Good practice in ICT in colleges
•Download as PPT, PDF•
1 like•389 views
This document summarizes the findings of a survey conducted in 2007-2008 that looked at ICT provision in colleges rated as outstanding or good. The survey identified elements of good practice in teaching ICT and areas for further improvement. Key findings included the development of good technical and analytical skills in students, the use of systems to monitor student progress, and good lesson planning focused on student activity. Areas identified for further development included improving gender balance, increasing employer involvement through work placements, and expanding the use of virtual learning environments.
Report
Share
Report
Share
![Background to the survey ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Documents oerc_160913_va_symp_cohen-final(1)
The document discusses Ohio's approach to measuring student success using value-added data. It provides an overview of Ohio's value-added timeline and system, which uses SAS EVAAS software to process data and provide diagnostic tools, accountability measures, and support for educators. The system aims to measure student growth and the impact of teaching beyond single test scores. EVAAS was developed from research on measuring teaching effectiveness, and accounts for factors like poverty that can impact achievement. Overall, the document introduces Ohio's approach to analyzing longitudinal student performance data to support classroom and school improvement efforts.
Woolley final presentation
This document proposes an innovative model for pharmacy education with 3 key aspects: 1) Increased use of technology like laptops and simulation centers to enhance learning; 2) A revamped curriculum with pass/fail grading, hybrid lectures, and clearer preparation for residencies; 3) A multidisciplinary approach integrating classes with other health programs and community partnerships. The goals are to improve retention, engagement, and prepare students for a changing field through curriculum changes, technology, and collaboration across institutions.
Ict sem ppt
This document provides information about assessment and the use of information and communication technology (ICT) in assessment. It discusses how ICT has changed the teaching and learning process and led to more learner-centric online examinations. It describes different types of ICT-based assessment including computer-assisted assessment using tools like optical mark reading and adaptive testing. Both the advantages and disadvantages of these ICT-based assessment methods are summarized.
Ch23
This document discusses using technology to help teachers make assessment decisions. It describes how computers and software can individualize instruction based on what students know and their rate of learning. It then discusses several computerized progress monitoring measures including AIMSweb, STAR Reading, STAR Math, and Accelerated Math that can provide diagnostic reports on student and class performance. These measures allow periodic or continuous monitoring of student progress. The document provides details on the purpose, scoring, norms, reliability, and validity of each measure. It concludes by discussing computer scoring systems and their advantages in reducing time and human error but also notes the need for careful development and human oversight of such systems.
Ch24
This chapter discusses multi-tiered systems of support (MTSS) and response to intervention (RTI). MTSS is defined as a continuum of evidence-based practices to rapidly respond to academic and behavioral needs through frequent data-based monitoring. RTI involves monitoring student response to instruction and intervention. Both concepts are important in the RTI model. The general process involves providing effective classroom instruction, monitoring progress, providing interventions for students who aren't responding, and repeating this process until students reach performance goals. Key considerations for MTSS and RTI include ensuring intervention integrity, using evidence-based interventions, assessing consistent student response, setting criteria for response, and frequent progress monitoring.
Assessment in the College of Business - Glover
Assessment in the College of Business - GloverJackson State University Center for University Scholars
The document discusses assessments of core competencies for a College of Business. It outlines seven core competencies and how they are assessed within core courses. Targeted performance levels are set and actual student performance is measured and compared to determine how to improve instruction and better support students. National exam results are also reviewed against benchmarks and peer institutions to identify areas for enhancement.Academic Support and Technology
Kaplan University is a for-profit institution with online and campus-based programs serving over 35,000 students across the US and abroad. The goals of Kaplan's academic support efforts are to improve student success, retention, and graduation rates, which are measured using metrics like course pass rates and term-to-term retention. Current projects include administering the Wonderlic SLE exam for placement and using math and writing assessments to identify remediation needs, with pilots testing tutoring and coaching. Lessons learned focus on designing effective experiments, balancing implementation costs with returns, defining and measuring success, and ensuring scalability beyond pilot programs.
Effect of self regulated learning strategies on engineering
Engineering students focus on the courses based on their desire to master and utilize them in the world of work. The faculty should focus on the instructional design to meet the career needs of the students.
Recommended
Documents oerc_160913_va_symp_cohen-final(1)
The document discusses Ohio's approach to measuring student success using value-added data. It provides an overview of Ohio's value-added timeline and system, which uses SAS EVAAS software to process data and provide diagnostic tools, accountability measures, and support for educators. The system aims to measure student growth and the impact of teaching beyond single test scores. EVAAS was developed from research on measuring teaching effectiveness, and accounts for factors like poverty that can impact achievement. Overall, the document introduces Ohio's approach to analyzing longitudinal student performance data to support classroom and school improvement efforts.
Woolley final presentation
This document proposes an innovative model for pharmacy education with 3 key aspects: 1) Increased use of technology like laptops and simulation centers to enhance learning; 2) A revamped curriculum with pass/fail grading, hybrid lectures, and clearer preparation for residencies; 3) A multidisciplinary approach integrating classes with other health programs and community partnerships. The goals are to improve retention, engagement, and prepare students for a changing field through curriculum changes, technology, and collaboration across institutions.
Ict sem ppt
This document provides information about assessment and the use of information and communication technology (ICT) in assessment. It discusses how ICT has changed the teaching and learning process and led to more learner-centric online examinations. It describes different types of ICT-based assessment including computer-assisted assessment using tools like optical mark reading and adaptive testing. Both the advantages and disadvantages of these ICT-based assessment methods are summarized.
Ch23
This document discusses using technology to help teachers make assessment decisions. It describes how computers and software can individualize instruction based on what students know and their rate of learning. It then discusses several computerized progress monitoring measures including AIMSweb, STAR Reading, STAR Math, and Accelerated Math that can provide diagnostic reports on student and class performance. These measures allow periodic or continuous monitoring of student progress. The document provides details on the purpose, scoring, norms, reliability, and validity of each measure. It concludes by discussing computer scoring systems and their advantages in reducing time and human error but also notes the need for careful development and human oversight of such systems.
Ch24
This chapter discusses multi-tiered systems of support (MTSS) and response to intervention (RTI). MTSS is defined as a continuum of evidence-based practices to rapidly respond to academic and behavioral needs through frequent data-based monitoring. RTI involves monitoring student response to instruction and intervention. Both concepts are important in the RTI model. The general process involves providing effective classroom instruction, monitoring progress, providing interventions for students who aren't responding, and repeating this process until students reach performance goals. Key considerations for MTSS and RTI include ensuring intervention integrity, using evidence-based interventions, assessing consistent student response, setting criteria for response, and frequent progress monitoring.
Assessment in the College of Business - Glover
Assessment in the College of Business - GloverJackson State University Center for University Scholars
The document discusses assessments of core competencies for a College of Business. It outlines seven core competencies and how they are assessed within core courses. Targeted performance levels are set and actual student performance is measured and compared to determine how to improve instruction and better support students. National exam results are also reviewed against benchmarks and peer institutions to identify areas for enhancement.Academic Support and Technology
Kaplan University is a for-profit institution with online and campus-based programs serving over 35,000 students across the US and abroad. The goals of Kaplan's academic support efforts are to improve student success, retention, and graduation rates, which are measured using metrics like course pass rates and term-to-term retention. Current projects include administering the Wonderlic SLE exam for placement and using math and writing assessments to identify remediation needs, with pilots testing tutoring and coaching. Lessons learned focus on designing effective experiments, balancing implementation costs with returns, defining and measuring success, and ensuring scalability beyond pilot programs.
Effect of self regulated learning strategies on engineering
Engineering students focus on the courses based on their desire to master and utilize them in the world of work. The faculty should focus on the instructional design to meet the career needs of the students.
Iblc10 making an existing assessment more efficient
1. The document describes changes made to a peer assessment process for a university biology laboratory report to make it more efficient.
2. Previously, peer assessment involved in-class paper marking but this resulted in high moderation needs and workload.
3. For 2009-2010, an online system was introduced where students entered marks using a standardized form and completed a web-based reflection questionnaire.
4. The new system saved an estimated 25-30 hours of staff time needed for moderation while still engaging students in peer learning and feedback.
Ch28
This chapter discusses accountability in education over the past 20 years. It describes legal requirements like No Child Left Behind that require states to assess students and report performance. There are two types of accountability: system accountability, where states set targets for adequate yearly progress, and student accountability, where some states add consequences for individual students. The chapter also discusses content and achievement standards, alternate assessments for students who cannot demonstrate skills through regular assessments, and considerations around using tests for individual accountability decisions.
Woolley final presentation
This document proposes an innovative model for pharmacy education that improves upon the current model. It suggests adopting a hybrid curriculum with reduced in-class time and increased flexibility. This allows for eliminating summer vacation and shortening winter break to graduate students one year earlier. It also recommends establishing a multidisciplinary simulation center and increasing community engagement and international experiences. The goals are to improve retention rates, student engagement, and incorporate more active and team-based learning while utilizing technology to its fullest extent.
Keynote 1: 'TEF at Middlesex' by Jacqui Boddington
A keynote presentation given at Middlesex University's Annual Learning and Teaching Conference 2016: "Unpacking Teaching Excellence
60, Li, comparing quality assurance mechanisms for student learning outcomes ...
This document compares quality assurance mechanisms for student learning outcomes between Taiwan and England. It conducted interviews and reviewed documents from a university in each country. Some key similarities were that both countries have national quality assurance organizations and emphasize student learning outcomes. However, differences were found in the audit levels (national vs. institutional) and responsibility for quality assurance. The Taiwan university had each department develop mechanisms, while the England university had university-wide mechanisms. Academics perceived issues with bureaucracy, balance of regulations vs. autonomy, and flexibility in implementation.
PGNA 2014: Joe Walker Elementary
The document appears to be a needs assessment survey for Joe Walker regarding his professional development and learning experiences. Some key findings:
- 23% of respondents preferred large group professional learning, 59% preferred small groups, and 18% preferred learning on their own.
- Respondents preferred face-to-face (56%) and combined face-to-face and online (44%) learning over fully online.
- The most preferred topics were curriculum development (6 responses), understanding by design (6), blended learning (7), and differentiation (9).
- Staff felt professional learning was frequently (58%) or always (42%) focused on continuous improvement and student achievement.
What can e assessment do for teaching & learning
This document discusses the potential benefits of e-assessment for teaching and learning. It outlines how e-assessment can enhance education by allowing for more complex questions, fast feedback, and efficient use of assessment data. The document also provides examples of successful formative and summative e-assessment systems and discusses barriers to wider adoption like the time needed to create high-quality questions.
Presentation eltam portfolios final version
Research in the teachers' use of portfolios as a form of assessment in the English language classroom in Macedonia. It demonstrates teachers' familiarity with portfolios, attitudes and experiences, and it additionally focuses on the most remarkable differences between tests and portfolios as forms of assessment of students' knowledge.
Week 5 contextual issues that affect curriculum, instruction,
The document discusses contextual issues related to curriculum, instruction, and assessment in distance learning. It addresses these issues for both general technology use and for students with disabilities. For technology, it notes concerns about incorporating new standards into curriculum, supporting new instructional technologies, and ensuring students can complete online assessments. For students with disabilities, it discusses issues of students having too much control over learning, not all instruction being accessible, and not all students having equal access to assessments in an online format.
Students’ opinions pp
Students find it difficult to connect classroom learning to clinical experiences due to a gap between theoretical knowledge and patient conditions. Nursing institutions also face obstacles in providing suitable clinical sites, including a lack of available locations, shortages of clinical resources, and low patient ratios. Students suggest using a more integrated teaching approach, such as simulation exercises coordinated with course content, to help alleviate this problem.
Feedback as Dialogue
The document discusses two projects exploring formative assessment practices in open and distance learning environments. It finds that while students engage with formative assessment, their understanding of it varies, and it is not always used extensively. Formats of assessment have changed in these environments due to new technologies, but focus has been on tools rather than effective assessment approaches. The study found diversity in practices across three institutions, with two demonstrating elements of good formative assessment practice like periodic rather than end-of-year evaluations. It concludes that a conceptual model is needed to make formative assessment work purposefully in open and distance learning.
HEIR conference 8-9 September 2014: Forsyth and Stubbs
Rewriting the Rules: Institutional procedural change based on analysis of student feedback
As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past. This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university.
Anja cedefop prelim infos
This document discusses approaches to establishing a quality culture within vocational education and training (VET) institutions. It outlines the methodology used in a study of 20 VET cases across 13 European countries. Common elements found include use of self-assessment and PDCA cycles to collect stakeholder feedback. Successful self-assessment requires staff commitment, involvement in identifying improvement actions, and using results to inform changes. External support structures can help by providing quality frameworks, indicators, data collection tools, and training for VET staff. The goal is a handbook and tools to help VET institutions strengthen internal quality management.
Development and use of an ePortfolio platform to stimulate medical student re...
Development and use of an ePortfolio platform to stimulate medical student re...ePortfolios Australia
Justin is a Senior Lecturer in Medical Education with the Department of Medical Education (DME), Melbourne Medical School, University of Melbourne.Utilizing
This document outlines a project to develop a digital platform to improve problem-based learning for medical students. It describes issues with the current paper-based system and proposes a web portal and iPad app to allow for organized note-taking, continuous feedback between students and supervisors, and flexibility for mobile use. A prototype was created using Django, Python, and Objective-C. Usability testing with medical students provided positive feedback but also identified minor flaws. Further development and "production" testing are needed, including improved authentication, more testing, and integration with tools like Jenkins. The goal of improving communication and learning through new technologies seems achievable but requires real-world testing over time.
Examining the exam
The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.
On an evaluation strategy for measurement of learning
This document discusses strategies for evaluating learning effectiveness when using technology-enhanced instruction. It recommends that an evaluation strategy should consider the desired learning outcomes and instructional strategies used, including delivery media. The effectiveness of learning is influenced by pedagogical practices that facilitate constructive engagement. Measures of learning effectiveness could include pre-and post-tests, assessments of self-regulation skills, analysis of learning content and support tools used, learning transfers to tasks, learner feedback, and data on learning styles, time on tasks, instructional methods, and teacher effects.
Applying to psm programs
Key, inside admissions considerations about Professional Science Masters (PSM) programs. Make good choices about programs and submit stronger applications.
Tracking systems for VET graduates- methodology and tools
This document discusses tracking systems for vocational education and training (VET) graduates. It provides an overview of the On Track project, which aims to improve the quality of VET provision by tracking the learning and career paths of VET graduates. The On Track methodology involves surveying graduates within one year and two years after graduation using standardized questionnaires. The surveys measure indicators like employment status, salary, and satisfaction. The document describes how to establish a graduate tracking system by defining objectives, indicators, methodology, and resources. It also presents the On Track tools, which include online surveys in multiple languages, and encourages participation in pilots of the tracking system.
Terry Young - La Trobe University - Clinical Assessment Portfolios in Health...
Terry Young - La Trobe University - Clinical Assessment Portfolios in Health...ePortfolios Australia
Part of the May 2016 Eportfolio Webinar series - https://eportfoliosaustralia.wordpress.com/other-events/eCPD1
1) The document discusses the structure and vision of an eCPD (electronic continuing professional development) program that aims to excite participants, support organizational e-learning strategies, and embed sustainable e-learning practices.
2) The program includes 30 hours of CPD training, an online learning space, and links to other programs and agencies to develop and sustain effective e-learning practices.
3) The role of PDAs (professional development advisors) in the program is outlined, including reviewing current e-learning, creating action plans, mentoring colleagues, and facilitating innovation to improve teaching and learning through technology.
Opening propositions for on-line vision debate
The document outlines a vision for 2020 in four areas: content and digital resources, social media and web 2.0, provider and workforce capability, and learner experience. Some key aspects of the vision include ubiquitous high-quality digital content and resources, the widespread use of social media for collaboration, all providers and learners being confident users of technology, and no digital divide with all learners having access to technology and skills. The vision is positioned as a progression from limitations in 2009 such as classroom-focused learning and providers having limited use of technology.
More Related Content
What's hot
Iblc10 making an existing assessment more efficient
1. The document describes changes made to a peer assessment process for a university biology laboratory report to make it more efficient.
2. Previously, peer assessment involved in-class paper marking but this resulted in high moderation needs and workload.
3. For 2009-2010, an online system was introduced where students entered marks using a standardized form and completed a web-based reflection questionnaire.
4. The new system saved an estimated 25-30 hours of staff time needed for moderation while still engaging students in peer learning and feedback.
Ch28
This chapter discusses accountability in education over the past 20 years. It describes legal requirements like No Child Left Behind that require states to assess students and report performance. There are two types of accountability: system accountability, where states set targets for adequate yearly progress, and student accountability, where some states add consequences for individual students. The chapter also discusses content and achievement standards, alternate assessments for students who cannot demonstrate skills through regular assessments, and considerations around using tests for individual accountability decisions.
Woolley final presentation
This document proposes an innovative model for pharmacy education that improves upon the current model. It suggests adopting a hybrid curriculum with reduced in-class time and increased flexibility. This allows for eliminating summer vacation and shortening winter break to graduate students one year earlier. It also recommends establishing a multidisciplinary simulation center and increasing community engagement and international experiences. The goals are to improve retention rates, student engagement, and incorporate more active and team-based learning while utilizing technology to its fullest extent.
Keynote 1: 'TEF at Middlesex' by Jacqui Boddington
A keynote presentation given at Middlesex University's Annual Learning and Teaching Conference 2016: "Unpacking Teaching Excellence
60, Li, comparing quality assurance mechanisms for student learning outcomes ...
This document compares quality assurance mechanisms for student learning outcomes between Taiwan and England. It conducted interviews and reviewed documents from a university in each country. Some key similarities were that both countries have national quality assurance organizations and emphasize student learning outcomes. However, differences were found in the audit levels (national vs. institutional) and responsibility for quality assurance. The Taiwan university had each department develop mechanisms, while the England university had university-wide mechanisms. Academics perceived issues with bureaucracy, balance of regulations vs. autonomy, and flexibility in implementation.
PGNA 2014: Joe Walker Elementary
The document appears to be a needs assessment survey for Joe Walker regarding his professional development and learning experiences. Some key findings:
- 23% of respondents preferred large group professional learning, 59% preferred small groups, and 18% preferred learning on their own.
- Respondents preferred face-to-face (56%) and combined face-to-face and online (44%) learning over fully online.
- The most preferred topics were curriculum development (6 responses), understanding by design (6), blended learning (7), and differentiation (9).
- Staff felt professional learning was frequently (58%) or always (42%) focused on continuous improvement and student achievement.
What can e assessment do for teaching & learning
This document discusses the potential benefits of e-assessment for teaching and learning. It outlines how e-assessment can enhance education by allowing for more complex questions, fast feedback, and efficient use of assessment data. The document also provides examples of successful formative and summative e-assessment systems and discusses barriers to wider adoption like the time needed to create high-quality questions.
Presentation eltam portfolios final version
Research in the teachers' use of portfolios as a form of assessment in the English language classroom in Macedonia. It demonstrates teachers' familiarity with portfolios, attitudes and experiences, and it additionally focuses on the most remarkable differences between tests and portfolios as forms of assessment of students' knowledge.
Week 5 contextual issues that affect curriculum, instruction,
The document discusses contextual issues related to curriculum, instruction, and assessment in distance learning. It addresses these issues for both general technology use and for students with disabilities. For technology, it notes concerns about incorporating new standards into curriculum, supporting new instructional technologies, and ensuring students can complete online assessments. For students with disabilities, it discusses issues of students having too much control over learning, not all instruction being accessible, and not all students having equal access to assessments in an online format.
Students’ opinions pp
Students find it difficult to connect classroom learning to clinical experiences due to a gap between theoretical knowledge and patient conditions. Nursing institutions also face obstacles in providing suitable clinical sites, including a lack of available locations, shortages of clinical resources, and low patient ratios. Students suggest using a more integrated teaching approach, such as simulation exercises coordinated with course content, to help alleviate this problem.
Feedback as Dialogue
The document discusses two projects exploring formative assessment practices in open and distance learning environments. It finds that while students engage with formative assessment, their understanding of it varies, and it is not always used extensively. Formats of assessment have changed in these environments due to new technologies, but focus has been on tools rather than effective assessment approaches. The study found diversity in practices across three institutions, with two demonstrating elements of good formative assessment practice like periodic rather than end-of-year evaluations. It concludes that a conceptual model is needed to make formative assessment work purposefully in open and distance learning.
HEIR conference 8-9 September 2014: Forsyth and Stubbs
Rewriting the Rules: Institutional procedural change based on analysis of student feedback
As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past. This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university.
Anja cedefop prelim infos
This document discusses approaches to establishing a quality culture within vocational education and training (VET) institutions. It outlines the methodology used in a study of 20 VET cases across 13 European countries. Common elements found include use of self-assessment and PDCA cycles to collect stakeholder feedback. Successful self-assessment requires staff commitment, involvement in identifying improvement actions, and using results to inform changes. External support structures can help by providing quality frameworks, indicators, data collection tools, and training for VET staff. The goal is a handbook and tools to help VET institutions strengthen internal quality management.
Development and use of an ePortfolio platform to stimulate medical student re...
Development and use of an ePortfolio platform to stimulate medical student re...ePortfolios Australia
Justin is a Senior Lecturer in Medical Education with the Department of Medical Education (DME), Melbourne Medical School, University of Melbourne.Utilizing
This document outlines a project to develop a digital platform to improve problem-based learning for medical students. It describes issues with the current paper-based system and proposes a web portal and iPad app to allow for organized note-taking, continuous feedback between students and supervisors, and flexibility for mobile use. A prototype was created using Django, Python, and Objective-C. Usability testing with medical students provided positive feedback but also identified minor flaws. Further development and "production" testing are needed, including improved authentication, more testing, and integration with tools like Jenkins. The goal of improving communication and learning through new technologies seems achievable but requires real-world testing over time.
Examining the exam
The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.
On an evaluation strategy for measurement of learning
This document discusses strategies for evaluating learning effectiveness when using technology-enhanced instruction. It recommends that an evaluation strategy should consider the desired learning outcomes and instructional strategies used, including delivery media. The effectiveness of learning is influenced by pedagogical practices that facilitate constructive engagement. Measures of learning effectiveness could include pre-and post-tests, assessments of self-regulation skills, analysis of learning content and support tools used, learning transfers to tasks, learner feedback, and data on learning styles, time on tasks, instructional methods, and teacher effects.
Applying to psm programs
Key, inside admissions considerations about Professional Science Masters (PSM) programs. Make good choices about programs and submit stronger applications.
Tracking systems for VET graduates- methodology and tools
This document discusses tracking systems for vocational education and training (VET) graduates. It provides an overview of the On Track project, which aims to improve the quality of VET provision by tracking the learning and career paths of VET graduates. The On Track methodology involves surveying graduates within one year and two years after graduation using standardized questionnaires. The surveys measure indicators like employment status, salary, and satisfaction. The document describes how to establish a graduate tracking system by defining objectives, indicators, methodology, and resources. It also presents the On Track tools, which include online surveys in multiple languages, and encourages participation in pilots of the tracking system.
Terry Young - La Trobe University - Clinical Assessment Portfolios in Health...
Terry Young - La Trobe University - Clinical Assessment Portfolios in Health...ePortfolios Australia
Part of the May 2016 Eportfolio Webinar series - https://eportfoliosaustralia.wordpress.com/other-events/What's hot (20)
Iblc10 making an existing assessment more efficient
Iblc10 making an existing assessment more efficient
Keynote 1: 'TEF at Middlesex' by Jacqui Boddington
Keynote 1: 'TEF at Middlesex' by Jacqui Boddington
60, Li, comparing quality assurance mechanisms for student learning outcomes ...
60, Li, comparing quality assurance mechanisms for student learning outcomes ...
Week 5 contextual issues that affect curriculum, instruction,
Week 5 contextual issues that affect curriculum, instruction,
HEIR conference 8-9 September 2014: Forsyth and Stubbs
HEIR conference 8-9 September 2014: Forsyth and Stubbs
Development and use of an ePortfolio platform to stimulate medical student re...
Development and use of an ePortfolio platform to stimulate medical student re...
On an evaluation strategy for measurement of learning
On an evaluation strategy for measurement of learning
Tracking systems for VET graduates- methodology and tools
Tracking systems for VET graduates- methodology and tools
Terry Young - La Trobe University - Clinical Assessment Portfolios in Health...
Terry Young - La Trobe University - Clinical Assessment Portfolios in Health...
Viewers also liked
eCPD1
1) The document discusses the structure and vision of an eCPD (electronic continuing professional development) program that aims to excite participants, support organizational e-learning strategies, and embed sustainable e-learning practices.
2) The program includes 30 hours of CPD training, an online learning space, and links to other programs and agencies to develop and sustain effective e-learning practices.
3) The role of PDAs (professional development advisors) in the program is outlined, including reviewing current e-learning, creating action plans, mentoring colleagues, and facilitating innovation to improve teaching and learning through technology.
Opening propositions for on-line vision debate
The document outlines a vision for 2020 in four areas: content and digital resources, social media and web 2.0, provider and workforce capability, and learner experience. Some key aspects of the vision include ubiquitous high-quality digital content and resources, the widespread use of social media for collaboration, all providers and learners being confident users of technology, and no digital divide with all learners having access to technology and skills. The vision is positioned as a progression from limitations in 2009 such as classroom-focused learning and providers having limited use of technology.
Cisco Global Education
Richard Halkett discusses Cisco's vision for Education 3.0, which focuses on transforming education systems to meet the needs of 21st century learners and societies. Key aspects of Education 3.0 include learners having access to learning anywhere and anytime through the use of technology, a focus on individual needs and preferences, and taking a holistic approach beyond traditional school walls. Cisco is working to develop and scale successful education models around the world that promote this vision through strategic partnerships and alliances.
FE Vision Development
The document outlines a vision for the future of FE and technology towards the year 2020, describing advancements in several key areas:
1) Content and digital resources will be rich, accessible anywhere, and tailored to individual learners through games, simulations and adaptive feedback.
2) Social media and Web 2.0 tools will facilitate collaboration between learners, teachers, and employers in developing resources.
3) Providers and their workforces will be highly capable using technology to guide learners and provide 24/7 support through online and peer mentoring.
4) Learners will have 24/7 access to resources and support through technology to gain skills needed for future careers and competitiveness.
Fe And Skills Workforce Channel Lsis Consultation
The document discusses the development of a workforce channel for the FE and Skills sector in the UK. It details that the Department for Innovation, Universities and Skills announced the creation of such a channel to rationalize web-based information and services. The goal is to create an improved online support resource for information, resources, and professional practice for the sector. It will build upon and absorb the existing Excellence Gateway. The document calls for consultation on scoping what should be included in the channel and what purposes and processes it should support.
Innovative FE: normal for Norfolk
Robin Ghubhurun (City College Norwich) presentation from the LSIS-Becta Leading Innovation: Embracing Technology conference (20 October 2009, Birmingham).
Using Technology to Support Success, Chris McLean, North Hertfordshire College
A workshop delivered by Chris McLean of North Hertfordshire College during the Becta-LSIS Leading Innovation: Embracing Technology conference, 20 October 2009
Generator
The document introduces the Generator Generator Technology Improvement Leadership Tool, which reviews organizations across nine business areas and seven enablers of technology to help effectively target technology resources and better meet organizational and learner goals. Users can register at www.generatorfeandskills.com to use the Generator tool.
Cisco Global Education Richard Halkett
Richard Halkett discusses Cisco's vision for Education 3.0, which focuses on transforming education systems to meet the needs of 21st century learners and societies. Key aspects of Education 3.0 include learners having access to learning anywhere and anytime through the use of technology, a focus on individual needs and preferences, and collaboration beyond traditional school settings. Cisco is working to develop and scale successful education models around the world that promote this vision of holistic education transformation.
Cisco Global Education
Cisco is committed to transforming education systems to better prepare students for the 21st century. The presentation discusses Cisco's work in establishing Education Centers of Excellence around the world and developing the Education 3.0 framework. Education 3.0 proposes reforming curriculum, assessments, technology and leadership to focus on 21st century skills like problem solving. It aims to create a more student-centered and equitable education system where learning can occur anywhere, anytime through technology.
Welcome to Generator
This document introduces the Generator tool for assessing how technology impacts nine business areas of an organization. The Generator allows users to do a quick review of all nine areas to identify levels of positive technology impact. It also enables a full review to drill down and analyze seven enablers that must be in place for effective technology use. The typical approach is to first do a quick review and then a full review for further analysis.
E Maturity The Leadership Challenge Punam Khosla And Ian Pritchard
The document discusses e-maturity in organizations and the challenges of harnessing technology for learning. It presents the current situation, where many providers have invested in technology but are not fully e-mature. The main challenges include fragmented technology leadership, support and infrastructure issues, workforce capability, and varying use among departments. LSIS is working with BECTA to develop programs to help organizations progress towards e-maturity through collaborative leadership skills training and other initiatives. Leaders are encouraged to use Kouzes and Posner's leadership model to help their organization change, with an emphasis on modeling behavior, inspiring a shared vision, challenging processes, enabling others, and encouraging hearts.
John Stone Presentation
This document welcomes the reader to Generator John Stone Chair Generator Design Authority and Chief Executive Learning and Skills Network. It states that Generator National Partners Design Authority is made up of several education organizations and was initiated by various acronymed groups. It also mentions Generator has nine business areas and to visit the Ideas in Action area on the mezzanine level.
Welcome to Generator
1. The document introduces Generator, a technology improvement framework for the further education sector in the UK.
2. Generator is intended to help educational institutions assess how well they are using technology across nine key organizational areas and identify areas for improvement.
3. The framework was developed with input from over 350 educational providers and is meant to provide a common structure for evaluating technology use across the sector.
Sustainable IT for FE Colleges - Policy Landscape & Practical Implementation
The document discusses sustainable IT policies and implementation for further education colleges in the UK. It outlines the policy landscape which includes goals of reducing UK carbon emissions by 26% by 2020 and making all new colleges zero carbon by 2016. It also discusses current focuses on efficiency gains, primarily reducing power consumption from PCs, peripherals, printers, and data centers which account for most emissions. Finally, it recommends steps colleges can take such as recognizing their specific environment, planning with sustainability in mind, challenging suppliers, addressing funding gaps, utilizing emerging technologies, and measuring current IT usage.
Employer choice - a threat or opportunity?
The document discusses employer choice in learning and development as either a threat or opportunity for learning providers. It notes businesses are demanding more for less from learning. Traditional learning providers are adapting their delivery approaches to better align with business needs and provide tangible benefits. New approaches to learning are shifting to be more informal, technology-enabled, and focused on performance rather than just compliance.
e-safety? Isn’t that just blocking some website?
This document discusses e-safety and the responsible use of technology among students. It addresses issues like limiting bandwidth to certain sites, educating students on safe internet use, anti-bullying policies, and blocking inappropriate content. It also describes a working group established to develop e-safety guidance for further education providers. The guidance includes questions for organizations and covers issues like acceptable use policies, risks relevant to further education settings, and ensuring a consistent approach across different types of institutions.
Carmen Wills
This document discusses whole organizational approaches to electronic continuing professional development (eCPD) at St Helens College. It emphasizes creating a shared vision through strategies like eQuIP for senior leaders and crafting implementation plans that integrate e-systems. It also highlights building e-confidence through quality acceleration projects and changing the learning culture. The goal is to motivate and enable staff through strategic partnerships and a relentless pursuit of excellence using technology to enhance pedagogy.
Virtual learning environments (VLEs): an evaluation of their development in a...
This document summarizes the findings of a survey evaluating the development and use of virtual learning environments (VLEs) in a sample of educational settings in the UK. The key findings were that VLEs were still at an early stage of development, were most effective where staff used technology to enhance classroom learning, and had the strongest implementation where senior managers provided resources and support. Barriers to greater use included a lack of training for staff, concerns over the time needed to develop online content, and limited remote access to VLEs by students. The report calls for continued development and quality reviews of VLEs, as well as guidance and shared resources to support their implementation.
Testing Times - My Learning Needs Me _ Sally Betts
1. The document discusses the importance of involving learners in the entire assessment process so they understand why they are being assessed and how it can help improve their skills and grades.
2. It outlines six key interventions for formative assessment including engaging learners, creating a positive environment, applying effective feedback and questioning, and allowing opportunities for self-reflection and peer assessment.
3. An example activity is described where learners work in groups to design paper airplanes using self-determined criteria and assess their designs through testing, reflection, and discussion of how to further improve.
Viewers also liked (20)
Using Technology to Support Success, Chris McLean, North Hertfordshire College
Using Technology to Support Success, Chris McLean, North Hertfordshire College
E Maturity The Leadership Challenge Punam Khosla And Ian Pritchard
E Maturity The Leadership Challenge Punam Khosla And Ian Pritchard
Sustainable IT for FE Colleges - Policy Landscape & Practical Implementation
Sustainable IT for FE Colleges - Policy Landscape & Practical Implementation
Virtual learning environments (VLEs): an evaluation of their development in a...
Virtual learning environments (VLEs): an evaluation of their development in a...
Testing Times - My Learning Needs Me _ Sally Betts
Testing Times - My Learning Needs Me _ Sally Betts
Similar to Good practice in ICT in colleges
Evaluation of the Passit project
The PASS-IT project evaluated the use of computer-assisted assessment (CAA) across schools and colleges in Scotland. Key findings included that CAA was found to be a feasible alternative to paper-based assessment and did not disadvantage students. Benefits identified were instant feedback, increased student motivation, and potential for more flexible assessment. Barriers included technical issues, lack of infrastructure, and concerns about online assessment for high-stakes exams. Lessons learned included the need for quality assurance processes, staff training, and a phased approach combining online and paper assessments.
Confidence is key: a successful approach to teaching statistics
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
The readiness of academic staff at South Valley University to develop and imp...
The study aimed to evaluate the readiness of academic staff at South Valley University in Egypt to develop and implement e-learning. It assessed staff competencies, experiences, and attitudes regarding e-learning. A survey was administered to 233 staff members to measure these three dimensions. Results found that staff had positive attitudes towards e-learning but lacked technical competencies, training, and experience developing e-learning. The study recommends that the university provide training programs and technical support to help staff overcome barriers to e-learning adoption.
Effective Use Of Technology Brian J
This document discusses how teacher training is key to effectively using technology to improve student achievement. It reviews several studies that show trained teachers use technology more frequently and in varied ways to support learning. The document recommends districts commit to ongoing staff development, learn from research on best practices, and be open to the needs of 21st century students to maximize the benefits of technology integration.
Quality Toolkit Rsc Nw
The document introduces a quality toolkit for evaluating learning resource services. It provides an overview of the elements and key questions covered in the toolkit, which address topics like staffing, technology integration, accessibility, and quality assurance. The toolkit allows services to grade their own performance and identify areas for improvement by benchmarking against established criteria. Maintaining high standards requires ongoing staff training, guidance, and peer review to ensure effective self-evaluation over time.
Interview presentation.pptx
The document summarizes research conducted by Rajeeb Das and Timothy Brophy at the University of Florida to better understand faculty engagement in assessment processes and identify opportunities for improvement. Through surveys of assessment coordinators, stakeholder interviews, and faculty focus groups, they identified that faculty value assessment when it is used for student and program improvement. However, influential factors like class size and disciplinary accreditation requirements, as well as misconceptions about reporting requirements, can impact engagement. Based on these findings, the researchers made recommendations like facilitating peer sharing of assessment practices and clarifying reporting guidelines to cultivate greater faculty involvement.
E-learning's contribution to workforce development
This document summarizes research on the role of e-learning in workforce development. It finds that e-learning can help overcome barriers to training related to access, motivation, and experience. Key supports for effective e-learning include integrated course design, learning support, and an organizational learning culture. The research also found that e-learning can increase productivity through reduced work disruptions, deeper learning outcomes, and faster adoption of new technologies. However, e-learning requires investments in content, learning design, and learner support to achieve these benefits. Future research is needed to better understand e-learning's impact on overcoming learning challenges and linking learning outcomes to productivity gains.
Examination reform
The document discusses examination reforms in India. It outlines recommendations from various commissions and policies over time to reform examinations. Key recommendations include introducing continuous and comprehensive evaluation, reducing subjectivity, using objective tests and internal assessment, introducing grades instead of marks, reducing exam stress, and making examinations more flexible and transparent. The document also discusses the need for reforms such as focusing on higher-order thinking skills, reducing memorization, allowing for different learner types, and making question papers more innovative and assessment criteria more valid and reliable. Overall, the document advocates for significant reforms to the examination system in India to make it more student-centered, comprehensive, and aligned with the needs of the knowledge society.
REAP Assessment/Feedback Principles and Examples
The document discusses technology supported assessment and feedback. It outlines the REAP project which took a principled approach to redesigning courses using technology. The project involved 6000 students across 19 pilots at 3 universities. The pilots showed benefits like reduced workload and improved learning outcomes. Formative assessment and feedback are important for student learning but current practices are unsatisfactory. The REAP project aimed to address this by embedding seven principles of good feedback practice into technology-supported assessment activities.
Final project 2
The document outlines a proposed tier 2 behavioral intervention program called the Social/Emotional Learning Skills Class. It discusses problems with the current system, goals of providing clearer intervention processes and a specific behavior improvement class. A logic model is presented outlining inputs, activities, outputs and outcomes. Evaluation questions are proposed to analyze decreases in misbehavior and increases in academic results after enrollment. Preliminary findings suggest a reduction in measures like suspensions, detentions and behavioral incidents with potential positive effects on GPA.
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 version
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
Total Quality Management in Higher Education
Total Quality Management (TQM) is framework for the improvement of quality. It involves doing things right first time and every time. For its successful implementation, there is a strong need of everyone’s participation from the institution rather than the only involvement of only senior management. Successful completion of the product requires the student to participate as a worker, co managing the learning process. Standardized descriptions of Quality Management has to be understood, in this mission.
Continuous Assessment
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
Dveloping tvet curriculum to meet sdg
Technical and vocational education training not only helps the learner but also provides industry-specific graduates and productivity increases. The curriculum developers should prepare industry relevant curricula.
Tip model
The document outlines the Technology Integration Planning (TIP) Model, which provides a 5-phase approach for teachers to effectively integrate technology into their teaching. The 5 phases are: 1) determine the relative advantage of using technology; 2) decide on objectives and assessments; 3) design integration strategies; 4) prepare the instructional environment; and 5) evaluate and revise the integration strategies. Each phase involves questions to guide planning and implementation steps to help ensure technology use meets needs and is efficient.
The Path to Creating an Integrated Online Contingent Faculty Competency System
Steps that The American Women's College have taken in developing faculty competencies for hiring, developing, and evaluating contingent faculty. Presented at OLC Accelerate 2017.
Innovations in assessment: an investigation into the role of blended learning...
Innovations in assessment: an investigation into the role of blended learning...UK Centre for Legal Education
The document investigates using blended learning to support assessment innovations in law modules at the University of Brighton. Pilot studies introduced online revision materials and formative assessments to replace some face-to-face sessions for Criminal Law and Public Law modules assessed by 100% seen examinations and coursework respectively. Student questionnaires found that most appreciated the flexibility of online learning and perceived it developed their understanding, though its ability to directly prepare for summative assessment was less clear. Analysis of examination marks found average scores increased slightly for topics covered through blended learning. The study concluded blended learning enhances learning experiences without extra resources and supports shifts to greater examination-based assessment.Assessment of Holistic Student Learning in Open Universities
A presentation delivered on Sept 28 at the 2017 AAOU Annual Conference hosted by Universitas Terbuka and held in Yogyaakarta, Indonesia.
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...Charles Darwin University
This document summarizes recent trends in standards and benchmarking for technology enhanced learning. It discusses how quality assurance bodies like TEQSA are focusing more on ensuring consistency between online and face-to-face courses as well as course quality. The document outlines eight benchmarks for technology enhanced learning and notes that several universities and organizations have developed tools and standards for quality online learning. It also advertises upcoming events at Deakin University on quality assurance and new higher education standards.Increasing learner success with technology supported assessment
The REAP project piloted the use of technology-supported assessment in various courses across three universities to improve learner success and teaching efficiencies. The pilots aimed to develop learner self-regulation through frequent formative assessment opportunities using tools like online tests, simulations, and electronic voting systems. This allowed just-in-time feedback and reduced staff workload. Evaluation found significant learning gains like improved exam results and course passes in pilots across subjects like psychology, languages, and pharmacy.
Similar to Good practice in ICT in colleges (20)
Confidence is key: a successful approach to teaching statistics
Confidence is key: a successful approach to teaching statistics
The readiness of academic staff at South Valley University to develop and imp...
The readiness of academic staff at South Valley University to develop and imp...
E-learning's contribution to workforce development
E-learning's contribution to workforce development
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 version
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 version
The Path to Creating an Integrated Online Contingent Faculty Competency System
The Path to Creating an Integrated Online Contingent Faculty Competency System
Innovations in assessment: an investigation into the role of blended learning...
Innovations in assessment: an investigation into the role of blended learning...
Assessment of Holistic Student Learning in Open Universities
Assessment of Holistic Student Learning in Open Universities
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...
Latest Trends in Standards and Benchmarking for Technology Enhanced Learning:...
Increasing learner success with technology supported assessment
Increasing learner success with technology supported assessment
More from Becta FE and Skills
The School of Everything
Presentation given by Chris Swain, Becta, and Paul Miller, School of Everything at Becta's "Time to Innovate" conference, Birmingham, 9 March 2010
John Stone
The document introduces Generator, a national partnership in the UK comprised of various educational organizations, and lists its nine business areas of focus: engaged and empowered learners; enhanced learning experience; e-confident and effective provider; confident leadership and workforce; innovative use of resources; flexible delivery and pathways; personalized assessment; proactive support; and equitable access. It was initiated by Becta and is chaired by John Stone from the Generator Design Authority and Chief Executive of the Learning and Skills Network.
Ngl Learner Voice Workshop
The document discusses supporting learner voice in further education through the use of technology. It notes that most further education colleges now have virtual learning environments and are increasingly using social media and e-polling tools. However, the use of technology to engage learners is still patchy across the sector and not all learners have equal opportunities to provide feedback. The document considers barriers to capturing learner voice and how organizations can better use technology to do so in a way that represents all learners. It provides examples of stages of learner voice participation and encourages attendees to discuss how they can improve supporting learner voice upon returning to their organizations.
Jane Williams Presentation
The document discusses the increasing importance and potential of technology-enhanced learning in further education and skills training. It notes that while internet access is high among FE students, some groups remain disadvantaged. It also reports that while colleges see benefits of technology for teaching and learning support, they are more cautious about tangible learning outcomes. The document advocates for a responsive approach to learners' needs, developing expertise, coherent support, and commitment from leadership to maximize the role of technology in FE.
Jane Williams Presentation
The document discusses technology-enhanced learning in further education and skills training. It notes that while most learners have access to broadband and computers at home, some groups face disadvantages. Colleges have seen positive impacts of technology but outcomes are not always tangible. For technology to succeed, providers must be responsive to learners, have expertise, provide coherent support from leadership, and combine technology with other elements. Support is available to help the sector recognize technology's potential and become internationally recognized for innovative uses of technology in learning.
What’s mine is yours:14-19 Diplomas
The document summarizes the Next Generation Learning Conference 2009 and discusses strategies for implementing diploma programs. It outlines a vision for seamless learning opportunities and information sharing between partners. Becta's role is to support interoperability between systems and processes. The key is establishing common frameworks to enable data sharing and learner tracking between organizations. Technology can transform further education by enabling personalized learning and efficient management of student information and performance.
Managing cultural change to implement technology in training: a case study fr...
The document discusses the introduction of a generic professional military development program (PMD(A)) for personnel. It notes the vision is for personnel to be agile, adaptable, and capable. It reviews restrictions and realities such as personnel being too busy or lacking computer access. It discusses using a generic virtual learning environment for continuous distance learning to minimize skills fade and spread training over a career. Challenges include gaining buy-in, ensuring technical access and relevance over time as generations and culture change. Enduring principles are noted like sustained top-level commitment and cementing wins while linking to other initiatives.
Sustainable IT - The business case
Sustainable IT aims to help organizations meet environmental, social, and economic needs through more efficient use of technology. IT can both contribute to unsustainability problems but also offer solutions by improving operations and reducing costs. Managing a sustainable IT program requires understanding complex interdependencies across an organization's IT systems, operations, and compliance responsibilities to effectively adapt to a complex and changing environment.
Have skills, will Travel: E-portfolios for apprentices
The document discusses e-portfolios and their potential benefits for apprenticeships. It notes that e-portfolios can transform further education by making learning more flexible and tailored. However, successful adoption depends on factors like strong incentives, addressing assessment burdens, and ensuring e-portfolios integrate with other systems. The document also provides guidance on key considerations for implementing e-portfolios.
A Whole Organisational Approach to eCPd
This document discusses a whole organizational approach to electronic continuing professional development (eCPD) for staff. It outlines the need for an eCPD strategy and program that challenges senior management and staff to shape the college's strategic direction. The eCPD program should empower staff to support new learning processes and be underpinned by pedagogical experience and innovation using mobile, online, and social technologies. It should also address ongoing challenges like reducing costs, reaching more learners, offering flexibility, bringing managers and teachers closer to customers, and evaluating the impact of eCPD.
How do we know what our learners think of us? Learner voice in FE Skills
The document discusses supporting learner voice in further education through the use of technology. It notes that while virtual learning environments and social media tools are widely used, not all learners have equal access to technology. There are also issues around funding, skills upgrading, and driving cultural change to maximize the benefits of technology. The document encourages considering barriers to capturing learner feedback and how to ensure representation from all learners. It aims to promote an open discussion on better supporting learner voice.
More from Becta FE and Skills (11)
Managing cultural change to implement technology in training: a case study fr...
Managing cultural change to implement technology in training: a case study fr...
Have skills, will Travel: E-portfolios for apprentices
Have skills, will Travel: E-portfolios for apprentices
How do we know what our learners think of us? Learner voice in FE Skills
How do we know what our learners think of us? Learner voice in FE Skills
Recently uploaded
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Introduction to AI for Nonprofits with Tapp Network
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.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
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 KanvariaBiological Screening of Herbal Drugs in detailed.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Recently uploaded (20)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Advantages and Disadvantages of CMS from an SEO Perspective
Advantages and Disadvantages of CMS from an SEO Perspective
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Good practice in ICT in colleges
- 1. Good practice in ICT in colleges Elizabeth Warriner HMI 5 March 2009