This document summarizes an evaluation of Zamorano University's digital distance learning program (PAC @ D) in Honduras. [1] Surveys of 45 past and present PAC @ D students and 13 faculty found high satisfaction rates. [2] Most students had attended Zamorano previously and were employed professionals seeking to further their education. [3] Faculty also expressed support for distance learning and suggestions to expand the program. Overall, the evaluation found PAC @ D to be an effective program that provides accessible education and should be further developed and promoted.
This document discusses open educational resources (OER) in Africa and their potential role in increasing access to higher education on the continent. It notes that African universities face pressure to expand access while dealing with underfunding, and that OER could help by increasing the availability of high-quality learning materials at low cost. The document outlines challenges in African higher education like dependence on lectures and limited resources. It argues that OER, if institutionalized, could help build capacity by providing educators with free or low-cost tools and content to create educational materials. A vision is presented of vibrant African universities playing a critical role through open development and sharing of intellectual capital.
This document discusses the need for strategic technology alliances between higher education institutions and technology companies to confront challenges in competition and develop new instructional models. It argues that partnerships can help colleges leverage new technologies to improve access to learning, connect students, and transform teaching and learning. Specific examples of potential alliances discussed include an executive MBA program jointly run by a university and technology vendor using e-learning tools. The document advocates for collaboration between all sectors to develop innovative technical solutions and integrate technologies into academic programs.
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
Introducing OER Africa: Building African Higher Education capacity through op...PiLNAfrica
OER Africa is a new project established to promote the development and use of open educational resources (OER) in African higher education. It aims to build capacity in African universities by providing educators with low-cost access to educational materials and tools through collaboration. OER Africa will establish networks of African educators to collaboratively develop, share, and adapt OER. Its goals are to enhance institutional capacity, advocate for supportive policies, and establish an online platform to facilitate African collaboration on OER development and sharing.
The document summarizes the findings of a case study on guidance professionals' awareness and understanding of the National Framework of Qualifications (NFQ) in Ireland. It finds that:
1) Guidance professionals working directly with learners, such as career advisors and school counselors, have the strongest awareness and understanding of the NFQ levels relevant to their work.
2) Adult learners and secondary students have varying awareness depending on their engagement with education, with adult learners seeking to understand where their prior learning fits on the NFQ.
3) National organizations like FETAC, FÁS, and the NCGE have taken steps to implement the NFQ within their programs and guidance. However,
This document provides an overview of the Professional Diploma in Education (PDE) program offered by Hibernia College. The PDE is a blended online and in-person program that qualifies graduates to become post-primary school teachers. The program was developed in response to a shortage of qualified teachers in Ireland. It has grown in enrollment since its inception in 2011. The program utilizes an online learning platform and interactive online sessions to provide flexibility while maintaining high academic standards. Student and external feedback has been positive about the quality and benefits of the PDE program.
The Post-CCSAFS: Strengths, Weaknesses, Opportunities and Threats - The Case ...ESD UNU-IAS
The Post-CCSAFS: Strengths, Weaknesses, Opportunities and Threats - The Case of Jordanian Partner Countries
Prof. Ahmed Al-Salaymeh, Eng. Leena Marashdeh, University of Jordan
Europe Regional Meeting 2019
13-14 September, 2019, Heraklion, Greece
This document discusses open educational resources (OER) in Africa and their potential role in increasing access to higher education on the continent. It notes that African universities face pressure to expand access while dealing with underfunding, and that OER could help by increasing the availability of high-quality learning materials at low cost. The document outlines challenges in African higher education like dependence on lectures and limited resources. It argues that OER, if institutionalized, could help build capacity by providing educators with free or low-cost tools and content to create educational materials. A vision is presented of vibrant African universities playing a critical role through open development and sharing of intellectual capital.
This document discusses the need for strategic technology alliances between higher education institutions and technology companies to confront challenges in competition and develop new instructional models. It argues that partnerships can help colleges leverage new technologies to improve access to learning, connect students, and transform teaching and learning. Specific examples of potential alliances discussed include an executive MBA program jointly run by a university and technology vendor using e-learning tools. The document advocates for collaboration between all sectors to develop innovative technical solutions and integrate technologies into academic programs.
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
Introducing OER Africa: Building African Higher Education capacity through op...PiLNAfrica
OER Africa is a new project established to promote the development and use of open educational resources (OER) in African higher education. It aims to build capacity in African universities by providing educators with low-cost access to educational materials and tools through collaboration. OER Africa will establish networks of African educators to collaboratively develop, share, and adapt OER. Its goals are to enhance institutional capacity, advocate for supportive policies, and establish an online platform to facilitate African collaboration on OER development and sharing.
The document summarizes the findings of a case study on guidance professionals' awareness and understanding of the National Framework of Qualifications (NFQ) in Ireland. It finds that:
1) Guidance professionals working directly with learners, such as career advisors and school counselors, have the strongest awareness and understanding of the NFQ levels relevant to their work.
2) Adult learners and secondary students have varying awareness depending on their engagement with education, with adult learners seeking to understand where their prior learning fits on the NFQ.
3) National organizations like FETAC, FÁS, and the NCGE have taken steps to implement the NFQ within their programs and guidance. However,
This document provides an overview of the Professional Diploma in Education (PDE) program offered by Hibernia College. The PDE is a blended online and in-person program that qualifies graduates to become post-primary school teachers. The program was developed in response to a shortage of qualified teachers in Ireland. It has grown in enrollment since its inception in 2011. The program utilizes an online learning platform and interactive online sessions to provide flexibility while maintaining high academic standards. Student and external feedback has been positive about the quality and benefits of the PDE program.
The Post-CCSAFS: Strengths, Weaknesses, Opportunities and Threats - The Case ...ESD UNU-IAS
The Post-CCSAFS: Strengths, Weaknesses, Opportunities and Threats - The Case of Jordanian Partner Countries
Prof. Ahmed Al-Salaymeh, Eng. Leena Marashdeh, University of Jordan
Europe Regional Meeting 2019
13-14 September, 2019, Heraklion, Greece
This document provides background on the development of a standards framework for teachers and school leaders in Commonwealth countries. It discusses key issues around professional standards, including their purpose of improving teaching quality and recognizing it as a profession. It outlines debates around professional standards at the international level and in Commonwealth countries. The framework aims to guide career progression, support teacher development, and improve education quality. It is based on extensive consultation workshops between 2011-2013 involving multiple Commonwealth countries.
Primer on Perpetual Flexible Learning Options (College)Lea Therese Chua
The Primer on the Flexible Learning Options (FLOs) of the University of Perpetual Help is designed to help parents and students to understand flexible learning processes for the Tertiary Level (College).
Deliverring a Renewable Energy Program through Open, Distance & eLearinng
Africa-EU Renewable Energy
Cooperation Programme (RECP)
Kigali, 10th July 2014
Bakary Diallo, PhD
Rector
African Virtual University
This document describes myonlinevarsity.com, an online learning portal launched in 2011 that aims to provide high-quality management education through distance learning. It allows students to learn from top faculty at premier institutions anywhere through live video lectures, discussion forums, and other interactive features. The portal uses a freemium model and partnerships with universities to make education affordable and accessible. It aims to address the shortage of skilled managers in India through this scalable online learning platform.
The document discusses the revised process for assessment and accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
1. The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, with reduced duration.
2. The revisions are based on feedback from stakeholders like academic experts and institutions. It resulted in developing technology-enabled and user-friendly assessment frameworks.
3. A new manual was developed for the accreditation of dual-mode universities which offer both conventional and distance learning programs, based on inputs from expert committees and stakeholders.
4. The manual will
Information And Communication Technology Mediated LearningFlorigine Tamesis
Information and communication technologies can be used to support learning in three key ways:
1. They provide opportunities for computer-assisted instruction for both teachers and students, allowing teachers to create better course materials and students to learn skills at their own pace.
2. Access to online resources like the Internet and intranets allows vast amounts of information and interactive tools to be shared between students and teachers.
3. Education management information systems allow schools to collect and analyze student and staff data to inform planning and resource allocation at all levels of education.
1 self study report of abc college , pratap nagar, pratap pradesh qlm only ...utpalbhattacharjee
The document is a self-study report submitted by ABC College located in Pratap Nagar, Pratap Pradesh, India to the National Assessment and Accreditation Council. It provides an executive summary which includes the college's history, vision, mission, strengths, weaknesses, opportunities, challenges and summaries of its performance in criteria such as curricular aspects, teaching-learning and evaluation, research, innovations and extension, infrastructure and learning resources, student support and progression, governance, leadership and management, and institutional values and best practices. The college offers undergraduate and postgraduate programs in arts, commerce, science and management and aims to provide value-based quality education and develop students' global skills and social responsibilities through various teaching-learning activities
Leveraging E-Learning_MOOC for Education & Training of Pakistani Youth Ver .19Azeem Sajjad
The document discusses leveraging MOOC (Massive Open Online Courses) technology for education and training in Pakistan. It outlines key challenges in Pakistan's education sector including high illiteracy and lack of quality education opportunities. It then analyzes critical success factors for effective MOOC implementation and notes gaps for different target audiences. Finally, it proposes various initiative types to address the gaps, such as developing localized content, reimbursing certification costs, and facilitating access through physical infrastructure.
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
The document discusses various federal funding sources that can be used to support online learning solutions like Blackboard Learn+, including Title I, Title II, Title III, IDEA, and School Improvement Grants. It provides details on how the funds can be used and aligned with Blackboard Learn+, as well as contact information and timing for each funding source.
The following is a presentation on how MOOCs could be incorporated into Community Engagement (CE) at the University of South Africa. Presenter: Denzil Chetty
This document proposes an Open E-Learning Gateway (OELG) to provide free online training to fresh graduates in Egypt. It identifies gaps between university education and job market needs. The OELG aims to develop skills and align graduates with labor demands through online courses taught by experts. A project plan outlines developing curricula, materials, volunteer training, and student evaluation. Benefits of e-learning include accessibility, consistency, cost savings, and interactive learning compared to traditional classes.
Praxis Business School uses various social media and communication channels to engage with students and corporate partners. A short term plan involves dedicating a PR team to increase engagement on platforms like Facebook, Twitter, YouTube and LinkedIn. A long term plan is to create an online database for current and former students to access course materials, case studies, projects and a question forum. Risks include fake accounts, spam, abusive content and repetitive posts. The PR team will monitor pages and only approve genuine members to engage and screen for inappropriate content.
The document outlines regulations and standards for open, distance, and e-learning programs in Kenyan universities as established by the Commission for University Education. It discusses key principles such as programs being appropriate to the university's mission and comparable in academic rigor to traditional programs. 38 standards are then defined that cover areas like institutional accreditation, governance structures, learning management systems, technical infrastructure, learning materials development, student support, assessment, and program evaluation. The standards aim to ensure quality, accountability and transparency in the delivery of open, distance and e-learning programs at Kenyan universities.
This document compares MOOCs and conventional EFL teaching models in colleges. It finds that while MOOCs follow some aspects of traditional teaching like registration and exams, they differ in key areas like number of students, lecture length, learning motivation, time/space, interactivity, and assessment. The document suggests optimizing the models by moving from a "push" to a "pull" approach where students take more initiative, and from independent to collaborative/interactive learning. It concludes that integrating MOOCs advantages into traditional EFL teaching could establish a hybrid model that benefits students.
The document provides information and tips for keeping someone with dementia safe. It discusses evaluating safety risks in the home, adapting the home environment, and taking precautions during daily activities. Specific safety risks that can arise from dementia like wandering, driving, and emergencies while traveling are addressed. Resources from the Alzheimer's Association for services and support related to safety are also mentioned.
This document summarizes Zamorano Online and its Programa de Aprendizaje Continuo a Distancia (PAC@D) distance learning program. PAC@D works with partners in Latin America to develop professional and business skills in agribusiness. It offers open online courses for entrepreneurs, producers, and professionals. The program aims to improve competitiveness and sustainability in the agricultural sector through relevant courses, interactivity, and capacity building using international perspectives. It has a professional support team and faculty who teach the online courses. Student and faculty feedback indicates they are pleased with PAC@D's personalized attention, tutor feedback, and tracking of student progress.
FFEA 2016 -10 Website Mistakes Even Great Marketers Can MakeSaffire
This document provides 11 common website mistakes that marketers can make and how to avoid them. It recommends using current programming languages and plug-ins, optimizing for search engines and mobile users, including clear calls to action, prioritizing photos and video over just text, and collecting analytics to improve content and outreach over time. The overall message is that websites need frequent updates, multichannel content, and data-driven optimization to effectively engage audiences.
The document outlines 5 steps to developing a smart compensation plan: 1) gain executive support by emphasizing compensation's impact on retention and the bottom line, 2) define your compensation strategy by determining goals and market, 3) develop a market-based pay structure using appropriate job evaluation and market data, 4) build pay ranges by identifying differentials, pay grades, and guidelines for movement, and 5) implement a total rewards plan by finalizing all compensation elements, budgets, outliers, and empowering managers. Following these steps can help attract and retain top talent through a compensation plan aligned with business needs.
This document provides background on the development of a standards framework for teachers and school leaders in Commonwealth countries. It discusses key issues around professional standards, including their purpose of improving teaching quality and recognizing it as a profession. It outlines debates around professional standards at the international level and in Commonwealth countries. The framework aims to guide career progression, support teacher development, and improve education quality. It is based on extensive consultation workshops between 2011-2013 involving multiple Commonwealth countries.
Primer on Perpetual Flexible Learning Options (College)Lea Therese Chua
The Primer on the Flexible Learning Options (FLOs) of the University of Perpetual Help is designed to help parents and students to understand flexible learning processes for the Tertiary Level (College).
Deliverring a Renewable Energy Program through Open, Distance & eLearinng
Africa-EU Renewable Energy
Cooperation Programme (RECP)
Kigali, 10th July 2014
Bakary Diallo, PhD
Rector
African Virtual University
This document describes myonlinevarsity.com, an online learning portal launched in 2011 that aims to provide high-quality management education through distance learning. It allows students to learn from top faculty at premier institutions anywhere through live video lectures, discussion forums, and other interactive features. The portal uses a freemium model and partnerships with universities to make education affordable and accessible. It aims to address the shortage of skilled managers in India through this scalable online learning platform.
The document discusses the revised process for assessment and accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
1. The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, with reduced duration.
2. The revisions are based on feedback from stakeholders like academic experts and institutions. It resulted in developing technology-enabled and user-friendly assessment frameworks.
3. A new manual was developed for the accreditation of dual-mode universities which offer both conventional and distance learning programs, based on inputs from expert committees and stakeholders.
4. The manual will
Information And Communication Technology Mediated LearningFlorigine Tamesis
Information and communication technologies can be used to support learning in three key ways:
1. They provide opportunities for computer-assisted instruction for both teachers and students, allowing teachers to create better course materials and students to learn skills at their own pace.
2. Access to online resources like the Internet and intranets allows vast amounts of information and interactive tools to be shared between students and teachers.
3. Education management information systems allow schools to collect and analyze student and staff data to inform planning and resource allocation at all levels of education.
1 self study report of abc college , pratap nagar, pratap pradesh qlm only ...utpalbhattacharjee
The document is a self-study report submitted by ABC College located in Pratap Nagar, Pratap Pradesh, India to the National Assessment and Accreditation Council. It provides an executive summary which includes the college's history, vision, mission, strengths, weaknesses, opportunities, challenges and summaries of its performance in criteria such as curricular aspects, teaching-learning and evaluation, research, innovations and extension, infrastructure and learning resources, student support and progression, governance, leadership and management, and institutional values and best practices. The college offers undergraduate and postgraduate programs in arts, commerce, science and management and aims to provide value-based quality education and develop students' global skills and social responsibilities through various teaching-learning activities
Leveraging E-Learning_MOOC for Education & Training of Pakistani Youth Ver .19Azeem Sajjad
The document discusses leveraging MOOC (Massive Open Online Courses) technology for education and training in Pakistan. It outlines key challenges in Pakistan's education sector including high illiteracy and lack of quality education opportunities. It then analyzes critical success factors for effective MOOC implementation and notes gaps for different target audiences. Finally, it proposes various initiative types to address the gaps, such as developing localized content, reimbursing certification costs, and facilitating access through physical infrastructure.
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distanc...Cinda Holsombach-Ebner
Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
The document discusses various federal funding sources that can be used to support online learning solutions like Blackboard Learn+, including Title I, Title II, Title III, IDEA, and School Improvement Grants. It provides details on how the funds can be used and aligned with Blackboard Learn+, as well as contact information and timing for each funding source.
The following is a presentation on how MOOCs could be incorporated into Community Engagement (CE) at the University of South Africa. Presenter: Denzil Chetty
This document proposes an Open E-Learning Gateway (OELG) to provide free online training to fresh graduates in Egypt. It identifies gaps between university education and job market needs. The OELG aims to develop skills and align graduates with labor demands through online courses taught by experts. A project plan outlines developing curricula, materials, volunteer training, and student evaluation. Benefits of e-learning include accessibility, consistency, cost savings, and interactive learning compared to traditional classes.
Praxis Business School uses various social media and communication channels to engage with students and corporate partners. A short term plan involves dedicating a PR team to increase engagement on platforms like Facebook, Twitter, YouTube and LinkedIn. A long term plan is to create an online database for current and former students to access course materials, case studies, projects and a question forum. Risks include fake accounts, spam, abusive content and repetitive posts. The PR team will monitor pages and only approve genuine members to engage and screen for inappropriate content.
The document outlines regulations and standards for open, distance, and e-learning programs in Kenyan universities as established by the Commission for University Education. It discusses key principles such as programs being appropriate to the university's mission and comparable in academic rigor to traditional programs. 38 standards are then defined that cover areas like institutional accreditation, governance structures, learning management systems, technical infrastructure, learning materials development, student support, assessment, and program evaluation. The standards aim to ensure quality, accountability and transparency in the delivery of open, distance and e-learning programs at Kenyan universities.
This document compares MOOCs and conventional EFL teaching models in colleges. It finds that while MOOCs follow some aspects of traditional teaching like registration and exams, they differ in key areas like number of students, lecture length, learning motivation, time/space, interactivity, and assessment. The document suggests optimizing the models by moving from a "push" to a "pull" approach where students take more initiative, and from independent to collaborative/interactive learning. It concludes that integrating MOOCs advantages into traditional EFL teaching could establish a hybrid model that benefits students.
The document provides information and tips for keeping someone with dementia safe. It discusses evaluating safety risks in the home, adapting the home environment, and taking precautions during daily activities. Specific safety risks that can arise from dementia like wandering, driving, and emergencies while traveling are addressed. Resources from the Alzheimer's Association for services and support related to safety are also mentioned.
This document summarizes Zamorano Online and its Programa de Aprendizaje Continuo a Distancia (PAC@D) distance learning program. PAC@D works with partners in Latin America to develop professional and business skills in agribusiness. It offers open online courses for entrepreneurs, producers, and professionals. The program aims to improve competitiveness and sustainability in the agricultural sector through relevant courses, interactivity, and capacity building using international perspectives. It has a professional support team and faculty who teach the online courses. Student and faculty feedback indicates they are pleased with PAC@D's personalized attention, tutor feedback, and tracking of student progress.
FFEA 2016 -10 Website Mistakes Even Great Marketers Can MakeSaffire
This document provides 11 common website mistakes that marketers can make and how to avoid them. It recommends using current programming languages and plug-ins, optimizing for search engines and mobile users, including clear calls to action, prioritizing photos and video over just text, and collecting analytics to improve content and outreach over time. The overall message is that websites need frequent updates, multichannel content, and data-driven optimization to effectively engage audiences.
The document outlines 5 steps to developing a smart compensation plan: 1) gain executive support by emphasizing compensation's impact on retention and the bottom line, 2) define your compensation strategy by determining goals and market, 3) develop a market-based pay structure using appropriate job evaluation and market data, 4) build pay ranges by identifying differentials, pay grades, and guidelines for movement, and 5) implement a total rewards plan by finalizing all compensation elements, budgets, outliers, and empowering managers. Following these steps can help attract and retain top talent through a compensation plan aligned with business needs.
This document provides 10 tips for brands using WeChat official accounts to build audiences. The tips include making headlines count, segmenting audiences, increasing relevance of content, being more compelling, providing incentives and rewards, using more visual storytelling, linking to other social media, inviting guest editors, turning questions into content, and creating content on location. It emphasizes the importance of high-quality, relevant, visual content that engages audiences and drives action. It also recommends tools like CMS/CRM systems to better segment and target audiences with customized content.
20 Ideas for your Website Homepage ContentBarry Feldman
Perplexed about what to put on your website home? Every company deals with this tough challenge. The 20 ideas in this presentation should give you a strong starting point.
It’s not enough that you drink water every day. You have to make sure it’s the adequate amount and it’s absolutely safe and clean. To be guaranteed about your everyday drinking water, it would be a good idea buy water filter here in Singapore or anywhere you might be in the world.
The document discusses the objectives and activities of the Working Group on Distance Education and Open Learning (WGDEOL). It notes the rapid increase in student enrollment in Africa and the corresponding shortage of teachers. WGDEOL aims to help address this issue through coordinating open and distance learning initiatives across the continent to enhance access, equity and quality of teacher training. It outlines a multi-phase plan to develop open online courses for teacher professional development, train master teachers, and establish an online forum for ongoing collaboration.
This document provides a design plan for an information platform for graduate students in the Instructional Design and Technology program at Georgia State University. It begins with an introduction describing the need for more support for graduate students. It then outlines the goal to create a knowledge-based collaboration wiki platform to inform students about guidelines, policies, and deadlines. Next, it lists 17 performance objectives for students to achieve. The objectives cover topics like applying to the program, registering for classes, using learning management systems, attending events, conducting research, and applying for graduation. The document also includes sections on learner analysis, instructional materials, and evaluation plans.
The document discusses internationalization in Philippine higher education. It defines internationalization as an intentional process that integrates an international dimension into post-secondary education. The goals of internationalization include developing globally competitive graduates and building a knowledge-based society. The document outlines CHED's policy framework and strategies to provide national direction for internationalization efforts. It also discusses partnerships with other countries and organizations that support initiatives like student and faculty mobility programs and quality assurance.
Enabling and enhancing student learning and support through technologyJisc
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
But this has also allowed universities to explore opportunities that otherwise may not have been considered. One can foresee that many universities will need to focus more time and energy on their approach to technology for student learning, and as a result their digital leadership. Yet technology on its own is not the solution; it is an enabler.
In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.
The document outlines the University of Tasmania's Information Literacy Policy. The policy aims to ensure all students develop strong information literacy skills by embedding these skills into the academic curriculum. It defines information literacy and lists the responsibilities of key stakeholders - including academic staff, the library, and students - in helping students develop these important skills. The policy's effectiveness will be measured by how well information literacy objectives are incorporated into coursework and how academic staff and librarians collaborate on training programs.
Higher Ed: Global Education
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to the institution's/unit's practices and procedures as new global campuses become the norm and the traditional education landscape transforms. Specific areas of interest may focus on strategic planning, accreditation, faculty workload, international programs, virtual learning communities, leadership, connecting educational institutions globally, trends, best practices and alternative education as an issue of national competitiveness.
This document outlines the services provided by the College of Graduate Studies of DMMMSU-South La Union Campus. It offers advisory and consultancy services to individuals, groups, and institutions on topics such as pedagogy, curriculum development, counseling, career training, research, and community development. The services are provided through various programs and projects implemented in partnership with other colleges and external organizations, with the goal of informing, reforming, and transforming clients.
This document discusses distance education and online education programs in the Philippines. It provides an overview of key concepts in distance education such as open learning, learner-centered approaches, and the role of technology. It also outlines specific programs offered, including the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) which allows working professionals to earn a bachelor's degree based on work experience. Guiding principles for distance education focus on learner needs, rigorous instructional design, transparency, accountability, and continuous quality improvement.
Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas ...randypacifico84
Distance education provides flexibility for students and increased access to learning opportunities. It uses both synchronous technologies like videoconferencing and asynchronous technologies like message boards. There are benefits to both students and institutions, but distance education also faces challenges like social isolation and ensuring academic integrity.
Assignment 1-Learning Skills for open and distance learnersfuad663329
This document discusses open and distance learning programs. It notes that higher education is facing increasing scrutiny around costs and outcomes. Distance education is becoming more collaborative and global due to technology. The document then discusses several open and distance learning programs. It describes their aims of sharing educational resources regionally and providing free access to information. It also discusses how the programs allow students to complete coursework remotely, from home or work. Students are expected to learn independently and collaborate with faculty. Upon completing their studies, students gain technical skills and knowledge applicable to their careers. The programs provide some materials in hard copy but also interactive online materials. Students are expected to have basic computer and research skills.
Open Educational Practices (OEP) Regional AgendaAndré Avorio
This document presents an Open Educational Practices (OEP) Regional Agenda developed through consultations with over 50 partner universities in Latin America and Europe. The agenda outlines strategic guidelines for openness in higher education, including policies and actions to maximize the benefits of open educational resources (OER) for developing university courses and increasing access to knowledge. It recommends dimensions like pedagogical approaches, technological solutions, organizational frameworks, new funding models, and collaborative models between institutions to promote OEP. The goal is for each university to define an institutional roadmap to contextualize the agenda within their local setting.
The document discusses student support services in distance education. It describes various services provided to distance learners, including academic advising, counseling, financial aid assistance, social programs, and career workshops. It also outlines support activities at the headquarters and study center levels, such as orientation programs, tutoring, exam preparation assistance, and library facilities. Challenges of distance education like lack of support, feelings of isolation, discipline, and technology are also summarized.
1. The document discusses using instructional design principles to develop postgraduate surgical skill training, particularly in hand surgery.
2. It proposes developing online modular programs consisting of skill acquisition workshops addressing specific procedures.
3. The workshops would be assessed for usefulness and learner satisfaction to ensure they effectively transfer skills through relevant activities and feedback.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
University of Malta Strategic Plan 2020-2025BrendaVella
As a dynamic tertiary education institution, the University of Malta has developed a strategy that will chart its course for the years to come.
The Strategic Plan 2020-2025 sets out the goals and priorities for the University, its faculties, departments, centres, institutes and schools. The plan approved by the Senate on 30 May 2019 and by the Council on 21 June 2019, reflects the evolving state of higher education, society, industry and the economy. It focuses on students’ experience, resources, the contribution of the academic community and the University's impact on the nation as well as the insights of the wider University community and social partners.
During the academic year 2018-19 the entire University community of 15,000 students and staff, as well as its external stakeholders were invited to actively participate in the strategic planning process through strategy conferences, working groups, advisory committees and surveys.
The Strategic Plan will be supported by a more comprehensive implementation plan which will be endorsed by the University Senate and Council and overseen by the Steering Committee for Strategic Planning, chaired by the Rector. The University's internal and external stakeholders will remain vital to the implementation of the plan.
Main Editor:
Professor Tanya Sammut-Bonnici
Pro-Rector Strategic Planning and Enterprise
University of MALTA
The Strategic Plan 2020-2025 was written by the Rectorate of the University of Malta and members of Committees and Advisory Groups for Strategic Planning. It outlines 8 strategic themes to guide the University over the next 5 years: Learning and Teaching, Research and Knowledge Transfer, Societal Impact, Enterprise and Industry Impact, National Impact, International Outlook, Sustainability, and Services and Administrative Support. The plan was developed through consultation with stakeholders including faculty, staff, students, government, and industry partners.
Profile 5 lsis award for efficiency through effective use of technology in ...Association of Colleges
South Devon College developed programs to support students' core curriculum and help them achieve their full potential despite funding cuts. This included implementing a centralized tutorial system called LEAP to track student progress, and dedicating weekly periods for independent learning supervised by staff. Technology played a key role, including an online booking system for IT resources and a learning management system to deliver course materials. As a result, student success rates increased, retention improved, and the college saw higher enrollment and savings of over £126,000. The initiatives were shared with other colleges as an effective model for curriculum delivery.
The document outlines South Africa's national strategic objectives for education from 2011-2014, which include improving administration, the curriculum, teacher development, and planning/assessment. It discusses using information and communication technologies (ICTs) to develop knowledge societies and achieving education for all through goals like gender equity and improving quality. Teacher competency standards for integrating ICT into teaching are also presented.
The document provides an overview of ICT integration in Youth Polytechnics in Kenya. It discusses:
1) Planning and strategizing for ICT integration, including adopting approaches from similar projects, capacity building of instructors, and developing a content management system.
2) The setup process, which involves stakeholder involvement, needs assessments, defining objectives, and implementing evidence-based interventions through a safe learning environment.
3) Ongoing support, which includes training and support for facilitators, ability to replicate the program, and monitoring and evaluating the integration process and its impacts.
The overall goal is to improve education and skills training at Youth Polytechnics through strategic integration of ICT.
This document provides an overview and introduction to the Graduate Studies Handbook of the Don Mariano Marcos Memorial State University College of Graduate Studies. It explains that the handbook outlines the academic requirements, policies, and procedures for graduate education at the university. The introduction emphasizes that both graduate students and faculty must be familiar with the content of the handbook in order to comply with regulations and contribute to program quality. It also provides a brief outline of the six sections that are included in the handbook, which cover topics like general graduate education orientation, academic policies, accreditation procedures, fees, and thesis/dissertation formatting. The goal is for the handbook to guide graduate students and address any questions about requirements during their studies.
1. Evaluating a Digital Distance Learning System for Latin
America: A Central American Success Story
BY: Don Poucher, University of Florida (Retired) and Dave King, Oregon State
University; Association for Communications Excellence; Denver, Co. June 13, 2011.
Introduction
Zamorano University is an international university in Honduras with an academic
focus on agricultural and natural resource development.
Over 18-months, June 2004-March 2006, Don Poucher from the University of Florida
and Dave King from Oregon State University helped Zamorano University faculty
create, from scratch, the foundation for a distance education program and form support
networks for problem- and knowledge-based learning communities of interest. Subject
matter expertise, content, and technology were selected and adapted to develop five
modules for use across Zamorano’s academic, service, and outreach/research areas. The
modules included:
• Ruminant Nutrition
• Basic Marketing
• Developing and Marketing New Food Products
• Water Quality and Management
• Experiential Small Plots
Through a series of five day workshops, the goal was to provide information that
allowed local faculty and staff at Zamorano to effectively build their own program, and,
at the same time, create a network of resources that they access for information and
support. The program supported resident as well as distance academic programs and
outreach. Seven workshops were held over the 18-month period.
In addition, the effort focused on bridging the cultural uniqueness of educational
programs in Latin America and the United States. With a goal of establishing a longer-
term network of contacts, participants in the workshops established the human
connections needed to share information, programs, and learning modules in both
directions to and from learners.
1
2. Dave King (L) and Don Poucher during e-learning class break at Zamorano University.
PAC @ D: Zamorano’s Distance Education (e- learning) Program
In the end, Zamorano University faculty created an effective, scalable, world class
distance education (e-learning) program for serving learners throughout Latin America
through digital access. The program is known as PAC @ D (Programa de Aprendizaje
Continuo a Distancia). The program is administered by Zamorano’s Global Center for
Distance Learning. The Center was created in 2006 and began developing the PAC @ D
with assistance from a program advisory committee comprised of the following: Dave
King, Associate Vice Provost at Oregon State University; Don Poucher, Assistant Vice
President, University of Florida; Rolando Flores, Professor of Food Science and
Nutrition, University of Nebraska; Luz Marina Alvare, Head Librarian, International
Food Policy Research Institute (IFPRI); Jim French, International Institute for
Cooperation in Agriculture; and Jan Poley, CEO, American Distance Education
Consortium (ADEC). King and Poucher serve as co-chairs of the advisory committee.
2
3. Dave and Don with PAC @ D Director Antonio Flores (back row) as ADEC CEO Jan Poley and
Zamorano President Ken Hoadley sign ADEC membership agreement.
PAC @ D is a training program, on-line. At the crossroads of excellence and experience,
Zamorano with its partners, corporate and individual, in the development or
improvement of professional and business skills of Latin American agribusiness and
agro-industrial interests, to improve the competitiveness and sustainability of the
agricultural and natural resource sector within current and future economic and market
models.
PAC@D
I Programa de Aprendizaje
Continuo a Distancia I
3
4. PAC @ D is part of the education offered by Zamorano; it is led and coordinated by the
Center for e-Learning Zamorano. PAC @ D is open to entrepreneurs, producers,
developers, technicians and professionals as a tool for creating in them a culture of
continuous learning for life.
PAC @ D promotes a pedagogical model focused on capacity development and use of
information technology and communication for self learning and decision making. PAC
@ D seeks to continuously improve the efficiency and effectiveness of processes, solve
problems and minimize risk. The diversity of experience and eco-geographic origin of
teachers and participants contribute significantly to provide a global perspective to
learning and potentially create international communities of business and long-term
collaboration.
Culture of
Continuous Learning
for life
Rational
Information Use Capacity
Development
PAC@D
Interactivity
Internationalization
Relevant and Significant Sector Needs
Relevant and Significant Sector Needs
4
6. of five or more participants in one or more courses or promoted from the
organization/institution.
During 2009-10, some 380 distance students were enrolled in 13 courses. A review of
courses offered during 2010 include the following:
• Managing processes within value chains
• Ethics and Professional Conduct
• Management of food safety
• Historical-political context and development
• Decision making in social settings
• Comprehensive quality management of the business functions
• Business management of milk production
Beginning in February, 2011, additional courses will be offered including the following:
• Management of food safety
• Ethics and professional conduct
• Management processes within value chains
• Industrialization of livestock products
• Management of Human Resources
• Management costs for business competitiveness
• Management for international business
• Hydrology for the integrated management of water resources
• Future Energy Alternatives for Sustainable Development
• Business Management of Agricultural Production
Zamorano PAC@D: Programa de Aprendizaje Continuo a Distancia
Since Poucher and King began the e-learning workshop series at Zamorano, the
University has made exceptional progress in building a very sound distance learning
program through PAC @ D. Start-up resources were provided through a major grant
from the Inter-American Development Bank and a major individual gift. Utilizing those
resources, PAC @ D generated program income of $170,000 through the end of 2010.
From program income received, Zamorano supports a PAC & D staff of one
instructional designer, two graphic artists, two programmers, and one information
technology specialist. The tutors utilized in the course offerings are compensated from
PAC @ D revenues and on-campus departments and units involved in the courses also
receive nominal support. Zamorano’s direct investment includes space for the distance
program, general support from the Informatica (IT) unit, and salaries of the overall PAC
@ D director and his assistant, who also functions as an instructional designer.
6
7. Satisfaction Survey
Zamorano’s distance courses through PAC @ D’s have enrolled a variety of students
since 2009. For purposes of evaluating the program, the PAC @ D director provided to
Poucher and King the names of 45 different students who have been or are currently
enrolled in the distance courses. Most of these students are those who completed
Zamorano’s three year Agronomo Ingeniero certificate program prior to Zamorano’s
addition of the fourth year bachelor degree program. Their obvious goal is to complete
the fourth year at a distance and obtain their bachelor degrees. These 45 students were
first contacted by email on November 1, 2010 and were asked to complete a satisfaction
survey, which consisted of 11 questions designed to benchmark their views on the PAC
@ D effort (see Appendix I). The survey asked if the students had previously attended
Zamorano as a resident student, their present employment situation, the number of
courses they had taken, if they had completed the courses, if they were now taking
courses, and their attitudes toward the courses including why they were taking the
courses, if they would recommend the PAC @ D courses to friends, and if they were
pleased with their course experience. They were also asked to describe their course
experiences and indicate how the PAC @ D courses could be improved. Of the 45
students surveyed, 32 provided responses (69 %) over a three week period during
which they were reminded twice to return their replies to the email survey. The
question-by-question responses are summarized in Appendix I.
The names of 13 faculty who were teaching PAC @ D courses were also provided by the
program’s director to Poucher and King. Simultaneously with the student survey, the
13 faculty were also contacted by email and asked to complete the satisfaction survey
from their perspective. Of the 13 faculty, 12 (92%+) completed the survey and were
asked to register their views on the PAC @ D distance program and provide data on
student performance and participation (see Appendix II).
The Students – Of those who responded, 78 % had previously attended Zamorano as a
resident student. Some 19 % had not previously attended Zamorano; one chose not to
answer the survey. Of those responding, about 94 % were employed in jobs ranging
from entrepreneurial positions to those of farm/company manager, risk analyst,
comptroller, plant breeder, consultant, operations manager, processing value-added
coordinator, auditor’ technical council president, and food processor. One respondent
was unemployed.
7
9. baccalaureate) degree. An overwhelming majority had previously attended Zamorano
University as a resident student, were presently employed and had completed the
PAC @ D courses they had undertaken.
The Faculty – Of the 12 faculty respondents, 10 were existing Zamorano faculty; 2 were
former faculty. More than half (7/58%), had taught distance courses. Five (42 %) had
not. Of those who had previously taught at a distance, most (5) had taught only one
course. One had taught two courses. Six did not respond. Courses taught by the faculty
who responded correspond to those previously listed (pages 3 and 4).
When asked about student drop-out rates in their previous and existing courses, half (6)
indicated no drop outs; one had experienced six drop outs; one had 10 drop outs; one
reported more than 10 dropouts, three did not respond.
When asked to indicate the number of students who started distance courses completed
them, two indicated 15-20 finished, one said 10-15, one said less than 10, five indicated
the courses were cancelled, and three did not respond.
According to the faculty who responded, students who take their distance courses
perform either about the same (5) or better than (5) those taking the courses face to face.
Two faculty did not respond to this question.
Faculty also said students either like (8) or like strongly (2) distance courses. One
indicated that students dislike the courses; one did not respond.
According to the 12 faculty respondents, Zamorano faculty neither receive reduced
regular teaching assignments (9) nor extra compensation (9) when teaching distance
courses.
The faculty respondents also said they either like (4) or like strongly (6) distance
teaching. When asked specifically about PAC @ D, they indicated similar opinions.
The faculty responding to the survey offered several suggestions for improving the
PAC @ D system. Several indicated they would like to see improved incentives
(reduced workloads/salary supplements) offered to those who teach distance courses.
They indicated that Zamorano should provide more information technology staff
support and should increase the use of video conferencing. They would like to see PAC
@ D expand its course offerings to other areas, engage in aggressive course sales tactics,
and recruit more students and faculty.
9
10. In general, Zamorano students and faculty support the distance education efforts of
Zamorano University through PAC @ D. They like or strongly like the distance learning
concept and believe it should be expanded. Students registered a 94 % satisfaction rate
with PAC @ D; faculty expressed a lower but none the less high satisfaction rate of 75 %.
Both groups believe the PAC @ D program deserves increased support from the
Zamorano administration and believe the distance education effort should be more
aggressive than at present and utilize full video technologies.
Appendix I: Student Survey Results
Student Questionnaire
Zamorano PAC@D: Programa de Aprendizaje Continuo a Distancia
1. Have you previously attended Zamorano as a resident student?
___yes 25
___no 6
Nr 1
2. What is your present employment situation?
___Employed 30 (please indicate current job or work)
risk analyst; producer; company manager; farm manager; assistant
comptroller; plant breeder; consultant; agricultural services
manager; national foundation researcher; grower; farm owner;
agricultural operations manager; processing value added
coordinator; city councilman; auditor; aquaculture farm head;
technical council president; food processor;
___Unemployed 1
NR 1
3. How many courses have you taken?
___1 6
___2 3
___3 2
___4 4
___5 1
___6 or more 14
4. Did you complete the course(s)?
___yes 30
___no 1
10
11. NR 1
5. Are you now taking courses with PAC@D?
___yes(please list) 26
___no 5
NR 1
6. Would you recommend courses through PAC@D to your friends?
___yes 31
___no --
NR 1
7. Why were/are you taking course(s)? (choose as many as may apply)
___complete the 4th year at Zamorano 23
___improve my professional skills 17
___broaden my education 20
___update my expertise 17
___help me find a job 4
___other (please explain)_________ 2
working on masters degrees in envirornmental science
8. Were you pleased with your course experience?
___Yes 30
___No 1
NR 1
9. If you were pleased, describe your experience (please print).
Refresher courses; Helps me stay up to date; broader view of business;
courses adapted to experience of students; allowed me to work and learn;
learn new technology and real world relevance; good for technical updates;
information tools are professional; teachers know what they are doing;
creates an ideas exchange; forms a network (of learners)
10. If you were not pleased, describe your experience (please print).
11
12. Appears to be conflict with faculty schedule and student schedule; not
enough time to complete assignments; course schedule changes are
confusing; need exercises for applying knowledge learned
11.How could courses be improved?
Use more videos and discussion groups; greater use of blogs; make courses
more applicable to actual jobs; more personal attention by professors; more
emphasis on new technology and application; more feedback from tutors and
lecturers; assign course expectations at beginning of course; course platform
(Blackboard) could be more friendly; improve communication between
faculty and students; track each student’s progress more closely.
Appendix II: Faculty Survey
Faculty Questionnaire
Zamorano PAC@D: Programa de Aprendizaje Continuo a Distancia
1. What is your position/relationship with Zamorano?
___Faculty 10
___Former Faculty 2
2. Have you ever taught a Zamorano course for students at a distance?
___yes 7
___no 5
3. If yes, how many Zamorano courses have you taught at a distance?
___1 5
___2 1
___3
___4
___5
___6
Nr 2 (first time)
Na 4
4. Please list course(s) taught at a distance.
Hydrology, agricultural production systems, making decisions in social
settings, management of food systems and food safety, dairy production
systems, administration of productive food chains, integrated quality
12
13. management, multi-component agricultural production systems, socio-
economic monitoring in coastal systems.
5. How many students who started any of your distance courses dropped out
without finishing the course?
__0 6
___1 ___7
___2 ___8
___3 ___9
___4 ___10 1
___5 ___more than 10 1
___6 1 NR 3
6. How many students who started any of your distance courses finished
them?
___less than 10 1 ___25-30
___10-15 1 ___35-40
___15-20 2 ___more than 40 (How many_____)
___20-25 NR 3
NA 5 (course not completed)
7. How would you compare the performance in meeting learning objectives of
students taking your course at a distance to those taking it face-to-face at
Zamorano?
___Better than 5
___About the same 5
___Worse than
NR 2
8. How do you think students feel about distant courses?
___like strongly 2
___like 8
___no opinion
___dislike 1
___dislike strongly
NR 1
13
14. 9. Have you ever received reductions in regular teaching assignments when
you teach distance courses?
___Yes
___No 9
NR 3
10. Have you ever received extra compensation when you teach distance
courses?
___Yes 1
___No 9
NR 2
11. How do you view distance teaching?
___dislike strongly
___dislike
___no opinion
___like 4
___like strongly 6
NR 2
12. Indicate how you feel about PAC@D’s tutor system.
___dislike strongly
___dislike
___no opinion 1
___like 3
___like strongly 6
NR 2
13. Indicate one way PAC@D could be improved.
More IT staff
Improve incentives for participating faculty
Expand to other areas (courses)
Improve recruitment of students
Greater use of video conferencing
More aggressive selling of courses
Recruit more teachers
14