Slides that introduce SoTL: what it is, some examples, and why one might do it. Presented to a few groups at Lakehead University in November 2019. Slides available to download w/o slideshare account: https://osf.io/xkw4g/
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Downloadable/editable slides: https://osf.io/5gf3n/
Presentation for a workshop at the Student Union Development Summit at the University of British Columbia in Vancouver, BC, Canada.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available: https://is.gd/oerjibc2019
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Downloadable & editable files: https://osf.io/nstbq
Slides for a presentation at the BCCAT (British Columbia Council on Admission and Transfer) articulation meeting for Philosophy in May, 2019. Discusses what OER are and how to find some OER and open textbooks to use for philosophy courses.
Slides that introduce SoTL: what it is, some examples, and why one might do it. Presented to a few groups at Lakehead University in November 2019. Slides available to download w/o slideshare account: https://osf.io/xkw4g/
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Downloadable/editable slides: https://osf.io/5gf3n/
Presentation for a workshop at the Student Union Development Summit at the University of British Columbia in Vancouver, BC, Canada.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available: https://is.gd/oerjibc2019
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Downloadable & editable files: https://osf.io/nstbq
Slides for a presentation at the BCCAT (British Columbia Council on Admission and Transfer) articulation meeting for Philosophy in May, 2019. Discusses what OER are and how to find some OER and open textbooks to use for philosophy courses.
Transforming Course Assessments with Backwards Design & Renewable AssignmentsChristina Hendricks
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Open pedagogy: making learning visible through live, reflective, and co-creat...Michael Paskevicius
VIU’s take on open pedagogy centres around the making of learning visible through community engagement and the design of authentic and lived learning experiences, including non-disposable assignments. This isn’t about using open textbooks or open educational resources (however it may be a side effect) but rather about making the entire learning experience live, unedited and unfolding in the moment following many of the attributes of Hegarty’s (2015) model for open pedagogy (learner generated, peer review, participatory technology, innovation and creativity, sharing, reflection, trust and a connected community). We have a number of faculty applying open pedagogy components in their classes and we’ll share some examples. We also are building a course redesign institute around this impactful learning practice. This session will explore the evolving components of open pedagogy and how it might manifest for optimal student learning. Participants will engage in a mini-version of our course redesign model and uncover the key attributes of open pedagogy. Come explore visible learning with us!
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
I felt I knew everybody, by Chrissi Nerantzi (APT Conference, University of G...Chrissi Nerantzi
Learner experiences in an open cross-institutional CPD course for teachers in HE
APT Conference: Connected Learning in an Open World, University of Greenwich, 8 July 2014
CANeLearn Webinar - A Fall Like No Other (Part 2): Voices from the FieldMichael Barbour
Barbour, M. K., LaBonte, R., & Nagle, J. (2020, December). A fall like no other (Part 2): Voices from the field [Webinar]. Canadian eLearning Network. https://youtu.be/BV6DySJIzlA
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
Transforming Course Assessments with Backwards Design & Renewable AssignmentsChristina Hendricks
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Open pedagogy: making learning visible through live, reflective, and co-creat...Michael Paskevicius
VIU’s take on open pedagogy centres around the making of learning visible through community engagement and the design of authentic and lived learning experiences, including non-disposable assignments. This isn’t about using open textbooks or open educational resources (however it may be a side effect) but rather about making the entire learning experience live, unedited and unfolding in the moment following many of the attributes of Hegarty’s (2015) model for open pedagogy (learner generated, peer review, participatory technology, innovation and creativity, sharing, reflection, trust and a connected community). We have a number of faculty applying open pedagogy components in their classes and we’ll share some examples. We also are building a course redesign institute around this impactful learning practice. This session will explore the evolving components of open pedagogy and how it might manifest for optimal student learning. Participants will engage in a mini-version of our course redesign model and uncover the key attributes of open pedagogy. Come explore visible learning with us!
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
I felt I knew everybody, by Chrissi Nerantzi (APT Conference, University of G...Chrissi Nerantzi
Learner experiences in an open cross-institutional CPD course for teachers in HE
APT Conference: Connected Learning in an Open World, University of Greenwich, 8 July 2014
CANeLearn Webinar - A Fall Like No Other (Part 2): Voices from the FieldMichael Barbour
Barbour, M. K., LaBonte, R., & Nagle, J. (2020, December). A fall like no other (Part 2): Voices from the field [Webinar]. Canadian eLearning Network. https://youtu.be/BV6DySJIzlA
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by Dr Deirdre Torrance and Dr Ann Rae from Edinburgh University on partnership working
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
Presenters describe curricular and programmatic innovations that supported the development of a cross-cultural community of teacher learners and researchers in an innovative teacher education program at a New York City public university. The Title VII-funded project was designed to bridge the gap between Bilingual and ESL K–12 teacher education.
Evaluating the impact of the Pandemic on departmental uses of learning techno...RichardM_Walker
The coronavirus pandemic led to a dramatic increase in the use of online learning tools and techniques across the globe as higher education providers moved to maintain teaching provision through lockdowns and social distancing requirements. Emergency Remote Teaching (ERT) required teaching staff to engage with new skills as online learning designers and tutors with unprecedented speed, whilst students were expected to equally quickly develop the skills to engage as fully online learners.
As the sector moved out of the remote phase of the pandemic, there has been a lively debate about what the lasting impact of this ‘crash course’ ERT experience might be on learning supported through the use of technologies. Up to now, however, much of the research attempting to take stock of the post-pandemic impact has been anecdotal and theoretical. There has been little empirical research and questions remain over how pandemic experiences might inform future practice and a sustainable use of learning technology.
This presentation reports on research undertaken at the University of York, exploring how experiences of ERT were carried forward into the academic years 2021-22 and 2022-23. Our study focused on the Departments of Psychology and Biology which took contrasting approaches to the development and delivery of post-pandemic provision. Through structured interviews with teaching leaders in each department, we explored the factors shaping decisions and we compared staff experiences of ERT and its legacy with the perceptions of students and their expectations for how learning technology should be used in the future.
In this presentation we provide an overview of the staff and student focus group findings which suggest that the impact of the pandemic itself was shaped as much by factors which were already in play when it emerged. To differing degrees and at different times, it served to both interrupt and accelerate progress in the integration of learning technologies within departmental learning, teaching and assessment approaches by:
• Changing attitudes and approaches to standardisation, and the management and organisation of teaching and use of learning technologies;
• Re-focusing attention on the importance of academic community building;
• Influencing the ways in which departments perceive student needs, preferences, and engagement patterns;
• Changing how they conceive of and deliver student support and inclusive learning and assessment practices in a flexible way, and the place of blended learning in these endeavours.
In 2013, nine strategic workshops were conducted by SURF and the SIG Open Education to support Open Education policy making by Dutch HE institutions. We will report on the lessons learned.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
roject-based learning (PBL) has a positive impact on student motivation,
students’ perceived learning, and performance. However, many teachers are
reluctant to adopt PBL. This mixed-methods study examined in-service
teachers’ learning experiences of planning and implementing PBL situated in
a graduate level PBL course and sought insight into the challenges and ways
to overcome the challenges in implementing PBL in practice. Results
indicate that teachers’ confidence about their ability to plan and implement a
PBL project improved upon completion of the course. Nevertheless, teachers
cited various obstacles, such as a lack of mentoring, planning time and
implementation experiences, which had prevented them from complete
implementation of PBL in teaching. Possible ways to overcome the
challenges in adopting PBL include school support, opportunities for
experience and practice with PBL, and peer collaboration. The study also
showed that a semester-long course focused on designing and developing a
PBL project of teachers’ choice was effective in helping increase their
confidence and experience in potential implementation of PBL in classroom
practice. This study contributes to the implementation of PBL in classrooms
and teacher education as well as teacher professional development on the
PBL approach.
Reforming Teacher Education for Inclusive EducationGTC Scotland
Presentation delivered to the Scottish Teacher Education Committee conference 2009 by Lani Florian and Martyn Rouse, School of Education, University of Aberdeen.
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 2 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-2
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
Students and Open Education: From the What to the How and Why (and When Not)Christina Hendricks
A keynote given at the eCampus Ontario Technology-Enhanced Seminar and Showcase 2017. https://tess17.ecampusontario.ca/home
Slides are available in an editable (PPTX) format at the Open Science Framework: https://osf.io/fcz5x/
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Beyond Cost Savings: The Value of OER and Open Pedagogy for Student LearningChristina Hendricks
Slides from a workshop at Mt. Royal University March 9, 2018, for Open Education Week. These slides discuss Open Educational Practices and Open Pedagogy, and examples of each.
These slides are downloadable in Power Point format on my Open Science Framework repository: https://osf.io/kctf3
Slides for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. These slides talk about Singer's articles: "Famine, Affluence & Morality," and "The Singer Solution to World Poverty"
O'Neill on Kant's second form of the Categorical ImperativeChristina Hendricks
Slides for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. This is the first set of slides for O'Neill's text, "Kantian Approaches to Some Famine Problems"; there will be more slides added later.
These are the final versions of slides for a talk I gave at Douglas College in the Vancouver, BC area for Open Access Week in October 2017 (an earlier version is also posted here on SlideShare because I gave that URL out before, and SlideShare no longer allows replacing old files with new ones at the same URL).
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Slides for a talk at Douglas College in the Vancouver area, British Columbia, Canada, during Open Access Week 2017. The talk was about what "open pedagogy" means, and whether and why the word "open" fits it.
These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
Nozick, "The Experience Machine" and Wolf, "The Meanings of Lives"Christina Hendricks
These slides are for an introduction to philosophy course at the University of British Columbia in Vancouver, BC, Canada. The first half of the lecture on Wolf's article was done by a guest lecturer so those slides are not here.
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. They discuss a couple of Nagel's purported "bad arguments" for saying life is absurd, then his view of why human life is absurd, and how we should respond to that.
These slides are for an introduction to philosophy class at the University of British Columbia-Vancouver, British Columbia, Canada. They talk about Sisyphus' task, the absurdity of our own lives, and how we should respond to that by both acknowledge absurdity and revolting against it.
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. We read parts of Chapter 4 and parts of the Conclusion of Glen Coulthard's book Red Skin, White Masks: Rejecting the Colonial Politics of Recognition. We discussed these texts in the context of a unit on civil disobedience in this course.
These slides are for a video, so they don't have a lot of information on them by themselves. The link to the video will be posted here as soon as the video is online.
This is a lecture on William Scheuerman's article, "Whistleblowing as Civil Disobedience: The Case of Edward Snowden," Philosophy and Social Criticism (2014). It is for an introduction to philosophy course at the University of British Columbia in Vancouver, BC, Canada
These slides are for a lecture on civil disobedience in an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada.
These slides are for an Introduction to Philosophy course at the University of British Columbia, and are about Martha Nussbaum's article called "Capabilities and Human Rights" (1997).
Slides for a webinar organized by BCcampus on Open Education at British Columbia post-secondary institutions. These slides are about a project in which students and faculty create and use case studies as open educational resources
Slides for an introduction to philosophy class at the University of British Columbia in Vancouver, BC, Canada. These talk about Singer's arguments in "Famine, Affluence and Morality" and "The Singer Solution to World Poverty."
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Introduction
Professor of Teaching, Philosophy,
University of British Columbia Vancouver
Academic Director, Centre for Teaching,
Learning & Technology
2
3. SESSION OVERVIEW
○ Broad view of edu leadership
○ An EL pie:
● EL categories
● local vs wider activities
● progress through the ranks
○ EL vs service
○ Articulating impact of EL
3
5. “Educational leadership is
activity taken at Lakehead
University and elsewhere to
advance innovation in teaching
and learning with impact
beyond one’s classroom.
-- Collective agreement, Letter of Understanding #7
5
6. From the letter of understanding:
○ SoTL, “Scholarship of teaching”
○ Teaching, mentoring colleagues
○ Curriculum renewal, course design
○ Pedagogical innovation
○ Contributions to conferences, workshops
All with impact beyond one’s own class
6
Some EL Activities
7. Some examples I’ve seen
○ Leading departmental curriculum renewal
○ Developing a mentorship program
○ Instituting an undergrad TA program in a
department
○ Leading T&L workshops at the institution;
being known & called upon as having
expertise in some area of T&L
○ Being invited to give talks in other units or
institutions
7
8. More examples
○ Setting up community engaged learning
opportunities within a program
○ Developing and testing inclusive
teaching practices & having others adopt
them
○ Creating instructional videos that are
used outside one’s course
○ Developing concept inventories for pre-
& post-tests that others also use
8
10. Advice: tell a story
Identify a few focus areas
(approx. 1-3) around which
one’s teaching, EL, (and
service) are centred.
Then use that to tell a story
of oneself as an
educational leader.
10
17. Service
○ Frequently assigned by
unit leader
○ Continuation of existing
activity, carrying on
existing processes
SERVICE OR EL?
Educational Leadership
○ May or may not be assigned
by a unit leader
○ Adding to or developing new
activities or processes
○ Transforming: something is
different b/c of the efforts of
that person
17
Being chair of a committee, by itself, is not necessarily EL.
Also, EL can be done even without having official leadership
position in a service role.
18. IMPACT OF EL
18
For detailed documentation and examples, see: https://ctlt.ubc.ca/programs/all-our-programs/teaching-and-educational-
leadership/next-steps-evidence-for-impact/
People
● Impact on teaching practice
● Impact on student learning, engagement,
wellbeing, etc.
Processes ● Impact on approaches, priorities, policies
● Impact on support capacity or T&L networks
Products
● Impact on courses, curriculum
● Impact on scholarly work (publications,
presentations)
21. RESOURCES
UBCV CTLT website on Educational Leadership:
https://is.gd/el_ctlt
● EL mapping tool
● EL impact framework and worksheet
Advice for CV’s and dossiers for EL faculty, put
together by faculty in UBC Educational Leadership
Network: https://is.gd/el_cv_dossier
21
underscore!
underscores!
22. CREDITS
Thanks to all the UBCV folks who helped put these slides together:
● Sunaina Assanand, Psychology
● Stefania Burk, Asian Studies, Assoc Dean Academic, in Arts
● Christina Hendricks, Philosophy, CTLT Academic Director
● Sally Hermansen, Geography
● Isabeau Iqbal, CTLT
● Laurie McNeill, English, Dir. First Year Programs in Arts
● Allen Sens, Political Science
Special thanks to the people who made and released these resources:
● Presentation template: Mercutio by SlidesCarnival, licensed CC BY
4.0
● Icons purchased by Christina Hendricks with a subscription to The
Noun Project
22
Editor's Notes
Christina
Christina
Christina
Don’t need something in every piece of pie!
At UBC, this level only requires leadership/impact at Faculty or university level (not beyond).
At UBC, this level expects leadership and impact beyond the university.