided insights into both student and staff digital experiences to help improve the use of digital technologies in teaching and learning.
This document provides an introduction to the Speak Up research project, which collects feedback from K-12 stakeholders annually to inform education policies and programs. It discusses Project Tomorrow as the nonprofit organization that facilitates Speak Up. Key points include an overview of the annual Speak Up surveys of students, teachers, parents and others; examples of how survey data has been used; and an invitation for schools and districts to participate in Speak Up 2018 by administering online surveys to various stakeholder groups.
Speak Up is a national research project that collects the views of K-12 students, educators, and parents on the use of technology in education. Schools and districts can register to participate to receive localized survey results. The surveys take 15-20 minutes and are anonymous. Participating ensures local voices are heard on education technology issues. Benefits include weekly participation updates and a free report on local and national data. Schools should set participation goals and promote the opportunity for input. Project Tomorrow staff are available to help with the process.
Advantages and Disadvantages of Using a Blogging Activity in a College Euclid...Dr. Mokter Hossain
Abstract:
This study explored student perceptions of a 12-week blogging activity that was a standard component of a
college Euclidean Geometry class offered in a university in the Western United States. This paper presents qualitative data regarding student perceptions of the advantages and
disadvantages of using blogs as supportive tool in the
Euclidean Geometry course. Data were collected by asking two open-ended items and analyzed using MAXQDA, a Qualitative Data Analysis program. The study uncovered ten themes related to advantages and six themes related to disadvantages of using the blogging activity as a supportive tool for teaching and learning in this class. Each of these themes was labeled by an in vivo code. The themes were not independent of one another, but instead showed interconnected aspects of an overall phenomenon.
Citation:
Hossain, M. M. & Quinn, R. J. (2012). Advantages and Disadvantages of Using a Blogging Activity in a College Euclidean Geometry Course. International Journal of Computer Technology and Electronics Engineering, 2(6), 1-8. PDF File. Available online at: http://www.ijctee.org/files/VOLUME2ISSUE6/IJCTEE_1212_01.pdf
This document summarizes key findings from the Speak Up 2017 research project regarding trends in education. It highlights that while interest is high in new learning models among teachers, implementation has been slow. It also notes that teachers need support like planning time, reliable internet access, and professional development to more effectively integrate technology. Additionally, the document discusses how parents now have higher expectations for communication and value technology skills for their children's future success.
PPT Student perceptions of tech use 2013Cathy Yang
The document summarizes the results of a survey about SUNY Potsdam students' perceptions of technology use by professors and themselves. Key findings include:
1) Students feel professors effectively use popular technologies like presentation software but could improve with technologies students desire, like mobile apps and social media.
2) Students believe training could help professors better adopt and use technologies in the classroom.
3) While students use technologies independently, they do not think their skills are improving in some areas through their coursework.
The document summarizes a presentation on the pLASMA project, which aims to develop automated measures to help educators manage their use of social media for teaching and learning. The presentation covered the project's survey of educators on their social media use, which found blogs, Twitter, and YouTube were most used. Factor analysis identified six factors of social media use: 1) facilitating engagement, 2) organizing for teaching, 3) reaching outside the class. Regression analysis indicated educators' individualized use and level taught best predicted their past, current, and future social media use.
This document discusses The Learning Connection, an online portal that aims to improve student learning and instruction by providing tools for tracking student achievement data, facilitating collaboration between educators, and giving students, parents, and teachers access to academic resources and standards. It outlines the goals and potential benefits of The Learning Connection for students, educators, and parents, as well as some barriers to its implementation. Finally, it explains how The Learning Connection aligns with the ISTE National Educational Technology Standards for students, teachers, and technology leaders.
Visualizing Data: Infographics for Teaching and Learning about Social WelfareLaurel Hitchcock
On Friday July 6, 2018 at 10:03 AM in Dobber B of the RSD at the 2018 International Social Work, Education & Social Development Conference, Nathalie Jones, Melanie Sage, Todd Sage and I (Laurel Hitchcock) are presenting we are presenting on the use of infographics in the Social Work curriculum
School Leaders "Speak Up" about Student Achievement, Emerging Technologies an...Julie Evans
This document summarizes a presentation about the annual Speak Up survey, which collects data from K-12 students, teachers, parents, and administrators about technology use in education. Key findings from the 2007 survey showed a "digital disconnect" between how students live and learn. Most challenging for administrators is funding for new technologies and professional development. Students want laptops and mobile access, while administrators see engagement, remediation, and scheduling as drivers for online learning. The presentation promotes participation in the 2008 Speak Up survey.
Tomorrow's Students, Today's K-12 Digital LearnersJulie Evans
The document summarizes key findings from the 2007 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 1 million K-12 students, teachers, parents, and administrators regarding technology use in education. Key findings included that students consider themselves more advanced technology users than teachers perceive, and that the top priority cited by education leaders is improving test scores. The document also notes that the future of education lies with the emerging "free agent learner" who is self-directed and untethered to traditional learning models.
Too Much Screen Time: Fake News or Real Parental Concern?Julie Evans
Education leaders are perplexed by parents’ views on technology use: parents worry about too much screen time but say digital learning is important. This session will unpack current research on parents’ views and provide K-12 leaders with insights to address screen time concerns with effective messaging and real data.
The WeTeach_CS Program at UT Austin’s Center for STEM Education will be accepting applications for Computer Science Collaboratives in Texas beginning December 7, 2016. Proposals are due January 9, 2017. This presentation gives potential applicants information about WeTeach_CS, the Collaborative program, and RFA process.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
This document provides information about various computer science education programs and opportunities in Texas, including:
- A 6-week online certification preparation course to help teachers pass the Texas computer science certification test.
- A $1,000 incentive program for educators who become certified through support from 100Kin10 and the Texas Education Agency.
- Upcoming workshops and summer programs on topics like Java programming, video game programming, and AP computer science to help teachers gain skills and earn continuing education credits.
- Advocacy efforts through organizations like WeTeach_CS and CS4TX to expand computer science education across Texas schools.
The document summarizes a technology needs assessment conducted at Morton Elementary School. It discusses the school's goals of enhancing learning with technology. It outlines objectives like increasing student access to technology. It also describes conducting a staff survey to assess technology needs, interviewing teachers, and examining findings to develop recommendations and an updated technology plan.
This needs assessment was created by a teacher to evaluate the technology needs of Morehead City Middle School. The assessment included surveys of teachers, students, and parents to understand current technology use and identify gaps. Documents reviewed included the school and county technology plans, budget information, and examples of how teachers integrate technology. Focus groups with teachers were also proposed to gather qualitative data on successes and areas for improvement. The goal was to analyze all available information to update the school's technology plan and ensure it is meeting objectives.
The document provides a technology needs assessment for Johnson High School. It outlines objectives to integrate technology across the curriculum, improve availability of technology for students and teachers, and encourage distance learning and global awareness training. Surveys were distributed to gather input from teachers, students, parents, administrators, and staff. Findings indicated that most teachers want to incorporate more technology but some feel intimidated, while students want more technology use in classes. Recommendations include purchasing more equipment for classrooms, providing staff training, and exploring email monitoring and gaming/social media to engage students.
The document provides information from a technology needs assessment conducted at Benson Elementary School. It includes the goal of preparing students for using technology in daily life. Objectives include using technology to support new teaching strategies and improve academic achievement. Surveys were given to teachers, staff, parents, students and administrators to assess technology skills, access, and needs. The results will be used to update the school improvement plan with new technology goals and strategies.
Top 10 Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
This document discusses a presentation given by Dr. Julie Evans of Project Tomorrow on the top ten things everyone should know about today's students and digital learning. It provides an overview of Project Tomorrow, an organization that conducts annual research on K-12 students' use of technology through a survey called the Speak Up Project. Key findings from the 2016 Speak Up survey are then presented, including how students use technology at school, mobile devices for learning, use of games for learning, online classes, student-teacher communication, social media, and using the internet for homework. An expert student panel is also introduced to provide their perspectives.
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. However, few Texas high schools offer CS courses and there is a lack of certified CS teachers. The WeTeach_CS program aims to address this by training more teachers and increasing access to introductory CS courses like CS Discoveries and AP Computer Science Principles. The document outlines pathways for growing local CS programs and increasing participation of underrepresented groups.
This document discusses how owning real estate can support different lifestyles and personalities, suggesting that real estate can help creative people continue developing their ideas, offer variety for those who enjoy change, allow people to focus their talents in a valuable way depending on their pace, and concentrate on core strengths for those with resolve, while also helping people cherish family.
COMPENSATION OF HARMONIC CURRENTS UTILIZING AHC( ACTIVE HARMONIC COMPENSATOR)ATHUL RAJ.R
The document discusses active harmonic compensation (AHC) systems used to improve power quality in industrial plants affected by nonlinear loads. It notes that traditional passive filters have drawbacks, while AHCs can actively control harmonic and reactive currents. The summary describes the key components of an AHC system, including a closed-loop control system that detects harmonic currents and generates compensating currents using a PWM inverter. It states that while AHCs provide advantages over passive filters, their higher material costs have limited market adoption.
This document provides an introduction to the Speak Up research project, which collects feedback from K-12 stakeholders annually to inform education policies and programs. It discusses Project Tomorrow as the nonprofit organization that facilitates Speak Up. Key points include an overview of the annual Speak Up surveys of students, teachers, parents and others; examples of how survey data has been used; and an invitation for schools and districts to participate in Speak Up 2018 by administering online surveys to various stakeholder groups.
Speak Up is a national research project that collects the views of K-12 students, educators, and parents on the use of technology in education. Schools and districts can register to participate to receive localized survey results. The surveys take 15-20 minutes and are anonymous. Participating ensures local voices are heard on education technology issues. Benefits include weekly participation updates and a free report on local and national data. Schools should set participation goals and promote the opportunity for input. Project Tomorrow staff are available to help with the process.
Advantages and Disadvantages of Using a Blogging Activity in a College Euclid...Dr. Mokter Hossain
Abstract:
This study explored student perceptions of a 12-week blogging activity that was a standard component of a
college Euclidean Geometry class offered in a university in the Western United States. This paper presents qualitative data regarding student perceptions of the advantages and
disadvantages of using blogs as supportive tool in the
Euclidean Geometry course. Data were collected by asking two open-ended items and analyzed using MAXQDA, a Qualitative Data Analysis program. The study uncovered ten themes related to advantages and six themes related to disadvantages of using the blogging activity as a supportive tool for teaching and learning in this class. Each of these themes was labeled by an in vivo code. The themes were not independent of one another, but instead showed interconnected aspects of an overall phenomenon.
Citation:
Hossain, M. M. & Quinn, R. J. (2012). Advantages and Disadvantages of Using a Blogging Activity in a College Euclidean Geometry Course. International Journal of Computer Technology and Electronics Engineering, 2(6), 1-8. PDF File. Available online at: http://www.ijctee.org/files/VOLUME2ISSUE6/IJCTEE_1212_01.pdf
This document summarizes key findings from the Speak Up 2017 research project regarding trends in education. It highlights that while interest is high in new learning models among teachers, implementation has been slow. It also notes that teachers need support like planning time, reliable internet access, and professional development to more effectively integrate technology. Additionally, the document discusses how parents now have higher expectations for communication and value technology skills for their children's future success.
PPT Student perceptions of tech use 2013Cathy Yang
The document summarizes the results of a survey about SUNY Potsdam students' perceptions of technology use by professors and themselves. Key findings include:
1) Students feel professors effectively use popular technologies like presentation software but could improve with technologies students desire, like mobile apps and social media.
2) Students believe training could help professors better adopt and use technologies in the classroom.
3) While students use technologies independently, they do not think their skills are improving in some areas through their coursework.
The document summarizes a presentation on the pLASMA project, which aims to develop automated measures to help educators manage their use of social media for teaching and learning. The presentation covered the project's survey of educators on their social media use, which found blogs, Twitter, and YouTube were most used. Factor analysis identified six factors of social media use: 1) facilitating engagement, 2) organizing for teaching, 3) reaching outside the class. Regression analysis indicated educators' individualized use and level taught best predicted their past, current, and future social media use.
This document discusses The Learning Connection, an online portal that aims to improve student learning and instruction by providing tools for tracking student achievement data, facilitating collaboration between educators, and giving students, parents, and teachers access to academic resources and standards. It outlines the goals and potential benefits of The Learning Connection for students, educators, and parents, as well as some barriers to its implementation. Finally, it explains how The Learning Connection aligns with the ISTE National Educational Technology Standards for students, teachers, and technology leaders.
Visualizing Data: Infographics for Teaching and Learning about Social WelfareLaurel Hitchcock
On Friday July 6, 2018 at 10:03 AM in Dobber B of the RSD at the 2018 International Social Work, Education & Social Development Conference, Nathalie Jones, Melanie Sage, Todd Sage and I (Laurel Hitchcock) are presenting we are presenting on the use of infographics in the Social Work curriculum
School Leaders "Speak Up" about Student Achievement, Emerging Technologies an...Julie Evans
This document summarizes a presentation about the annual Speak Up survey, which collects data from K-12 students, teachers, parents, and administrators about technology use in education. Key findings from the 2007 survey showed a "digital disconnect" between how students live and learn. Most challenging for administrators is funding for new technologies and professional development. Students want laptops and mobile access, while administrators see engagement, remediation, and scheduling as drivers for online learning. The presentation promotes participation in the 2008 Speak Up survey.
Tomorrow's Students, Today's K-12 Digital LearnersJulie Evans
The document summarizes key findings from the 2007 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 1 million K-12 students, teachers, parents, and administrators regarding technology use in education. Key findings included that students consider themselves more advanced technology users than teachers perceive, and that the top priority cited by education leaders is improving test scores. The document also notes that the future of education lies with the emerging "free agent learner" who is self-directed and untethered to traditional learning models.
Too Much Screen Time: Fake News or Real Parental Concern?Julie Evans
Education leaders are perplexed by parents’ views on technology use: parents worry about too much screen time but say digital learning is important. This session will unpack current research on parents’ views and provide K-12 leaders with insights to address screen time concerns with effective messaging and real data.
The WeTeach_CS Program at UT Austin’s Center for STEM Education will be accepting applications for Computer Science Collaboratives in Texas beginning December 7, 2016. Proposals are due January 9, 2017. This presentation gives potential applicants information about WeTeach_CS, the Collaborative program, and RFA process.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
This document provides information about various computer science education programs and opportunities in Texas, including:
- A 6-week online certification preparation course to help teachers pass the Texas computer science certification test.
- A $1,000 incentive program for educators who become certified through support from 100Kin10 and the Texas Education Agency.
- Upcoming workshops and summer programs on topics like Java programming, video game programming, and AP computer science to help teachers gain skills and earn continuing education credits.
- Advocacy efforts through organizations like WeTeach_CS and CS4TX to expand computer science education across Texas schools.
The document summarizes a technology needs assessment conducted at Morton Elementary School. It discusses the school's goals of enhancing learning with technology. It outlines objectives like increasing student access to technology. It also describes conducting a staff survey to assess technology needs, interviewing teachers, and examining findings to develop recommendations and an updated technology plan.
This needs assessment was created by a teacher to evaluate the technology needs of Morehead City Middle School. The assessment included surveys of teachers, students, and parents to understand current technology use and identify gaps. Documents reviewed included the school and county technology plans, budget information, and examples of how teachers integrate technology. Focus groups with teachers were also proposed to gather qualitative data on successes and areas for improvement. The goal was to analyze all available information to update the school's technology plan and ensure it is meeting objectives.
The document provides a technology needs assessment for Johnson High School. It outlines objectives to integrate technology across the curriculum, improve availability of technology for students and teachers, and encourage distance learning and global awareness training. Surveys were distributed to gather input from teachers, students, parents, administrators, and staff. Findings indicated that most teachers want to incorporate more technology but some feel intimidated, while students want more technology use in classes. Recommendations include purchasing more equipment for classrooms, providing staff training, and exploring email monitoring and gaming/social media to engage students.
The document provides information from a technology needs assessment conducted at Benson Elementary School. It includes the goal of preparing students for using technology in daily life. Objectives include using technology to support new teaching strategies and improve academic achievement. Surveys were given to teachers, staff, parents, students and administrators to assess technology skills, access, and needs. The results will be used to update the school improvement plan with new technology goals and strategies.
Top 10 Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
This document discusses a presentation given by Dr. Julie Evans of Project Tomorrow on the top ten things everyone should know about today's students and digital learning. It provides an overview of Project Tomorrow, an organization that conducts annual research on K-12 students' use of technology through a survey called the Speak Up Project. Key findings from the 2016 Speak Up survey are then presented, including how students use technology at school, mobile devices for learning, use of games for learning, online classes, student-teacher communication, social media, and using the internet for homework. An expert student panel is also introduced to provide their perspectives.
This document provides an overview of computer science (CS) education in Texas. It discusses what CS is, why it is important, and the current state of CS education in the state. Key points include that CS leads to economic opportunity and is foundational for all students. However, few Texas high schools offer CS courses and there is a lack of certified CS teachers. The WeTeach_CS program aims to address this by training more teachers and increasing access to introductory CS courses like CS Discoveries and AP Computer Science Principles. The document outlines pathways for growing local CS programs and increasing participation of underrepresented groups.
This document discusses how owning real estate can support different lifestyles and personalities, suggesting that real estate can help creative people continue developing their ideas, offer variety for those who enjoy change, allow people to focus their talents in a valuable way depending on their pace, and concentrate on core strengths for those with resolve, while also helping people cherish family.
COMPENSATION OF HARMONIC CURRENTS UTILIZING AHC( ACTIVE HARMONIC COMPENSATOR)ATHUL RAJ.R
The document discusses active harmonic compensation (AHC) systems used to improve power quality in industrial plants affected by nonlinear loads. It notes that traditional passive filters have drawbacks, while AHCs can actively control harmonic and reactive currents. The summary describes the key components of an AHC system, including a closed-loop control system that detects harmonic currents and generates compensating currents using a PWM inverter. It states that while AHCs provide advantages over passive filters, their higher material costs have limited market adoption.
The document outlines AMD's commitments to gamers and the gaming industry, including:
- Committing to driving innovation by supporting engineers and aligning innovations with gamer wants/needs.
- Committing to industry standards by participating in their development and quickly moving innovations into standards.
- Committing to supporting PC gaming by throwing their support behind the industry.
It discusses AMD's technical support for developers through tools, hardware access, and engineering support to help games utilize new technologies and run efficiently. AMD also provides marketing support through bundles, co-marketing, and promotions with partners. The document highlights several AAA titles that successfully implemented technologies like DirectX 11 and Eyefinity.
Remote detection of illegal usage of electricityATHUL RAJ.R
This document discusses power line communication (PLC) technology for automatic meter reading (AMR). It provides a brief history of PLC from 1950 to 2000. It then describes how PLC could be used to detect illegal electricity usage in India by installing two modems and a second meter per user, and a host PLC unit near distribution transformers. The document outlines the key components of a PLC-based AMR system and describes how optical sensors convert rotating meter dials to digital data for transmission over power lines. It also discusses some challenges and applications of PLC technology for AMR and smart grids.
This document outlines the key inputs and outputs in the production process. It identifies capital, land, labor and management as the main fixed factors of production, and raw materials, transportation and labor as the main variable factors. It also notes that while production can still occur without supplementary factors, no production at all can take place without the necessary fixed factors.
A production function shows the relationship between the amount of output produced and the inputs used. It models total product, average product, and marginal product as inputs vary. Total product is the amount of output from given inputs. Average product is total product divided by inputs, showing output per unit of input. Marginal product is the additional output from an extra unit of input.
The Crane Lane Chop Shop is a pop-up barbershop in Dublin targeting hipsters, college students, artists, and those aged 17-30. It aims to provide trendy hairstyles and products while some key strategies include increasing advertising in October for Movember, developing an active social media presence using platforms like Instagram and Facebook, and creating a mobile app for booking appointments and offers. The shop also plans to optimize its website and use various online channels for sharing hair tips and trends.
The document describes the design of steel reinforcement for different sections of a structure over 4 spans. It includes the calculation of steel required for flexure and shear for the interior strip and edge strips on the left and right sides of each span. Design checks such as checking the steel ratio and steel quantity are also presented. Reinforcement details such as bar diameter and spacing are provided.
This document outlines the key inputs and outputs in the production process. It identifies capital, land, labor and management as fixed factors of production that are indivisible and necessary for any production to occur. It also identifies variable factors like raw materials, labor and transportation that are divisible and supplementary to production. The production process takes these inputs through manufacturing, assembly, processing and services to create finished and semi-finished outputs.
Yamal is an autonomous district in Siberia, Russia that is a key producer of oil and natural gas, producing 8 million tons of natural gas annually. It has an area of 750,000 square km and population of 500,000, with its capital in Salekhard. Indigenous peoples to the region include the Nenets, Khanty and Selkup.
REPLACING COPPER WITH NEW CARBON NANOMATERIALS IN ELECTRICAL MACHINE WINDINGATHUL RAJ.R
Carbon nanotubes have properties that could make them suitable for replacing copper in electrical machine windings. CNTs have higher conductivity and current density than copper, lower resistivity, and are less prone to skin effect. A prototype CNT motor was created that had slightly higher efficiency than an equivalent copper motor, demonstrating the potential of CNTs. However, CNTs are still more expensive to produce than copper and further research is needed before widespread commercial use. The document discusses the properties of CNTs, compares them to copper, and outlines a prototype test of a CNT motor to evaluate its performance gains over conventional copper windings.
Makabayan is a learning area that focuses on developing citizenship skills. It aims to teach students about their rights and responsibilities as citizens. The learning area also helps students understand and appreciate Philippine history, culture and government.
Touchless controlling technology using gesture recognisationATHUL RAJ.R
Touchless controlling technology uses gesture recognition to control devices without touching them. Sensors like cameras and motion sensors detect hand movements and gestures to turn devices on and off or control functions. This technology eliminates the need to touch screens or use remote controls. It originated from early remote controls and has advanced to use computer vision and sensors to recognize complex hand gestures. Touchless control has applications in home automation, medical devices, and public interfaces to reduce germ transmission. While the technology is improving, challenges remain with cost, complex sensor systems, and distinguishing between multiple simultaneous users.
It takes 2-3 weeks to adapt to new dentures, with older patients needing more time. During adaptation, sore spots, difficulty eating and speaking, and cheek/lip biting may occur. When first using dentures, only eat soft foods and gradually increase to harder foods as ability to use dentures improves. Place small pieces of food on both sides of the mouth at once and chew using back teeth rather than front teeth to prevent tipping of dentures. Remove dentures at night to let gums rest and massage gums daily to keep them healthy for denture success. Clean dentures with a toothbrush after each meal and soak in water overnight.
The document outlines an action plan to address two areas of need at a school: foundations and solving problems. For foundations, the plan was to provide teachers with training on new web design formats and resources to give students feedback, and to equip the school with iPads and programs to help with multimedia projects. Initial results showed student success rising above state standards. For solving problems, the plan was to train teachers on new research tools like Bing and Ask.com and allow supervised student research and publishing. Students were given iPads and projects that provided automatic grading and feedback. Early results indicated students were ahead of goals and on track to meet state standards.
This document provides a framework for evaluating digital educational resources. It outlines six dimensions to consider: (1) context of implementation, (2) technical, (3) pedagogical, (4) interactivity, (5) design, and (6) ideological. Key criteria include the learning theory behind the resource, role of the teacher, evaluation methods, and accessibility. A seven-step process is proposed: (1) design course, (2) survey options, (3) evaluate, (4) choose, (5) implementation plan, (6) train staff, (7) implement and evaluate. Examples of digital resources like FOG Interactive and MyELT are provided. The conclusion stresses the importance of
The document discusses integrating online learning into elementary classrooms using laptop computers, wireless networks, and online course management systems. It provides examples of student-tested online resources for different subject areas like science, math, and social studies. It also summarizes a study conducted on the effects of a laptop program in an elementary school. The study found that laptop students had significantly higher reading scores and a more positive attitude toward computers compared to non-laptop students. While online discussions were not very successful, teachers felt they could improve this area. The document concludes by providing recommendations for successful implementation and further research on integrating online learning.
How educators value data analytics about their moocs (1)davinia.hl
Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.
http://ceur-ws.org/Vol-1841/R06_117.pdf
This document provides an overview of learning analytics and discusses three ways instructors can use analytics in their Canvas courses: modules with requirements, quiz statistics, and course analytics. Modules allow instructors to organize course content and add requirements to track student progress. Quiz statistics provide data on student performance on quizzes. Course analytics help instructors understand student engagement and activity in the course. The document demonstrates examples of these analytics tools and discusses how instructors can use the data to improve teaching and support student learning.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
This document summarizes key findings from a two-year study on the impact of using digital content in classrooms. The study involved teachers at McKinley Technology High School providing students access to Gale digital resources. Results showed that digital content improved student engagement, supported the development of research skills, and enabled new forms of project-based learning. Teachers reported that digital content made lessons more interactive, relevant, and improved their effectiveness. However, barriers like limited devices and internet access, as well as a need for teacher training, can hold schools back from fully realizing the benefits of digital content.
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.
2017 MassCUE Presentation: Evaluating Your 1:1 Learning Program: One District...Dave Quinn
This document outlines the goals and process of an evaluation conducted by the Mendon-Upton Regional School District (MURSD) of their 1-to-1 iPad program. The goals were to provide a structure for evaluating 1-to-1 learning programs, identify core values, and design evaluation questions. MURSD worked with external evaluators who used surveys, observations, and focus groups to assess how iPads were being used for communication, collaboration, and innovation. The evaluation found benefits but also recommended enriching pedagogy and focusing professional development on curriculum. It emphasized being transparent about program goals and using evaluation to improve instruction.
This document provides guidelines for developing a technology use plan for a school district. It recommends forming a committee with representatives from various stakeholder groups to evaluate current technology use, assess needs, create a vision statement and goals, determine professional development needs, and develop an implementation timeline and evaluation strategy. The plan should address instructional technology, software, assistive technology, standards, and staff training. It suggests evaluating the plan annually and specific sections monthly and weekly to ensure goals and objectives are being met.
NComapss Live - July 17, 2019
http://nlc.nebraska.gov/NCompassLive/
Join us to learn about the new Project Outcome for Academic Libraries surveys and resources. Project Outcome is a free toolkit that helps libraries measure four key learning outcomes – knowledge, confidence, application, and awareness – across seven library program and service areas.
Presenter: Sara S. Goek, Program Manager, Association of College & Research Libraries
This document provides an overview and instructions for faculty assessing Clemson University's General Education Program on Day 1. It outlines the purpose of the assessment to evaluate student learning outcomes in general education competencies. Faculty jurors will use rubrics to score student artifacts from general education courses and provide qualitative feedback. They will enter scores into provided Excel files and note any areas requiring zero scores or clarification. The results will be used to inform improvements in general education courses and identify faculty development needs. Jurors are also asked to consider proposals for including information literacy and digital literacy in the curriculum.
European Pedagogical ICT License - Evaluation Report 2005hmouzak
This document provides an evaluation report of the European Pedagogical ICT License (EPICT) pilot program in Greece. The evaluation was conducted by researchers at the University of Athens and aimed to assess the effectiveness of the EPICT online training model in supporting teacher professional development and promoting ICT integration in Greek schools. The report summarizes the evaluation methodology, presents quantitative and qualitative findings on participants' experiences, and assesses the appropriateness of the EPICT training materials for the Greek education system. Key findings include that the EPICT model was effective in promoting ICT skills and collaborative learning, though some teachers faced barriers to applying new skills in their classrooms. The report also provides background context on Greece's education system to help
Lamar research institute_collaboration_3-22-2013_finalLamar University
This document discusses a study on graduate students' satisfaction with online teamwork in an educational technology leadership course. The study surveyed 198 graduate students who worked collaboratively in teams to solve a problem-based scenario using technology. Results found high satisfaction with the online teamwork experiences and that respondents reported gaining knowledge and collaboration skills. The study affirms that teamwork and collaboration can positively influence performance. Future studies could gather qualitative data on team interactions and processes and examine attitudes towards collaboration.
HealthCARE Montana and EdReady June 2015Ryan Schrenk
This presentation was an overview of EdReady with background research, demo/orientation and the start of planning for creation of EdReady goals to help prepare prospective college students for gateway math classes in allied health fields.
The document discusses two studies that evaluated educational technology. The first study used surveys of teachers, principals, and technology coordinators in states to evaluate how the E-Rate program was helping to provide equal technology access and how schools were using supported technology. The second study examined how statistics students evaluated features of e-learning platforms like flexibility, structured format, self-study, and interactive environment.
The document summarizes the four phases of conducting a needs assessment: 1) Planning - defining the audience, data to be collected, and collection methods; 2) Collecting Data - determining sample size and collecting data via surveys; 3) Analyzing Data - identifying needs categories and prioritizing needs; 4) Compiling a Final Report - with the purpose, process, quantitative and qualitative results, and recommendations. It then provides details of each phase for a needs assessment conducted at San Jacinto College to transition classes online due to COVID-19, finding most staff, instructors, and students were willing and able to participate in the new online environment.
Similar to EDP617 Group 2 Final Presentation - Math I Unit Plans (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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
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.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. Executive Summary
• Program Description
• Evaluation Data and Analysis
– Goal: Evaluate Utility, Clarity, and
Implementation of the Online Math I Unit Plans
– Responsive Evaluation Framework
• Findings and Recommendations
1. Additional Teacher Resources
2. More Student Learning Activities
3. Increase Investment in Technology
4. Increase Awareness of Online Plans
4. Goals and Objectives
• Academic Innovation
Units
• Common Core
Program Objectives
• Common Core
Objectives for
Students
• Common Core
Objectives for
Teachers
8. Common Core Objectives for Teachers
• No need to reinvent
the wheel
• Complete units
created around the
Common Core
• Assessments and
data available online
9. Who was the program designed to help?
The standards are:
• Research- and evidence-based
• Clear, understandable, and consistent
• Aligned with college and career expectations
• Based on rigorous content and application of
knowledge through higher-order thinking skills
• Built upon the strengths and lessons of current
state standards
• Informed by other top performing countries in
order to prepare all students for success in our
global economy and society
• High School
Math Teachers
• Math I
Students
14. Publicity
New Approach to Online Learning
Discussed at the Bridgeport Conference
Center
(February 19, 2014)
http://www.wbohttp://wboy.images.worldno
w.com/images/24767732_BG1.jpgy.com/sto
ry/24767732/new-approach-to-online-
learning-discusses-at-the-bridgeport-
conference-center
15. Program Activities
Students
• Six Units
• Multimedia delivery
• Interactive games,
simulations, practice
problems
• Online Assessments
Teachers
• Access to all student
resources and
assessment data
• Extra resources
• Teacher Community
Discussion Board
16. Measuring Student Success
• Goal achievement
through testing
• A unit must be
completed successfully
before moving on
• Pre and Post tests
20. Responsive Evaluation Framework
• Advantages of Responsive Evaluation
– Work closely with stakeholders
– Allow for evaluators to determine the merit and
worth of the Math I Unit Plans
– Goal of the evaluation is to improve the program
– Provide constructive recommendations for
improvement
– Utilize Quantitative and Qualitative Data to
assess intended and unintended outcomes
– None definitive judgments, rather
recommendations and accolades
21. Stakeholder Key Issues
1) To understand the utility of the Next
Generation Math 1 Unit Plans for
teachers
2) To assess the unit plan’s ease of use
3) Address any additional resources needed
for implementation.
22. Data Collection & Analysis
• Sources of Data
– Survey 1
– Survey 2
– Blue Ribbon Follow Up Meeting
– Online Community Discussion Boards
23. Survey 1
• Generated by Evaluation Team specifically for
Next Generation Math I Unit Plans.
• Administered online through Survey Monkey
• Sent to nineteen pilot instructors
• Address teacher demographics of years of
experience, preferred method of content delivery,
number of unit plans utilized
• 5 Likert-Type scale items to address utility, ease of
use, and resources
• 2 open ended questions to provide information
concerning utilization and improvements
24. Survey 1
• Analysis
– Teacher Demographics-Frequency Tables and
percentages
– Likert-Type Questions-Frequency Tables,
Mean, and percentages
– Open ended Questions-examined for
common words, phrases, or topics.
Frequency tables will help organize the data.
25. Survey 2
• Created by Stakeholders to evaluate both the
Next Generation and the Teach 21 websites
• Administered at the Blue Ribbon Math I
Follow Up meeting in Morgantown, WV on
March 29, 2014
• Evaluators only analyzed data from relevant
questions
• Eleven Likert-Scale questions
• Five free response questions
26. Survey 2
• Analysis
– The Likert-Scale Items were analyzed using
frequency tables and percentages
– Free response questions were examined for
common words, phrases, or topics.
Frequency tables will help organize the data
27. Related Survey Questions to
Stakeholder Issues
16j) I will use The Next Generation Mathematics for
WV Schools website assessment system to gather
student data to inform my instruction.
19) How would you use The Next Generation
Mathematics for WV Schools website to support your
classroom? (Check all that apply)
Unit ease of use 4) I am comfortable with using a
computer and online tools:
1b) How would you rate the user interactivity on the
Teach 21 Website?
6) The unit plans for Math I was easy
to follow?
3) Please list any specific concerns you have
regarding the effectiveness of the content and
technology used on the current Teach 21 website.
4) What would you recommend to improve the
content and user interactivity of the Teach 21
website?
17) What features of The Next Generation
Mathematics for WV Schools website do you like?
18) What features of The Next Generation
Mathematics for WV Schools website do you like?
What can be improved?
20) What would be the challenges with using The
Next Generation Mathematics for WV Schools
website?
21) Please provide any specific feedback for The
Next Generation Mathematics for WV Schools
courses.
22) Please rate the following items regarding The
Next Generation Mathematics for WV Schools
website: Appearance, Usability, Structure, Content,
Instructional Resources, Teacher Support.
Address Additional
Resources needed to
Implement Unit Plans
4) I am comfortable with using a
computer and online tools?
5) What other classroom resources are you currently
using to implement the integrated mathematics
courses?
5) If I have any questions or need
assistance with a Math I Unit Plan, it
is easy for me to find help?
8) I am comfortable with using a computer and online
tools?
8) I support the Common Core Math I
Implementation in West Virginia.
14) Please describe what other resources in content
and technology for teachers, student and parents that
the Next Generation Mathematics for WV Schools
Website can provide?
15) Does the Next Generation Mathematics for WV
Schools website provide adequate resources in
content and technology for teachers, students and
parents?
16d) I have the resources at my school to implement
The Next Generation Mathematics for WV Schools
Mathematics courses.
Key Stakeholder
Needs
Survey 1 Survey 2
Utility of Online Units 3) How many different units in Math I
have you used?
1a) How would you rate the current content on the
Teach 21 website?
7) I feel prepared to use the Math I
Unit Plans in my classroom?
1c) How would you rate the way that the Teach 21
website assists you in the meeting the Next
Generation Content Standards and Objectives?
2) How does the current Teach 21 website content
and technology assist you with meeting the goals of
the Common Core State Standards? Please Explain
6) How do you currently use website content and
technology in the classroom?
7)What type of content delivery do you prefer?
Group Instruction
Individual Pace Other:___________
16a) The Next Generation Mathematics for WV
Schools website will better assist me in meeting the
Common Core State Standards in my classroom
16b) The Next Generation Mathematics for WV
Schools website will engage my students in learning
mathematics
16c) The Next Generation Mathematics for WV
Schools website will enhance my classroom
instruction.
16e) The Next Generation Mathematics for WV
Schools website can replace static textbooks.
16f) The Next Generation Mathematics for WV
Schools website assessment systems is a powerful
instructional tool.
16g) The Next Generation Mathematics for WV
Schools website Teacher community is a powerful
educational tool.
16h) I use The Next Generation Mathematics for WV
Schools website to support my instruction.
16i) I will use The Next Generation Mathematics for
WV Schools website teacher community to
collaborate with other teachers.
28. Additional Data Sources
• Blue Ribbon Follow Up Meeting on March
29, 2014 in Morgantown, WV.
• Online Community Discussion Boards
30. Findings:
• Our data analysis was based on the 3 key
issues noted in our evaluation framework:
1. To understand the utility of the online units
2. Assess the units ease of use
3. Address any additional resources needed to
implement the online units.
31. Findings for Key Issues:
#1 To understand the utility of the online units
Evaluator-created Survey:
• Individuals surveyed had interacted with at least one unit in the Math
I Lesson section
• There were mixed results when asked if the unit lessons were easy
to follow
2
1
2 2
1 1
0
0.5
1
1.5
2
2.5
1 2 3 4 5 6
Responses
n=9
0
1
3
5
0
0
1
2
3
4
5
6
Strongly
Disagree
Disagree Not Sure Agree Strongly
Agree
Responses
n=9
32. Stakeholder-created Survey:
• Individuals surveyed were not sure the website would properly
assist them with meeting the new standards with the Math I
Common Core.
• There were mixed results when asked if the website would engage
student learning or enhance classroom instruction.
n=6
N=6
0 0
3
2
1
0
0.5
1
1.5
2
2.5
3
3.5
Responses
0 0
3 3
0
0
1
2
3
4
Strongly
Disagree
DisagreeNot Sure Agree Strongly
Agree
0 0
4 3
0
0
5
Strongly
Disagree
Disagree Not Sure Agree Strongly
Agree
Student Engagement Improve Classroom Instruction
Findings for Key Issues:
#1 To understand the utility of the online units
33. Findings for Key Issues:
#2: Assess the units ease of use
• Statement: I am comfortable with
computers and online tools.
0 0
1
2
3
0
0.5
1
1.5
2
2.5
3
3.5
Strongly
Disagree
Disagree Not Sure Agree Strongly
Agree
Responses
0 0
1
2
6
0
1
2
3
4
5
6
7
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
Responses
Stakeholder-created Survey Evaluator-created Survey
n=9
n=6
34. • Rate the usability of the website
0 0
1
2
6
0
1
2
3
4
5
6
7
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
Responses
Stakeholder-created Survey Evaluator-created
Survey
“The unit plans for Math I was
easy to follow.”
1
2
1
2
0
0.5
1
1.5
2
2.5
Poor Fair N/A Good Excellent
Respones
n=9n=6
Findings for Key Issues:
#2: Assess the units ease of use
35. Findings for Key Issues:
#3: Address any additional resources
needed to implement the online units.
• High demand for additional resources.
“Most of my experience with the site has been flustering. Broken
links, activities I would not use, too much „fluff‟ and not enough „meat‟. “
“Too many sites and not enough time to explore/adequately plan”
Discussion Board
Stakeholder-Created Survey:
Evaluator-Created Survey:
“The content does not connect from one unit to another.”
“They can be long and the standards are sometimes not
taught when I feel they need to be.”
36. Findings for Key Issues:
#3: Address any additional resources
needed to implement the online units.
“I would simply like a good sources for activities related to
each objective. “
Discussion Board
Stakeholder-Created Survey:
Evaluator-Created Survey:
“Even if you were to follow the
Math I unit plans precisely, I still
feel you would have to supplement
other resources to ensure student
mastery of the skills.”
• High demand for additional activities.
38. Recommendations:
• Recommendation #1: Additional Resources
Individuals voiced a strong desire to have a listing of
additional resources for each lesson to serve as optional
supplemental content. There were concerns over the
current content contain a large amount of “filler”.
• Recommendation #2: Additional Activities for all Units
Individuals voiced a strong desire the have more
activities included in each lesson to assist in student
comprehension of the unit objectives.
39. Recommendations:
• #3: Investment in Technology:
Math I is a learning system delivered online. With such a
technology-centric learning method, adequate computers and
internet connection must be in place in order for this program to
succeed.
I have the resources at my school to
implement The Next Generation
Mathematics for WV Schools mathematics
courses.
1 1
2
1 1
0
0.5
1
1.5
2
2.5
Responses
“A lot of browsers in the schools are very outdated. It‟s highly
possible that many of the school‟s computers will not be able
to access the applets, etc. because of the outdated applets.
To use this in the classroom would require 1 to 1 computing
which doesn‟t happen at most schools. Many labs/computer
are “tied up” at this time of the year for assessment purposes.
The website seems prone to freezing/buffering.”
“Some technology components cannot be used because a
newer version of a program must be installed. Some content
takes way too much time on simple concepts and other
concepts need deeper development.”
Stakeholder-Created Survey:
40. References
• ASCD. (2014). Association for Supervision and Curriculum
Development. Retrieved from ASCD and Common Core State
Standards: http://www.ascd.org/common-core-state-
standards/common-core-state-standards-adoption-map.aspx
• Stake, R., (2004). Standards-Based & Responsive
Evaluation. Thousand Oaks, CA: Sage Publications Inc.
• Stufflebeam, D., & Shinkfield A. (2007). Evaluation
Theory, Models, & Applications. San Francisco, CA: Josey-
Bass.
• West Virginia University. (2012). WVU Academic Innovation
K12. Retrieved from Introduction to Common
Core:http://k12.wvu.edu/Courses/introduction.php?c=1
Editor's Notes
M-PossibleM as in MathMath Unit PlansOur Mission is to evaluate the development of online Math I Unit Plans for the state of West Virginia
Through a partnership with the West Virginia Department of Education and the WVU Academic Innovation, online unit plans are being developed to help teachers with the new common core mathematics classes for high schools in the state. This report evaluates the utility, clarity, and implementation of the MATH I Unit Plans in preparation for the anticipated release in the summer of 2014. The evaluation was centered upon a Responsive Evaluation framework. Two surveys were utilized in this evaluation: 1. The first was given to newly trained teachers that have not yet implemented the unit plans. 2. The second was given to pilot instructors that have implemented at least one unit plan. This report complies quantitative descriptive statistics and a summary of qualitative responses to inform the program stakeholders of additional recommendations before implementation. The following recommendations have been set forth: 1. The Math I Unit Plans should include topic-specific supplemental resources for each lesson for instructor use in the classroom material. 2. There should be an increase in learning activities to each lesson in order to improve student completion of a unit topic. 3. Individual schools and counties should increase investment in technology so as to meet the student needs in an online learning environment. 4. Additional training opportunities for Math I instructors concurrent with implementing unit plans and increase publicity of resources.
There are a number of Goals and Objectives of the program being evaluated. In the following slides you will get a better understanding of the Academic Innovation Unit Goals which is the program being evaluated as well as a break down of Common Core objectives throughout the program, for students and teachers.
Given the time constraints of the class the group focused only on the Math 1 unit resources. The program, which is an initiative between WVU’s Academic Innovation group and the West Virginia Department of Education created the units in order to help teachers across the state align their teaching with the new Common Core State Standards. The High School Math I course builds on the common core state standards for Grade 8 and is correspondingly more advanced than our previous mathematic course taught in grade 9. High School Math I integrates content from algebra, geometry, trigonometry and statistics based on the development level of knowledge needed to conduct real world mathematical problem solving. This course starts with advanced topics and includes in depth work with linear functions, exponential functions and relationships, transformations and connecting algebra and geometry through coordinates. It also goes beyond the previous high school standards in statistics.
The Common Core is an initiative to create a rigorous, standardized education plan for students across the country to allow equal measurement of performance for No Child Left Behind. Currently, forty-four states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have adopted the Common Core State Standards. You can click on the vimeo screen shot to access a 3 minute video of the Common Core initiative or the links below for information regarding the core standards or specficially the math standards in bottom right.
In the case of Math I, the program itself is designed to measure mathematical proficiency of linear functions, exponential functions and relationships, transformations, algebra and geometry(West Virginia University, 2012). Unlike traditional delivery methods, Math I is delivered as individual concepts instead of course by course. The materials are presented to the student in units. For Math I, there are six predefined units of content each student must interact with. Within each unit there are pretests, videos, interactive learning guides, games and post assessments.
The purpose behind the standardization of the materials was/is to make a teacher’s life easier. WV Department of Education notes the implementation of Math I allows a teacher more time. They propose a teacher will have the more time to focus on enriching the learning experience without focusing on ensuring all the needed content is covered. They also propose the teacher will make more time to focus on professional development and promote collaboration. This is connected by the fact Math I is premade and easy to use.
The program was designed to serve high school math teachers with the new common core math.By creating the online units, teachers who are teaching the units for the first time, will have a community of math teachers with which to discuss their successes as well as to get ideas for improvement.The online units will help new teachers as well as veteran teachers and their students.
The program was designed to serve high school math teachers with the new common core math.By creating the online units, teachers who are teaching the units for the first time, will have a community of math teachers with which to discuss their successes as well as to get ideas for improvement.The online units will help new teachers as well as veteran teachers and their students.
A discussion board was set up under the “Community” Link for each online Math Unit.This allows for a common place where teachers can make comments, post questions, or ask for help with a particular unit.
The original concept of the unit plans was a joint venture by the West Virginia Department of Education and WVU Academic Innovation.The idea was to have a common site for teachers to access information necessary for teaching the new common core math classes.The idea was that teachers would provide the content and activities for each unit.Computer experts, from WVU Academic Innovation, would then add graphics and video to create an enjoyable educational experience for students as well as teachers.This is the same process that is currently being used to develop Unit Plans for Math II, III, and IV.
The unit plans can be found at the following web address. Registration is required for all teachers who will be using the site.The site includes the following description:“The course guide will provide interactive and engaging instructional resources for teaching integrated math courses developed based upon the common core state standards for mathematics.The engagements in this course are focused on enabling students to conduct real-world math exercises and problem solving to foster a deeper learning of the more complex mathematical concepts. Additionally, these resources can be used to support a ‘flipped-classroom’ approach, as well as provide opportunities for students to hone their math skills outside of the classroom.The courses are structured into a chronological series of units and lessons. With in the unit, there is a broad overview of ‘what should be learned and why?’ “
WBOY TV in Clarksburg did a story on the Development of the Unit Plans. Although the video is no longer on the site, the story can be found at this web address.The article basically tells how state department representatives, as well as math teachers from across the state, met with coordinators from WVU’s Academic Innovation to discuss the future of mathematics in the state.While at the conference, teachers were working on the online Math Unit Plans.They're also working on an online program to allow 24 hour access to students and teachers.Greg Strimel, the K-12 Coordinator for WVU Academic Innovation, stated that the new website will have parts of it, including the Math I Unit plans, ready for use by this summer.
Program Activities can be utilized by individual students, in groups or classroom settings led by the teacher or in a flipped classroom design. The activities provided by the students for the Math 1 Unit include Six separate units with individual lessons in each unit, information provided through video, interactive games and simulations for practice problems and assessments built in throughout to both check understanding during a lesson as well as pre and post assessments. For teachers, the activities include all student resources and assessment data, extra resources such as videos, other activities available as PDF files as well as a teacher community discussion board where teachers can post their questions, comments or concerns about the unit or lesson they are working on to get feedback from other teachers or the program administrator.
The measurement of goal achievement is done through the use of tests. Technological advancements have made this process easier by integrating an online learning module the students can access and interact with. The tests and materials are imported into a state system which the student logs into to complete the noted activities. Once the student logs into the system, they must complete six units of learning content.The student’s progressions is structured in a way where they must master the skills outlined in unit 1 before they can move to unit 2. The same process is repeated until the student completes unit 6 for Math I. The progression itself is governed by two assessments instead of one. The first assessment is the pretest, used to determine what skills the student needs to focus on in the unit. It is also possible the student can move to the next unit if they have already mastered the skills. If the student does not pass the pretest, they must complete the unit and pass a posttest. Failure of the posttest results in the student retaking the unit again.
Because the goal of common core is to level the field of education across the country and prepare all students for real world applications, lessons similar to this one in Unit 1 Lesson 1 can be found throughout the Math 1 activities. In this career connection activity, the student will begin by defining and calculating perimeter, area and volume step by step in order to create a fence and fill a swimming pool. This activity, like many others throughout the Math 1 unit are multistep problems that require students to work through and understand one part before continuing on to the next step of a multistep problem.
The teacher’s experience is different than the student’s as they are not interacting with the content in the same way if students are working individually. The measurement of success in this case will be how the teacher feels about the implementation of Math I. A community discussion board is also available to participating teachers via the website. For the class evaluation, a survey was distributed electronically, as well as in paper form, to teachers currently participating in the program and utilizing the resources.
The evaluators chose a responsive evaluation framework for several reasons. Mainly this evaluation was brought to the group by the stakeholders as a means of early assessment before full implementation in the summer. For this reason we wanted a framework that allowed the evaluators to work closely with all stakeholders to help determine the merit and worth of the program. Additionally, the main purpose of this evaluation is to produce recommendations to help improve the experience of the unit plans for teachers and students. We will be utilizing quantitative and qualitative data to asses intended and unintended outcomes of the program. This will allow the evaluators to address any issues or concerns that are realized throughout the evaluation process. Lastly, it is not the intent of this evaluation to make definitive judgments on the program’s merit and worth. Rather, we wish to provide recommendations and accolades. This is a new program that will not be implemented until this summer. It is the intention of this evaluation to provide meaningful feedback to help implementation.
The key stakeholder issues that have shaped this evaluation are as follows 1) To understand the utility of the Next Generation Math 1 Unit Plans for teachers. It is critical that teachers find these unit plans useful and meaningful to achieve the Common Core Objectives. Secondly, we wish to address the unit plan’s ease of use. If the unit plans are difficult to access, interpret, or are impractical in the classroom the developers need to be able to address any of these issues. Lastly, we will to address any additional resources that teachers need to implement the unit plans in the classroom. This may include additional training in the specific unit plans or even access to resources in and out side the classroom.
The evaluators collected data from four different sources. Two surveys were utilized for this evaluation. Survey 1 was created by the evaluation team specifically for the Next Generation Math I Unit Plans and Survey 2 which was created by the stakeholders to assess the Teach21 and Next Generation websites,. Additional data was collected from observations of the Blue Ribbon Follow Up Meeting in Morgantown, WV on March 28, 2014 and transcripts from the online community discussion boards.
This survey was generated by the evaluation team to specifically address the key stakeholder issues. The survey was administered through email via Survey Monkey. The survey was sent to 19 pilot instructors with a response from 9. The survey consisted of 10 questions. Three questions addressed teacher demographics of years of experience, preferred method of content delivery, and number of unit plans utilized. Five more Likert-Type scale items were created to address utility, ease of use, and resources necessary. Lastly, two open ended questions were created to provide information regarding the utility and recommended improvements.
This survey was created by the stakeholders to address the Next Generation and Teach 21 websites. This evaluation is focused on the Next Generation Math I Unit Plans, the evaluators only analyzed data from relevant questions. In total eleven Likert-Scale items and five free response items were analyzed for this evaluation.
Here is a table that relates key stakeholder issues with the survey questions. The evaluators aligned each survey question with the central stakeholder issues.
The evaluators utilized two more additional data sources. A member of the evaluation team attended the Blue Ribbon Unit I Follow Up meeting on March 29, 2014 in Morgantown, WV. A number of potential Unit 1 users and pilot instructors met to discuss the current and future plans of the Unit 1 project. This meeting served as an information gathering session to help inform and direct the evaluation project. The community discussion board was utilized as a means of information concerning the perception and concerns of the pilot instructions. The discussion boards were transcribed and analyzed for common themes.