e-Mentoring at Grantham College
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The document outlines Grantham College's journey in developing staff skills and confidence in using information learning technologies (ILT) between 2006-2012. It discusses the implementation of a virtual learning environment (VLE) strategy including mandatory course content guidelines, a VLE awards scheme, and an ILT mentoring scheme. An evaluation found the mentoring scheme improved participants' confidence in using ILT on average from 2.4 to 4.3 on a 5-point scale.
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The document provides information about a professional development organization called OLP that offers training programs like the Early Career Framework to support new teachers. It details the components of OLP's Early Career Development Program which includes training, mentoring, and resources to guide new teachers through their first two years. The program is designed to provide a coherent, evidence-based approach to increasing the expertise of both new teachers and their mentors.
HEA Framework for Employability
The document discusses the Higher Education Academy (HEA) and its work to improve teaching quality and student success in higher education. Specifically:
- The HEA aims to continuously improve teaching quality through professional development, best practices, and thought leadership. Its vision is to be globally recognized for inspiring excellent teaching.
- The HEA has been involved in developing the UK's Teaching Excellence Framework (TEF), which evaluates teaching quality and recognizes excellent instruction. Core TEF metrics include student satisfaction, retention, and employment outcomes.
- The HEA proposes additional metrics like qualifications and training of teaching staff. Its frameworks are intended to achieve student success through influencing teaching excellence, priorities, principles, and culture.
PDP: Development & Practice [Brian Currie & Nicola Smith]
The document discusses personal development planning (PDP) and its importance for employability. PDP helps students reflect on their learning and career goals. It develops skills valued by employers like responsibility, self-esteem, and attitude. The document also outlines different approaches institutions take to integrate PDP into the curriculum, from discrete sessions to a fully embedded process. Support for PDP includes employability advisors, online resources, and events connecting students to employers.
Changing Values in Higher Education
This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
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Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
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This document outlines requirements for principal preparation programs in Illinois, focusing on ensuring programs develop skills related to student learning and school improvement. It discusses goals of preparing effective school leaders and providing a safe learning environment. Requirements include partnerships with school districts, standards-aligned curriculum, candidate selection processes, extensive internship/residency experiences, and assessment of skills in data analysis, school improvement planning, teacher evaluation, and managing school operations.
He survival+ cpd scheme
The University of Northampton offers a CPD scheme to support the professional development of teaching staff. The scheme aims to provide practical, needs-driven development opportunities that are flexible and inclusive of staff at all levels. Courses range from introductory levels to leadership programs. Staff receive guidance and mentoring to implement new skills and progress in the UK Professional Standards Framework. Completing courses, scholarship, and peer review can lead to recognition as an Associate Fellow, Fellow, or Senior Fellow of the Higher Education Academy.
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This document discusses competency-based education (CBE) in a flex-paced information technology program funded by a TAACCCT grant. It describes CBE approaches, highlights differences from traditional models, and outlines the components of Sinclair Community College's Accelerate IT project model including program development, course structure, delivery logistics, learner support, and challenges implementing CBE.
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The document outlines the improvement plan priorities for Currie High School. It discusses priorities around learners' experiences including increasing the use of ICT in learning and teaching. It also discusses ensuring consistently high quality learning and teaching through continued professional development for staff. Other priorities include evaluating and developing the curriculum, meeting learning needs, improving performance, and engaging in self-evaluation.
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The document provides guidance for assessors reviewing applications for Associate Fellowship and Fellowship through the Swansea Application Route. It outlines the purpose of the training, an overview of the Inspiring Teaching at Swansea program and pathways to Fellowship. It also discusses expectations for applications at D1/D2 and D3 levels, strengths and weaknesses in applications, and how to evaluate teaching practice and evidence for recognition.
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The document provides an overview of a competency-based education (CBE) program called Accelerate IT. Key aspects of the program include:
- Aligning courses and curriculum to competencies defined by employers to allow students to progress as they master skills.
- Unbundling faculty roles between course development, assessment, facilitation and grading to improve efficiencies.
- Engaging workforce partners to provide input on in-demand skills and aligning programs.
- Providing holistic student support through academic coaches who monitor progress and intervene if students fall behind.
- Using data analytics to track student performance and continuously improve the program.
AAP Benchmarking Resources Booklet
This document provides a guide for benchmarking formal academic professional development opportunities. It outlines a process for benchmarking programs/courses/modules either internally or with partner institutions. The guide includes a benchmarking template in the appendix with details about contextual information and ten benchmarks organized under categories of institutional strategic intent, program outcomes, content/teaching approaches, assessment/feedback, and evaluation. The benchmarks were developed by an OLT extension project team to help institutions review and improve their academic professional development offerings.
Building a Highly Effective Coaching and Mentoring Program at Scale
Developing an effective, scalable coaching program requires cross-functional commitment and success requires clear and realistic goals, based on current realities.
Improving learning implementation & impact telecoms
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Practical tips and strategies for addressing the challenges posed by the Government supported FELTAG recommendation “the inclusion in every publicly-funded learning programme from 2015/16 of a 10% wholly-online component, with incentives to increase this to 50% by 2017/2018.”
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Here are the steps to draw and label shapes in Infuse:
1. Tap the "Draw" button to open the drawing tools
2. Select a pen colour and style
3. Tap the screen and drag to draw the desired shape
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Game-based learning uses branching story scenarios to develop communication skills for adult learners. The eTrees project aims to create an online application using branching stories and games to improve workplace communication. The consortium includes experts in serious games development, adult education providers, and organizations focused on learning methodologies. Games appeal to adults and are effective because they replicate real-life problems, allow experimentation and replay, and promote active, experiential and self-directed learning through goals, feedback, challenge and storytelling. The eTrees tool will be tested in 2014 and launched to allow trainers and businesses to create customized branching scenarios.
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