Wheeler, B., Shih, M. , & Weaver, GC. Faculty Adoption of Technologies in Team-Based Learning Classrooms. Poster session presented at: New England Faculty Development Consortium (NEFDC) 2015, May 29; Fairfield, CT.
Adopting Classroom Technology: A Faculty Development ProgramBradford Wheeler
Wheeler, B., Adopting Classroom Technology: A Faculty Development Program. Poster presented at: New England Faculty Development Consortium (NEFDC) 2016, May 24; Somerville, MA.
Wheeler, B., Faculty Development through Action Research. [Accepted]: New England Faculty Development Consortium (NEFDC) 2016, November 18; Worcester, MA.
Meaningful Conversations about EdTech: Transforming Student LearningBradford Wheeler
Co-Presenter: Meaningful Conversations about EdTech: Transforming Student Learning. Professional and Organizational Development (POD) Network 2016, November 10; Louisville, KY.
Dr Linda Corrin, University of Melbourne, discusses all things learning analytics. One of the important take-aways from this presentation is to define the question(s) before you start collecting data.
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Adopting Classroom Technology: A Faculty Development ProgramBradford Wheeler
Wheeler, B., Adopting Classroom Technology: A Faculty Development Program. Poster presented at: New England Faculty Development Consortium (NEFDC) 2016, May 24; Somerville, MA.
Wheeler, B., Faculty Development through Action Research. [Accepted]: New England Faculty Development Consortium (NEFDC) 2016, November 18; Worcester, MA.
Meaningful Conversations about EdTech: Transforming Student LearningBradford Wheeler
Co-Presenter: Meaningful Conversations about EdTech: Transforming Student Learning. Professional and Organizational Development (POD) Network 2016, November 10; Louisville, KY.
Dr Linda Corrin, University of Melbourne, discusses all things learning analytics. One of the important take-aways from this presentation is to define the question(s) before you start collecting data.
Assessment & Feedback Literature ReviewMorse Project
Presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides an overview of recent literature concerning assessment and feedback
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Type and Use of Innovative Learning Environments in Australasian Schools .Tec...eraser Juan José Calderón
Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1
Wesley Imms, Marian Mahat, Terry Byers & Dan Murphy
• What types of learning environments are in use
in Australian and New Zealand schools?
• What types of teaching approaches happen in these?
• What types of learning do they facilitate?
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
Discussant SRHE Symposium "A cross-institutional perspective on merits and ch...Bart Rienties
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Learning gains
are defined as growth or change in knowledge, skills, and abilities of learners over time. While the UK
government and other organisations like HEFCE expect tremendous opportunities for learning gains
to “objectively” measure the value added of higher education across institutions, empirical evidence of
the robustness, reliability, and validity of learning gains literature outside the UK is mixed. At SRHE,
we will discuss the affordances, lived experiences, and limitations of using different measurements,
conceptualisations, and methodologies of learning gains. We aim to set an evidence-based agenda of
how HEIs can effectively start to measure and implement notions of learning gains, while at the same
time discussing potential limitations and caveats.
www.abclearninggains.com @learninggains
SRHE2016: Multilevel Modelling of Learning Gains: The Impact of Module Partic...Bart Rienties
Jekaterina Rogaten1
, Bart Rienties1
, Denise Whitelock1
, Simon Cross1
, Allison Littlejohn1
, Rhona
Sharpe2
, Simon Lygo-Baker3
, Ian Scott2
, Steven Warburton3
, Ian Kinchin3
1The Open University UK, UK,
2Oxford Brooks University, UK,
3University of Surrey, UK
Research Domain: Learning, teaching and assessment (LTA)
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Usually
learning gains are measured using pre-post testing, but this study examines whether academic
performance can be effectively used as proxy to estimate students’ learning progress. Academic
performance of 21,192 online learners from two major faculties was retrieved from university
database. A three-level growth-curve model was estimated and results showed that 16% to 46% of
variance in students’ initial academic performance, and 51% to 77% of variance in their subsequent
learning gains was due to them studying at a particular module. In addition, the results illustrate that
students who studied in modules with initial high student achievements exhibited lower learning gains
than students learning in modules with low initial student achievements. The importance of
assessment and learning design for learning gains are outlined.
www.abclearninggains.com @learninggains
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
SS21. Beyond Smart & Data-Driven City-Regions?
Rethinking Stakeholder-Helixes Strategies
Session organiser(s)
Paul Cowie, Future Cities Catapult, UK: paul.cowie@newcastlel.ac.uk
Igor Calzada, Unviversity of Oxford, UK: igor.calzada@compas.ox.ac.uk
Smart City-Regions and Smart Specialisation Strategies (S3) are now driving significant policy development in city regions in Europe. However, the ‘smartness’ in these strategies is dominated by a technological hegemonic understanding of the city region. The discourse is centred on knowledge flows and data aggregation which allows the city-region to modelled and managed.
At the same time, territorial innovation models such as the triple/quadruple/penta-helix models also seek to understand the city-region as a system of knowledge flows between stakeholders. In this case, stakeholders’ interdependencies and their social and culturally rooted practices are just as important as the data and technical knowledge itself. Indeed, the role of institutions seems to be strategically substantial in order to foster ecosystems of experimentation engaging not only the public sector, private sector and academia but also civic society, social entrepreneurs and activists.
There is a growing critique of the more technocratic smart city strategies. The early pioneers in the field have not always delivered on their promise. There is also a growing challenge to the discourse that sees cities as machines, corporations or biological systems that can be broken down into their component parts and understood.
Hence, there is a gap therefore between the objective city to be found in many of the technocratic data driven solutions to the problems faced by city regions and the subjective city to be found in the everyday experience of the citizens of city-regions.
This special session is therefore seeking papers from academics and practitioners working at the frontier between the subjective and objective city-regional configurations in Europe. We would like to stimulate critical governance debate that challenges some of the assumptions and norms embedded in smart city-region strategies and suggest ways in which the divide between subjective and objective city-region can be bridged by different models capturing stakeholders interactions such as those so-called stakeholder-helixes strategies.
Submission guidelines
Please submit proposals for papers in the form of a 250 word abstract (text only) through the Regional Studies Association conference portal by Friday 24th February 2017. Proposals will be considered by the Conference Programme Committee against the criteria of originality, interest and subject balance.
http://https://members.regionalstudies.org/lounge/Meetings/Meeting?ID=149
Type and Use of Innovative Learning Environments in Australasian Schools .Tec...eraser Juan José Calderón
Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1
Wesley Imms, Marian Mahat, Terry Byers & Dan Murphy
• What types of learning environments are in use
in Australian and New Zealand schools?
• What types of teaching approaches happen in these?
• What types of learning do they facilitate?
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
Discussant SRHE Symposium "A cross-institutional perspective on merits and ch...Bart Rienties
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Learning gains
are defined as growth or change in knowledge, skills, and abilities of learners over time. While the UK
government and other organisations like HEFCE expect tremendous opportunities for learning gains
to “objectively” measure the value added of higher education across institutions, empirical evidence of
the robustness, reliability, and validity of learning gains literature outside the UK is mixed. At SRHE,
we will discuss the affordances, lived experiences, and limitations of using different measurements,
conceptualisations, and methodologies of learning gains. We aim to set an evidence-based agenda of
how HEIs can effectively start to measure and implement notions of learning gains, while at the same
time discussing potential limitations and caveats.
www.abclearninggains.com @learninggains
SRHE2016: Multilevel Modelling of Learning Gains: The Impact of Module Partic...Bart Rienties
Jekaterina Rogaten1
, Bart Rienties1
, Denise Whitelock1
, Simon Cross1
, Allison Littlejohn1
, Rhona
Sharpe2
, Simon Lygo-Baker3
, Ian Scott2
, Steven Warburton3
, Ian Kinchin3
1The Open University UK, UK,
2Oxford Brooks University, UK,
3University of Surrey, UK
Research Domain: Learning, teaching and assessment (LTA)
In the UK, the introduction of the Teaching Excellence Framework (TEF) has increased interest in
appropriate and valid measurement approaches of learning gains in Higher Education. Usually
learning gains are measured using pre-post testing, but this study examines whether academic
performance can be effectively used as proxy to estimate students’ learning progress. Academic
performance of 21,192 online learners from two major faculties was retrieved from university
database. A three-level growth-curve model was estimated and results showed that 16% to 46% of
variance in students’ initial academic performance, and 51% to 77% of variance in their subsequent
learning gains was due to them studying at a particular module. In addition, the results illustrate that
students who studied in modules with initial high student achievements exhibited lower learning gains
than students learning in modules with low initial student achievements. The importance of
assessment and learning design for learning gains are outlined.
www.abclearninggains.com @learninggains
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
SS21. Beyond Smart & Data-Driven City-Regions?
Rethinking Stakeholder-Helixes Strategies
Session organiser(s)
Paul Cowie, Future Cities Catapult, UK: paul.cowie@newcastlel.ac.uk
Igor Calzada, Unviversity of Oxford, UK: igor.calzada@compas.ox.ac.uk
Smart City-Regions and Smart Specialisation Strategies (S3) are now driving significant policy development in city regions in Europe. However, the ‘smartness’ in these strategies is dominated by a technological hegemonic understanding of the city region. The discourse is centred on knowledge flows and data aggregation which allows the city-region to modelled and managed.
At the same time, territorial innovation models such as the triple/quadruple/penta-helix models also seek to understand the city-region as a system of knowledge flows between stakeholders. In this case, stakeholders’ interdependencies and their social and culturally rooted practices are just as important as the data and technical knowledge itself. Indeed, the role of institutions seems to be strategically substantial in order to foster ecosystems of experimentation engaging not only the public sector, private sector and academia but also civic society, social entrepreneurs and activists.
There is a growing critique of the more technocratic smart city strategies. The early pioneers in the field have not always delivered on their promise. There is also a growing challenge to the discourse that sees cities as machines, corporations or biological systems that can be broken down into their component parts and understood.
Hence, there is a gap therefore between the objective city to be found in many of the technocratic data driven solutions to the problems faced by city regions and the subjective city to be found in the everyday experience of the citizens of city-regions.
This special session is therefore seeking papers from academics and practitioners working at the frontier between the subjective and objective city-regional configurations in Europe. We would like to stimulate critical governance debate that challenges some of the assumptions and norms embedded in smart city-region strategies and suggest ways in which the divide between subjective and objective city-region can be bridged by different models capturing stakeholders interactions such as those so-called stakeholder-helixes strategies.
Submission guidelines
Please submit proposals for papers in the form of a 250 word abstract (text only) through the Regional Studies Association conference portal by Friday 24th February 2017. Proposals will be considered by the Conference Programme Committee against the criteria of originality, interest and subject balance.
http://https://members.regionalstudies.org/lounge/Meetings/Meeting?ID=149
Gross, D., Wheeler, B. (2016). Teaching with Technology. Presentation for Center for the Integration of Research, Teaching and Learning (CIRTL) Network at UMass Amherst.
Building A Social Media Presence for Centers and Educational DevelopersBradford Wheeler
Co-Presenter: Building A Social Media Presence for Centers and Educational Developers. Professional and Organizational Development (POD) Network 2016, November 10; Louisville, KY.
Wheeler, B. (2016). Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching and Learning (SCTL). Presentation at UMass Amherst College of Engineering student development workshop series.
StartUp Health Insights Digital Health Funding Rankings Q3 2015 ReportStartUp Health
Q3 2015 continues to demonstrate a trend towards digital health market maturity with an increase of investment dollars combined with larger, less frequent deals.
~ Benefits and insurance solutions remain at the top of the deals list for 2015, particularly as these businesses become more capital intensive. Genomics companies are also beginning to attract funding as the line between biotech and consumer health blurs.
~ While it’s no surprise that the Bay Area continues to bring in the most funding YTD, newer markets are also growing. With Chicago, Salt Lake City and South Florida each taking in over $125M, it’s clear that investment opportunities are everywhere.
~ Keeping with last year’s trend, seed and series A rounds comprise 64% of funding activity this quarter. Meanwhile, series B and C rounds are continuing to increase their share of the total 2015 deals, demonstrating the maturation of the market.
~ Investments relevant to the 50+ market have contributed to nearly half the funding in the last five years, with the number of deals as a percent of all digital health steadily increasing.
This list of resources is one of the outputs of the HEA Social Sciences funded project 'The role of assessment in teaching research methods' led by Anesa Hosein (University of Surrey) and Namrata Rao (Liverpool Hope University).
For further details of this project, please see HEA Social Sciences blog post:
Vaughan, michelle connecting the dots nftej v27 n3 2017William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This the slides for my research proposal defense presentation on 30 June 2009. There maybe some changes to the actual (latest update) research proposal.
The purpose of this paper is to present a research proposal as a response to the need for inquiry on new participatory approaches of learning design in higher education. Learning scenarios are required that better connect with the skills and interests of specific groups of students, both in regard to the methodological strategies and the uses of supporting technological tools proposed
The scope of this presentation is to present the design considerations and the implementation of a set of tools which aim to support the authoring and delivery of science education lessons that follow an inquiry-based teaching strategy (namely, the 5E model) incorporating appropriate (PISA 2012 Problem Solving Framework compatible) assessment activities within the various phases of the inquiry teaching model. From this perspective, the proposed tools target to overcome the summative nature of PISA 2012 problem solving competence assessment and its disconnection from the school science teaching practice. These tools have been developed in the framework of a major European Initiative, namely the, Inspiring Science Education (ISE) Project (http://inspiring-science-education.org/).
Similar to Faculty Adoption of Technologies in Team-Based Learning Classrooms (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Faculty Adoption of Technologies in Team-Based Learning Classrooms
1. As faculty transition to teaching in Team-Based Learning classrooms, they must make decisions not only about their pedagogy, but also about how they will situate their instruction
within a team-based learning environment using a variety of technology tools. However studies have largely ignored the perceived technology barriers and adoption factors faculty
experience in these classrooms (Walker, Brooks, & Baepler, 2011). This study investigates a group of faculty members converting a traditional lecture course to a team-based learning
class for the first time providing an opportunity to investigate the perceived technology barriers and adoption factors in team-based learning classrooms.
The Fellowship for Innovative Teaching
program was implemented at a research-
intensive, public university to support
faculty to redesign their courses. The
program focused on helping faculty to
realign their course pedagogy with four
basic Team-Based Learning elements:
forming/designing the teams for
collaborative learning, managing teams to
enhance inter and intra learning
communities, designing and
implementing meaningful team
assignments to foster deeper learning,
and evaluating team and individual
performance to assure team as well as
individual accountability (Shih & Han,
2013).
Using the combined theoretical
framework of Rogers’ (2003) diffusion of
innovation and Ajzen’s (1985) theory of
planned behavior, the author piloted a
survey instrument and interviewed a
cohort of faculty members transitioning
their traditional lecture course to a team-
based learning class for the first time
through the Fellowship for Innovative
Teaching program.
Given the non-traditional nature of team-
based learning classroom environments,
the engaged student-centered nature of
the pedagogy, and the plethora of
technology available to provide active
learning experiences, there are unique
perceived technology barriers and
adoption factors in these spaces.
However studies have largely ignored the
barriers and adoption factors faculty
experience in these classrooms (Walker,
Brooks, & Baepler, 2011). This study
provides insights for faculty and faculty
development practitioners with regards to
aligning team-based learning pedagogy
with technology integration.
Faculty Adoption of Technologies in Team-Based Learning Classrooms
Bradford D. Wheeler, Mei-Yau Shih, Gabriela C. Weaver
University of Massachusetts, Amherst, MA
College of Education, Department of Math, Science, and Learning Technologies & Center for Teaching and Faculty Development
Introduction Methods
Abstract
Review of Literature
Constructivist Learning Spaces
• SCALE-UP Classrooms
• TILE (Transform, Interact
Learn, Engage) Classrooms
• TEAL (Technology Enabled
Active Learning) Classrooms
• TBL (Team-Based Learning)
Classrooms
Faculty Development in Technology
Adoption and Barriers Literature
• First-order (lack of time,
training, support, etc.)
• Second-order (compatibility
with beliefs, philosophy, etc.)
Data Analysis Results
Based on diffusion of innovations and theory of planned behavior,
questionnaire results provided the researcher with an overview of
tools and platforms used by instructors and general indications of why
certain information technology tools are used in the TBL curriculum.
This information was used to inform subsequent qualitative data
collection and analysis.
Qualitative data analysis is being conducted through open coding
which helps uncover themes and subthemes in qualitative data (Ryan
& Bernard, 2003). Braun and Clarke’s thematic analysis guide (2006)
will be utilized as a framework to analyze the qualitative interview
data.
References
Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. Springer.
Beichner, R. J. et al. (2007). The Student-Centered Activities for Large Enrollment
Undergraduate Programs (SCALE-UP) Project. Research-Based Reform of University Physics,
1(1), 2–39.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
Cenzon, C. G. (2009). Examining the Role of various Factors and Experiences in Technology
Integration: A Description of a Professional Model. George Mason University.
Dahlstrom, E., & Brooks, D. C. (2014). Study of Faculty and Information Technology, 2014.
Louisville, CO.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for
technology integration. Educational Technology Research and Development.
doi:10.1007/BF02299597
Reilly, C. A. (2014). Information and Communication Technology Use in the College Classroom:
Adjunct Faculty Perspectives Dissertation Submitted to Northcentral University Graduate
Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of.
Northcentral University.
Rogers, E. M. (2003). Diffusion of Innovations. New York: Free Press.
Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–
109.
Shih, M.-Y., & Han, S. (2013). Promoting Student-Centered Learning: Team-Based Learning in
a Technology-Rich Classroom. In New England Faculty Development Consortium.
Van Horne, S., Murniati, C. T., Saichaie, K., Jesse, M., Florman, J. C., & Ingram, B. F. (2014).
Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE
Classrooms. New Directions for Teaching and Learning, 2014(137), 17–26.
doi:10.1002/tl.20082
Walker, J. D., Brooks, D. C., & Baepler, P. (2011). Pedagogy and Space: Empirical Research
on New Learning Environments. EDUCAUSE Quarterly, 34(4).
Weigel, F. K., Hazen, B. T., Cegielski, C. G., & Hall, D. J. (2014). Diffusion of Innovations and
the Theory of Planned Behavior in Information Systems Research: A Metaanalysis.
Communications of the Association of Information Systems, 34(31), 619–636.
Background
Literature
Review
Rationale
Research Question Data Collection Data Analysis
FeedbackNext Steps!
Theoretical Framework
Rogers (2003) Diffusion of
Innovations
• Adoption of an innovation
“a new [to the individual]
idea, practice, or object”
Ajzen (1985) Theory of Planned
Behavior
• Variables that impact
behavior
Combining both models should
provide an opportunity to better
understand the decision to adopt
an innovation” (Weigel et al.,
2014).
Data Collection (Pilot Study)
Quantitative Survey Instrument
• Adopted from Cenzon, 2009, Reilly, 2014 and Van Horne et
al., 2014
Qualitative Instrument
• Semi-structured interviews with participants
Data Collection (Pilot Study)
Sample: 15 surveys sent, 12 completed
Interviews: 11 interviews including reflection on survey submission
Analysis Framework (Braun and Clarke, 2006)
Emergent Findings
Data analysis is at Phase I.
Preliminary and early analysis
indicates the following about
faculty:
• Lack of time to prepare lessons
• Lack of technology to meet all
disciplines (for example, audio
equipment is not sufficient for
faculty in fields that use sound,
e.g. music, phonetics)
• Mobile technology including
iPads are difficult for faculty to
employ into the curriculum due
to lack of apps and training
• Unreliable equipment and
hardware failures are cited
frequently, faculty often
avoided such tools afterwards.
• Access to support services is
not always clear or accessible
• Converting a course
pedagogically to active
learning is very demanding, the
technology required to support
this shift is also
administratively challenging
![As faculty transition to teaching in Team-Based Learning classrooms, they must make decisions not only about their pedagogy, but also about how they will situate their instruction
within a team-based learning environment using a variety of technology tools. However studies have largely ignored the perceived technology barriers and adoption factors faculty
experience in these classrooms (Walker, Brooks, & Baepler, 2011). This study investigates a group of faculty members converting a traditional lecture course to a team-based learning
class for the first time providing an opportunity to investigate the perceived technology barriers and adoption factors in team-based learning classrooms.
The Fellowship for Innovative Teaching
program was implemented at a research-
intensive, public university to support
faculty to redesign their courses. The
program focused on helping faculty to
realign their course pedagogy with four
basic Team-Based Learning elements:
forming/designing the teams for
collaborative learning, managing teams to
enhance inter and intra learning
communities, designing and
implementing meaningful team
assignments to foster deeper learning,
and evaluating team and individual
performance to assure team as well as
individual accountability (Shih & Han,
2013).
Using the combined theoretical
framework of Rogers’ (2003) diffusion of
innovation and Ajzen’s (1985) theory of
planned behavior, the author piloted a
survey instrument and interviewed a
cohort of faculty members transitioning
their traditional lecture course to a team-
based learning class for the first time
through the Fellowship for Innovative
Teaching program.
Given the non-traditional nature of team-
based learning classroom environments,
the engaged student-centered nature of
the pedagogy, and the plethora of
technology available to provide active
learning experiences, there are unique
perceived technology barriers and
adoption factors in these spaces.
However studies have largely ignored the
barriers and adoption factors faculty
experience in these classrooms (Walker,
Brooks, & Baepler, 2011). This study
provides insights for faculty and faculty
development practitioners with regards to
aligning team-based learning pedagogy
with technology integration.
Faculty Adoption of Technologies in Team-Based Learning Classrooms
Bradford D. Wheeler, Mei-Yau Shih, Gabriela C. Weaver
University of Massachusetts, Amherst, MA
College of Education, Department of Math, Science, and Learning Technologies & Center for Teaching and Faculty Development
Introduction Methods
Abstract
Review of Literature
Constructivist Learning Spaces
• SCALE-UP Classrooms
• TILE (Transform, Interact
Learn, Engage) Classrooms
• TEAL (Technology Enabled
Active Learning) Classrooms
• TBL (Team-Based Learning)
Classrooms
Faculty Development in Technology
Adoption and Barriers Literature
• First-order (lack of time,
training, support, etc.)
• Second-order (compatibility
with beliefs, philosophy, etc.)
Data Analysis Results
Based on diffusion of innovations and theory of planned behavior,
questionnaire results provided the researcher with an overview of
tools and platforms used by instructors and general indications of why
certain information technology tools are used in the TBL curriculum.
This information was used to inform subsequent qualitative data
collection and analysis.
Qualitative data analysis is being conducted through open coding
which helps uncover themes and subthemes in qualitative data (Ryan
& Bernard, 2003). Braun and Clarke’s thematic analysis guide (2006)
will be utilized as a framework to analyze the qualitative interview
data.
References
Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. Springer.
Beichner, R. J. et al. (2007). The Student-Centered Activities for Large Enrollment
Undergraduate Programs (SCALE-UP) Project. Research-Based Reform of University Physics,
1(1), 2–39.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
Cenzon, C. G. (2009). Examining the Role of various Factors and Experiences in Technology
Integration: A Description of a Professional Model. George Mason University.
Dahlstrom, E., & Brooks, D. C. (2014). Study of Faculty and Information Technology, 2014.
Louisville, CO.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for
technology integration. Educational Technology Research and Development.
doi:10.1007/BF02299597
Reilly, C. A. (2014). Information and Communication Technology Use in the College Classroom:
Adjunct Faculty Perspectives Dissertation Submitted to Northcentral University Graduate
Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of.
Northcentral University.
Rogers, E. M. (2003). Diffusion of Innovations. New York: Free Press.
Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–
109.
Shih, M.-Y., & Han, S. (2013). Promoting Student-Centered Learning: Team-Based Learning in
a Technology-Rich Classroom. In New England Faculty Development Consortium.
Van Horne, S., Murniati, C. T., Saichaie, K., Jesse, M., Florman, J. C., & Ingram, B. F. (2014).
Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE
Classrooms. New Directions for Teaching and Learning, 2014(137), 17–26.
doi:10.1002/tl.20082
Walker, J. D., Brooks, D. C., & Baepler, P. (2011). Pedagogy and Space: Empirical Research
on New Learning Environments. EDUCAUSE Quarterly, 34(4).
Weigel, F. K., Hazen, B. T., Cegielski, C. G., & Hall, D. J. (2014). Diffusion of Innovations and
the Theory of Planned Behavior in Information Systems Research: A Metaanalysis.
Communications of the Association of Information Systems, 34(31), 619–636.
Background
Literature
Review
Rationale
Research Question Data Collection Data Analysis
FeedbackNext Steps!
Theoretical Framework
Rogers (2003) Diffusion of
Innovations
• Adoption of an innovation
“a new [to the individual]
idea, practice, or object”
Ajzen (1985) Theory of Planned
Behavior
• Variables that impact
behavior
Combining both models should
provide an opportunity to better
understand the decision to adopt
an innovation” (Weigel et al.,
2014).
Data Collection (Pilot Study)
Quantitative Survey Instrument
• Adopted from Cenzon, 2009, Reilly, 2014 and Van Horne et
al., 2014
Qualitative Instrument
• Semi-structured interviews with participants
Data Collection (Pilot Study)
Sample: 15 surveys sent, 12 completed
Interviews: 11 interviews including reflection on survey submission
Analysis Framework (Braun and Clarke, 2006)
Emergent Findings
Data analysis is at Phase I.
Preliminary and early analysis
indicates the following about
faculty:
• Lack of time to prepare lessons
• Lack of technology to meet all
disciplines (for example, audio
equipment is not sufficient for
faculty in fields that use sound,
e.g. music, phonetics)
• Mobile technology including
iPads are difficult for faculty to
employ into the curriculum due
to lack of apps and training
• Unreliable equipment and
hardware failures are cited
frequently, faculty often
avoided such tools afterwards.
• Access to support services is
not always clear or accessible
• Converting a course
pedagogically to active
learning is very demanding, the
technology required to support
this shift is also
administratively challenging](https://image.slidesharecdn.com/nefdcspring2015-wheelerposter-161217021117/85/Faculty-Adoption-of-Technologies-in-Team-Based-Learning-Classrooms-1-320.jpg)
