This presentation presents an overview of current ed-tech related projects happening in Virginia's community colleges to faculty members attending the Faculty and Administrator Leadership Academy in Virginia Beach, VA.
The document discusses the importance of technology leadership in schools. It emphasizes that school leaders must ensure technology is used to create a rigorous and relevant learning environment that prepares students for the digital world. The document provides resources for developing a technology plan and digital citizenship curriculum. It also lists supports available to educators from the Archdiocese, including professional development, online resources, and assistance with technology implementation.
This document is a policy paper from the Ontario Undergraduate Student Alliance (OUSA) regarding online learning in Ontario. It discusses the background and purpose of online learning, outlines a vision for quality online learning, and provides recommendations. Some of the key issues addressed include improving student accessibility and experience in online courses, establishing quality standards for online instruction, and developing eCampus Ontario as a consortium to facilitate online learning across the province. The paper aims to provide student input on priorities and policies to guide the future development of online learning in Ontario post-secondary education.
The 2011-2014 higher education landscape: Seismic shifts, challenges, and pre...George Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 2: The 2011-2014 higher education landscape: Seismic shifts, challenges, and pressures
This document outlines an agenda for teaching digital citizenship to students. It discusses the role of digital citizenship in schools, including ensuring digital access, child online privacy laws, and acceptable use policies. It also provides resources for teaching students the nine elements of digital citizenship, how to align instruction with technology standards, and how to prevent cyberbullying. The goal is to effectively communicate digital citizenship concepts to students.
This document discusses the growth of online and blended learning programs. It notes that enrollment in online schools has increased 30% per year, compared to 11-20% annual growth for charter schools. The challenges of high dropout rates and students unprepared for college/careers are also mentioned. The document then provides definitions for online, blended, and traditional learning. It reviews the history and policy landscape of online K-12 education in the U.S. and gives examples of different types of online schools including statewide programs and those run by private companies. Research showing comparable or better achievement for online students is summarized before contact details are provided.
The document provides resources for administrators to develop an Acceptable Use Policy (AUP) for technology in schools. It recommends looking at templates from organizations like ISTE, federal guidelines from the FCC and CIPA, and considering an open approach that emphasizes training and supervision over restrictive firewalls. An effective AUP focuses on responsible learning, gains support from all stakeholders, and prioritizes preventative training over consequences.
This document introduces the rationale, goals, and expected outcomes of the 2nd IAU Global Meeting of Associations. The meeting aims to bring together university associations from around the world to discuss enhancing quality in higher education. Specifically, the document outlines that the meeting hopes to:
1) Provide a forum for associations to learn from each other's experiences and approaches to quality assurance.
2) Identify common services associations provide their members and recurring challenges regarding quality enhancement.
3) Explore potential initiatives for future collaboration on a global scale.
4) Increase awareness of IAU's policy statements and resources and encourage greater involvement from participant associations.
The document discusses the importance of technology leadership in schools. It emphasizes that school leaders must ensure technology is used to create a rigorous and relevant learning environment that prepares students for the digital world. The document provides resources for developing a technology plan and digital citizenship curriculum. It also lists supports available to educators from the Archdiocese, including professional development, online resources, and assistance with technology implementation.
This document is a policy paper from the Ontario Undergraduate Student Alliance (OUSA) regarding online learning in Ontario. It discusses the background and purpose of online learning, outlines a vision for quality online learning, and provides recommendations. Some of the key issues addressed include improving student accessibility and experience in online courses, establishing quality standards for online instruction, and developing eCampus Ontario as a consortium to facilitate online learning across the province. The paper aims to provide student input on priorities and policies to guide the future development of online learning in Ontario post-secondary education.
The 2011-2014 higher education landscape: Seismic shifts, challenges, and pre...George Veletsianos
Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 2: The 2011-2014 higher education landscape: Seismic shifts, challenges, and pressures
This document outlines an agenda for teaching digital citizenship to students. It discusses the role of digital citizenship in schools, including ensuring digital access, child online privacy laws, and acceptable use policies. It also provides resources for teaching students the nine elements of digital citizenship, how to align instruction with technology standards, and how to prevent cyberbullying. The goal is to effectively communicate digital citizenship concepts to students.
This document discusses the growth of online and blended learning programs. It notes that enrollment in online schools has increased 30% per year, compared to 11-20% annual growth for charter schools. The challenges of high dropout rates and students unprepared for college/careers are also mentioned. The document then provides definitions for online, blended, and traditional learning. It reviews the history and policy landscape of online K-12 education in the U.S. and gives examples of different types of online schools including statewide programs and those run by private companies. Research showing comparable or better achievement for online students is summarized before contact details are provided.
The document provides resources for administrators to develop an Acceptable Use Policy (AUP) for technology in schools. It recommends looking at templates from organizations like ISTE, federal guidelines from the FCC and CIPA, and considering an open approach that emphasizes training and supervision over restrictive firewalls. An effective AUP focuses on responsible learning, gains support from all stakeholders, and prioritizes preventative training over consequences.
This document introduces the rationale, goals, and expected outcomes of the 2nd IAU Global Meeting of Associations. The meeting aims to bring together university associations from around the world to discuss enhancing quality in higher education. Specifically, the document outlines that the meeting hopes to:
1) Provide a forum for associations to learn from each other's experiences and approaches to quality assurance.
2) Identify common services associations provide their members and recurring challenges regarding quality enhancement.
3) Explore potential initiatives for future collaboration on a global scale.
4) Increase awareness of IAU's policy statements and resources and encourage greater involvement from participant associations.
The State of Higher Education Digital Environments Webinar April 2019eQAfy
Webinar hosted by GatherContent on Thursday 11 April 2019 addressing higher education websites, web estates and digital content creation and management. Sets out evolution of complex digital environments, the resultant risks and a framework for managing and resolving complexity.
The document summarizes the objectives and evaluation of the Oman Ministry of Education's educational portal project.
The key points are:
1) The portal aims to improve communication between schools, the ministry, and the community by providing electronic services.
2) Objectives include improving education quality using interactive tools, providing education outside the classroom, and facilitating administrative procedures.
3) The project is evaluated using the ACTION model which assesses accessibility, teaching/learning, interactivity, and user-friendliness.
The document discusses the technology usage of students and challenges faced by higher education institutions. It notes that most students own multiple mobile devices but many schools ban or discourage smartphone use in class. While students value technology for academic and career purposes, most schools do not provide remote access to resource-intensive applications needed for programs like engineering. This limits students to using such apps only on campus computers. The document proposes that mobile workspaces can provide students and faculty with secure, on-demand access to applications from any device to better support modern, flexible learning.
The document discusses challenges schools face in providing internet access and ensuring safety, including upgrading infrastructure, complying with laws requiring filters, and balancing restrictions with empowering students. It notes schools are shifting from solely restricting sites to also teaching safe internet use. Additionally, districts are allowing calculated social media access to connect students to learning beyond the classroom.
There’s an increasing technology influence that’s amongst the future. There can also be no mistake that people do need using the robotics technologies curriculum to get us began.
The future of Online Learning in Malawi’s Public School System lawrence ching'amba
The document discusses the potential for online learning in Malawi's public school system in light of school closures due to COVID-19. It notes that while online education has benefits, implementing it widely in Malawi would face significant challenges due to the country's technological gaps and issues in its education system including poor infrastructure, funding shortages, and lack of resources. For most learners in Malawi's underfunded public schools, cost and lack of access to technology would limit their ability to engage in online education. The government has struggled to improve the education system, raising doubts about its ability to effectively provide online learning accessible to all public school students.
The document discusses efforts in Houston, Texas to address workforce gaps and skills shortages. It identifies four main gaps: awareness of middle skills opportunities, lack of basic skills and employability issues, poor coordination among resources, and lack of reliable data on supply and demand. Initiatives discussed include sector councils led by major companies to coordinate industry, education and training efforts. Community colleges are working on fast track training programs and targeted marketing. Business and non-profits are also implementing career awareness and recruitment programs with promising results. Stakeholders are encouraged to get involved through various partnerships, internships, and volunteer opportunities.
Governments, universities, and businesses must work together to increase access to digital education for all children. First, governments must provide computers, tablets, and internet access, especially for rural and disabled children. Universities should share knowledge in rural communities through ebooks and online courses translated into different languages. Finally, businesses can sponsor organizations to improve digital education quality and provide scholarships for rural students to study abroad.
Whether institutions choose to formally apply for the 2015 Carnegie Community Engagement Classification or utilize the documentation framework as a campus-wide planning tool, Ohio Campus Compact is committed to providing tools and resources to our member colleges to support these important processes. A summary of offerings:
The document discusses various issues around the Common Core State Standards including which states have adopted them, concerns about computer-based testing placing too much burden on students, and growing backlash from parents and students opposed to the standards. It also references efforts to provide more context about what the CCSS is and isn't as well as quell some of the panic surrounding the standards.
The document discusses the next generation of learners and what to expect from them. This generation has grown up with technology constantly connected and they live much of their lives online. They are often called "Generation WE" as they see every moment as a shared experience. This connectivity has implications for how they are taught and how they will approach post-secondary education. Institutions will need to provide more technology access, online and blended learning, opportunities for personalized and flexible paths, and connect with students in their online spaces. Meeting the needs of these digital natives will require changes to teaching, learning, curriculum, and assessment practices.
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
The document summarizes recent education news from Ohio. It discusses the launch of a $6 million grant program to fund digital textbooks and training for schools. It also covers events held on Digital Learning Day to recognize innovative teaching with technology. Additionally, it reports on a call for schools to adopt trauma-informed practices to help students affected by issues like violence or substance abuse.
Webinar-Technology for Global Engagement-University World News-DrEducationDrEducation
DrEducation and University World News partnered to host a global online discussion (webinar) “Embracing Technology for Global Engagement: A Leadership Challenge and Opportunity.”
Over 700 professionals from around the world registered for the event. Recording of the event is available through following link. http://bit.ly/TechGlobalEd
The global panel was moderated by Dr. Rahul Choudaha, co-founder DrEducation and interEDGE.org. The panelists were:
- GinaMario Besana, Professor and Associate Provost for Global Engagement and Online Learning, DePaul University
- Helen O'Sullivan, Professor and Associate Pro-Vice-Chancellor for Online Learning, University of Liverpool
- Mark Brown, Professor and Director of the National Institute for Digital Learning, Dublin City University
- Kevin Kinser, Professor and Department Head of Education Policy Studies Pennsylvania State University
Online education and internationalization have been rising as strategic priorities for many university leaders around the world. While online experiments like MOOCs, badging, blended learning are still early in their evolution, few institutions have taken an innovative approach to finding a synergy between technological innovations and their application in global engagement strategies. And, of those who attempted to engage globally through technology have experienced several barriers related to cost, quality, recognition, and outcomes. This online discussion examined how university leaders are leveraging technology for advancing internationalization? How does technology fit in the overall global engagement strategy? What are the challenges and opportunities?
Partnerships and Collaboration in Advancing OER Initiatives: From Institution...Regina Gong
This presentation discusses partnerships and collaboration around open educational resources (OER) initiatives in Michigan from institutional to statewide levels. It provides an overview of the state of OER adoption in K-12 schools, community colleges, and universities in Michigan. It then describes the proposed Michigan OER Network, a statewide coalition that would provide resources like training, advocacy, and research support to further OER adoption across educational sectors. The presentation emphasizes the importance of partnerships across different groups and recommends next steps like virtual meetings, workshops, research, and advocacy strategies to advance OER initiatives statewide.
COABE 2011: Using a 21st Century Skills Model in the ABE classroomAchieving the Dream
The document discusses incorporating 21st century skills into an adult basic education GED curriculum. It presents a curriculum framework that includes GED content standards, workforce keys, professional soft skills, digital literacy training through Microsoft IT Academy and IC3 certification, and a focus on 21st century skills like collaboration, communication, creativity and research. Evaluation of pilots found successes like increased student self-efficacy but also challenges integrating the content and maintaining program coherence. Future plans include expanding the program to more locations and subject areas. Case studies describe student capstone projects that integrated the curriculum content.
This document discusses open educational resources (OER) and why their use is increasing. It defines OER as teaching, learning, and research materials that are freely available or have been released with intellectual property licenses that allow free use, revision, remixing, and redistribution. Rising college costs, competition, and growing demand for higher education are driving more discussion around OER. Networked digital technologies make it easy to create, collaborate on, revise, and distribute educational content at low cost. Open educational resources can reduce costs for students and increase access to education.
Michael Marshall Smith is a British comedy writer and novelist born in 1965 who attended Cambridge University. He has written for Radio 4 and worked as a graphic designer. Some of his notable works include the science fiction novels Spares, One of Us, and the Straw Men trilogy. This document provides background on Michael Marshall Smith and analyzes his novel Spares, which follows the protagonist Jack Randall as he protects rescued clones known as "Spares" and hunts for those responsible for horrific events in New Richmond.
The State of Higher Education Digital Environments Webinar April 2019eQAfy
Webinar hosted by GatherContent on Thursday 11 April 2019 addressing higher education websites, web estates and digital content creation and management. Sets out evolution of complex digital environments, the resultant risks and a framework for managing and resolving complexity.
The document summarizes the objectives and evaluation of the Oman Ministry of Education's educational portal project.
The key points are:
1) The portal aims to improve communication between schools, the ministry, and the community by providing electronic services.
2) Objectives include improving education quality using interactive tools, providing education outside the classroom, and facilitating administrative procedures.
3) The project is evaluated using the ACTION model which assesses accessibility, teaching/learning, interactivity, and user-friendliness.
The document discusses the technology usage of students and challenges faced by higher education institutions. It notes that most students own multiple mobile devices but many schools ban or discourage smartphone use in class. While students value technology for academic and career purposes, most schools do not provide remote access to resource-intensive applications needed for programs like engineering. This limits students to using such apps only on campus computers. The document proposes that mobile workspaces can provide students and faculty with secure, on-demand access to applications from any device to better support modern, flexible learning.
The document discusses challenges schools face in providing internet access and ensuring safety, including upgrading infrastructure, complying with laws requiring filters, and balancing restrictions with empowering students. It notes schools are shifting from solely restricting sites to also teaching safe internet use. Additionally, districts are allowing calculated social media access to connect students to learning beyond the classroom.
There’s an increasing technology influence that’s amongst the future. There can also be no mistake that people do need using the robotics technologies curriculum to get us began.
The future of Online Learning in Malawi’s Public School System lawrence ching'amba
The document discusses the potential for online learning in Malawi's public school system in light of school closures due to COVID-19. It notes that while online education has benefits, implementing it widely in Malawi would face significant challenges due to the country's technological gaps and issues in its education system including poor infrastructure, funding shortages, and lack of resources. For most learners in Malawi's underfunded public schools, cost and lack of access to technology would limit their ability to engage in online education. The government has struggled to improve the education system, raising doubts about its ability to effectively provide online learning accessible to all public school students.
The document discusses efforts in Houston, Texas to address workforce gaps and skills shortages. It identifies four main gaps: awareness of middle skills opportunities, lack of basic skills and employability issues, poor coordination among resources, and lack of reliable data on supply and demand. Initiatives discussed include sector councils led by major companies to coordinate industry, education and training efforts. Community colleges are working on fast track training programs and targeted marketing. Business and non-profits are also implementing career awareness and recruitment programs with promising results. Stakeholders are encouraged to get involved through various partnerships, internships, and volunteer opportunities.
Governments, universities, and businesses must work together to increase access to digital education for all children. First, governments must provide computers, tablets, and internet access, especially for rural and disabled children. Universities should share knowledge in rural communities through ebooks and online courses translated into different languages. Finally, businesses can sponsor organizations to improve digital education quality and provide scholarships for rural students to study abroad.
Whether institutions choose to formally apply for the 2015 Carnegie Community Engagement Classification or utilize the documentation framework as a campus-wide planning tool, Ohio Campus Compact is committed to providing tools and resources to our member colleges to support these important processes. A summary of offerings:
The document discusses various issues around the Common Core State Standards including which states have adopted them, concerns about computer-based testing placing too much burden on students, and growing backlash from parents and students opposed to the standards. It also references efforts to provide more context about what the CCSS is and isn't as well as quell some of the panic surrounding the standards.
The document discusses the next generation of learners and what to expect from them. This generation has grown up with technology constantly connected and they live much of their lives online. They are often called "Generation WE" as they see every moment as a shared experience. This connectivity has implications for how they are taught and how they will approach post-secondary education. Institutions will need to provide more technology access, online and blended learning, opportunities for personalized and flexible paths, and connect with students in their online spaces. Meeting the needs of these digital natives will require changes to teaching, learning, curriculum, and assessment practices.
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
The document summarizes recent education news from Ohio. It discusses the launch of a $6 million grant program to fund digital textbooks and training for schools. It also covers events held on Digital Learning Day to recognize innovative teaching with technology. Additionally, it reports on a call for schools to adopt trauma-informed practices to help students affected by issues like violence or substance abuse.
Webinar-Technology for Global Engagement-University World News-DrEducationDrEducation
DrEducation and University World News partnered to host a global online discussion (webinar) “Embracing Technology for Global Engagement: A Leadership Challenge and Opportunity.”
Over 700 professionals from around the world registered for the event. Recording of the event is available through following link. http://bit.ly/TechGlobalEd
The global panel was moderated by Dr. Rahul Choudaha, co-founder DrEducation and interEDGE.org. The panelists were:
- GinaMario Besana, Professor and Associate Provost for Global Engagement and Online Learning, DePaul University
- Helen O'Sullivan, Professor and Associate Pro-Vice-Chancellor for Online Learning, University of Liverpool
- Mark Brown, Professor and Director of the National Institute for Digital Learning, Dublin City University
- Kevin Kinser, Professor and Department Head of Education Policy Studies Pennsylvania State University
Online education and internationalization have been rising as strategic priorities for many university leaders around the world. While online experiments like MOOCs, badging, blended learning are still early in their evolution, few institutions have taken an innovative approach to finding a synergy between technological innovations and their application in global engagement strategies. And, of those who attempted to engage globally through technology have experienced several barriers related to cost, quality, recognition, and outcomes. This online discussion examined how university leaders are leveraging technology for advancing internationalization? How does technology fit in the overall global engagement strategy? What are the challenges and opportunities?
Partnerships and Collaboration in Advancing OER Initiatives: From Institution...Regina Gong
This presentation discusses partnerships and collaboration around open educational resources (OER) initiatives in Michigan from institutional to statewide levels. It provides an overview of the state of OER adoption in K-12 schools, community colleges, and universities in Michigan. It then describes the proposed Michigan OER Network, a statewide coalition that would provide resources like training, advocacy, and research support to further OER adoption across educational sectors. The presentation emphasizes the importance of partnerships across different groups and recommends next steps like virtual meetings, workshops, research, and advocacy strategies to advance OER initiatives statewide.
COABE 2011: Using a 21st Century Skills Model in the ABE classroomAchieving the Dream
The document discusses incorporating 21st century skills into an adult basic education GED curriculum. It presents a curriculum framework that includes GED content standards, workforce keys, professional soft skills, digital literacy training through Microsoft IT Academy and IC3 certification, and a focus on 21st century skills like collaboration, communication, creativity and research. Evaluation of pilots found successes like increased student self-efficacy but also challenges integrating the content and maintaining program coherence. Future plans include expanding the program to more locations and subject areas. Case studies describe student capstone projects that integrated the curriculum content.
This document discusses open educational resources (OER) and why their use is increasing. It defines OER as teaching, learning, and research materials that are freely available or have been released with intellectual property licenses that allow free use, revision, remixing, and redistribution. Rising college costs, competition, and growing demand for higher education are driving more discussion around OER. Networked digital technologies make it easy to create, collaborate on, revise, and distribute educational content at low cost. Open educational resources can reduce costs for students and increase access to education.
Michael Marshall Smith is a British comedy writer and novelist born in 1965 who attended Cambridge University. He has written for Radio 4 and worked as a graphic designer. Some of his notable works include the science fiction novels Spares, One of Us, and the Straw Men trilogy. This document provides background on Michael Marshall Smith and analyzes his novel Spares, which follows the protagonist Jack Randall as he protects rescued clones known as "Spares" and hunts for those responsible for horrific events in New Richmond.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to increase gray matter volume in the brain and reduce risks for conditions like Alzheimer's and dementia.
Web 2.0 is a loosely defined term used to describe new trends in how software developers and end-users utilize the World Wide Web. It refers to increased emphasis on user-generated or user-interactive content, web-based communities, and web-based applications. While there is no official definition, Web 2.0 commonly refers to services that facilitate participatory information sharing, interoperability, user-centered design, and collaboration on the Internet. Examples of Web 2.0 include social media sites, wikis, communication tools, and folksonomies (user-generated categorization).
This document provides an overview of open badges, which are digital credentials that represent skills, interests, and achievements. It discusses how open badges can recognize both formal and informal learning through issuers who create badges that can be earned by learners and displayed on various platforms. The open badge standard developed by Mozilla allows for interoperability across systems and includes metadata about badge criteria and earners. The document considers implications of open badges for higher education institutions and potential uses for students in the Virginia Community College System.
The document discusses creating high-performance, technology-driven learning environments for adult non-completers. It proposes PlugGED In, a curriculum that prepares students for the GED and teaches 21st century workplace skills. The curriculum connects GED content with technology, partners, and student outcomes. It provides opportunities for certifications, internships, and dual enrollment to help students succeed in the workforce. An evaluation is being conducted to analyze the program's effectiveness.
A presentation to the VCCS Advisory Council of Presidents (ACOP) in February of 2012 on the potential offered by mobile devices to fundamentally transform teaching and learning.
The document discusses efforts to reduce textbook costs for students in Virginia's community college system (VCCS). It outlines initiatives between 2012-2013 that focused on adopting open educational resources and zero-cost digital alternatives in high-enrollment courses. Task forces and working groups examined policies and made recommendations to formalize adoption processes, leverage digital technologies, and create an institutional culture that embraces openness and resource sharing to lower costs. The goal is to replace textbooks with no-cost materials in 10% of course sections each year across the VCCS.
The trend in mobile computing is that more people use smartphones on the go. The rise of this platform and pads for business, makes business people want business apps on the go. SuperOffice CRM is leading the way for businesspeople arround the world.
The document discusses the idea of creating a "Fuckup-O-Meter" to track airline mistakes like cancelled flights, lost baggage, and overbookings using data from airline Facebook pages and airport authorities. It analyzed over 330,000 posts to KLM's Facebook page from 2010-2015, finding over 10,000 cancellation complaints, 2,400 lost baggage complaints, and 600 overbooking complaints. The tool could be improved by adding additional data sources and tracking other airlines.
Singapura memiliki perekonomian yang kuat berdasarkan perdagangan dan jasa. Letak strategis Singapura membuat sektor ini berkembang pesat. Singapura juga menjadi tujuan wisata populer karena objek wisata seperti Orchard Road, Sentosa Island, dan Patung Merlion. Sebagian besar penduduk Singapura berasal dari etnis Tionghoa. Iklim tropis basah dengan musim hujan yang panjang mempengaruhi lahan pertanian di Singapura.
El documento describe la evolución de la computación desde los primeros dispositivos mecánicos como el ábaco hasta las computadoras modernas. Explica las cinco generaciones de computadoras, comenzando con las primeras que usaban tubos de vacío y terminando con las actuales que usan microprocesadores. Predice que las computadoras cuánticas podrían reemplazar a las computadoras electrónicas actuales en el futuro.
Wicked Awesome Ways Colleges Are Using TechnologyCampusLogic
Some colleges are doing more than jump on the technology bandwagon – they’re driving it. From financial aid to the application process and beyond, forward-thinking schools are implementing technology across the college experience. And entrepreneurs are pioneering products that meet the demands of these forward-thinking schools.
Slides from Andrew Sears's presentation on What Disruptive Innovation Means for DEAC Schools at the Distance Education Accreditation Commission Conference in April 2016 .
Higher Education and the Future DevOps WorkforceCharles Betz
Current IT-related curricula, higher education, Agile, and DevOps. Launch of report, "Renewing the IT Curriculum: Responding to Agile, DevOps, and Digital Transformation"
Educational Technology is becoming increasingly important in the higher education sector as innovative educators are using technology to improve pedagogy and student learning. This is not limited to academic institutions as corporate trainers also seek to leverage their people development resources to improve the operating performance of their organizations.
As a result the field of EdTech has been growing rapidly over the past decade as entrepreneurs see the opportunities to use technology to improve the speed and depth of learning. The drive ultimately stems from the transition to a knowledge economy where information is the vital fuel and improved learning can provide breakthrough insights that have substantial public or private value.
This presentation will look at the trends impacting and being impacted by EdTech, student and faculty perceptions, economics, adoption success, factors, investment patterns and the major technologies that are being used in higher educational institutions.
The document discusses trends in K-12 online learning and strategic planning for its growth. It notes that over 1 million K-12 students in the US learn online and 20% of college students take an online course. New technologies like mobile learning, social networking, and games are changing the landscape of digital learning. Research shows that online learning can be as effective as face-to-face instruction when best practices around time, curriculum, pedagogy and collaboration are followed. The document also reviews strengths, weaknesses, opportunities and threats to consider in strategic planning.
DOES16 San Francisco - Charles Betz - Influencing Higher Education to Create ...Gene Kim
The document discusses higher education and preparing students for careers in digital fields like DevOps. It finds that while many schools now cover topics like Agile and Continuous Delivery, there is still a gap between what schools teach and what industry needs. It recommends updating curricula to focus more on practical skills across the full product lifecycle, from development to operations. It also calls for new courses in areas like product management, operations, and organizational culture.
UNIVERSITY AND K12 COLLABORATION FOR THE REFORM OF Tammy Fry, Ph.D.
The document discusses the need for collaboration between universities and K-12 schools to reform teacher education programs. It proposes hands-on classroom experience and ePortfolios be at the center of preparation. Challenges include student and teacher attrition and developing partnerships. Solutions involve clinical practice, professional development, embracing change, and using technology like Edmodo, Prezi and social media to connect the community.
Go To Training High Impact Online TrainingConfidential
This document discusses strategies for effective live online training. It begins by noting that while online training allows for wider reach, simply converting materials online is not enough - unique strategies are needed to engage learners. Several industry reports highlight that interactive virtual classrooms are growing as they allow for learning without travel. The document emphasizes that online training requires its own specialized best practices, as it is a distinct medium. Effective online instructors focus on engagement, facilitation, and applying concepts in a workplace setting. Overall, the key is using the online format to its full advantage through strategic planning and skilled moderation.
This document discusses the challenges facing higher education institutions in Brunei Darussalam. It notes the increasing competition from institutions in neighboring Singapore and Malaysia. It also examines threats and challenges from the perspectives of society, K College itself, and customers/students. These include low population, attractive offers from other countries, lack of adaptation to new technologies, and transportation/financial issues for students. The document then discusses popular instructional design trends like gamification, blended learning, and MOOCs that could help K College address some of these challenges by improving motivation, interaction, and access to education.
E-Rate and McCullough Jr High Technolgy Planaarceneaux
The document discusses E-Rate funding and McCullough Junior High School's technology plan. E-Rate provides 20-90% discounts for telecom and internet access to schools and libraries. McCullough's plan aims to increase student and teacher technology use, meet state standards, and provide staff training. It analyzes the school's technology proficiency over three years using a STaR chart.
This document discusses the digital skills gaps that exist on university campuses between students, faculty, and workforce needs. There are three main skills gaps - a generational gap between digitally native students and less tech-savvy faculty, a technological gap between the skills educators have and need, and an inequality gap between students' varying digital skill levels. Universities are now expected to teach both hard and soft digital skills to prepare students for careers. The document recommends eight core digital skills and provides steps for closing skills gaps through blended learning programs and digital skills training.
This document discusses learner centered environments in distance education. It provides an overview of topics like the target learner, management and administration of distance education, relevant technologies, and the business of education. It presents evidence on the growth of online enrollments in higher education using statistics. Finally, it discusses some challenges of implementing distance education and concludes that adopting a learner centered approach requires systems thinking, openness to new approaches, understanding differentiators, and questioning suitability.
Higher education: harness the power of cloudAngela Gardner
In order to retain and recruit
students, higher education
institutions must position themselves
as experts in the learning network
and find more cost-effective ways
to implement IT services. It is time
to take the financial and structural
pressure off of college IT staff by
steering away from the burdensome
cost of maintenance and upgrades,
long lead times for infrastructure
improvements and incompatibilities
between systems and tools.
Moving a system to the cloud can
reduce the cost of ownership by
20 percent. Federal agencies have
already reduced their operating costs
by 30 percent.5 Colleges can expect
to see similar results. The cloud also
allows institutions to pay for what
they use versus building capacities
that are largely unexploited.
The document provides an overview of online learning for secondary education, noting that an estimated 1.5 million secondary students participated in some form of online learning in 2010, with opportunities available in 48 states and Washington D.C. through various providers. While online learning has become popular due to its potential to provide more flexible access and assemble instructional content more efficiently, the document also notes some proponents see technology as having potential to expand communities of learners and support models of participatory education.
A summary of \"Chapter 3: Technology for Urban Schools\" from the book TECHNOLOGY IN ITS PLACE: SUCCESSFUL TECHNOLOGY INFUSION IN SCHOOLS (LeBaron, J.F. & Collier, C. (Eds.), 2001).
This document discusses trends in higher education and skills needed for 2020. It predicts that by 2020:
- Learning will be ubiquitous, personalized, and accessed through networks rather than individual institutions. Knowledge will be shared openly across the globe.
- Institutions will take on more of a guiding role, teaching thinking processes rather than content. Faculty will act as specialized coaches and knowledge will reside in open networks rather than silos.
- Students will need skills like judgment, transmedia navigation, collective intelligence and negotiation to succeed in this environment where knowledge is shared and learning is collaborative across networks and modalities.
This document discusses strategies for creating engaging online lesson content at Eastern Iowa Community College District (EICCD). It describes EICCD's growing online student population and collaboration with other community colleges. The document proposes using "instructional events" as a new template for online course design. It provides an example of a course developed collaboratively in under a month using digital storytelling tools to demonstrate this concept. The goal is to rapidly develop high-quality online courses through collaboration and new design templates.
EMMA Summer School - Larry Cooperman - MOOCs: reexamining our assumptionsEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Participant Experiences and Financial Impacts: Findings from Year 2 of Achiev...Achieving the Dream
Slides from this session at OpenEd 2018 in Niagara Falls, NY. Presenters were Jessica Mislevy (SRI), Donna Desrochers (rpk GROUP), and Richard Sebastian (ATD).
This presentation discusses open educational resources (OER) and their benefits. OER are teaching and learning materials that can be freely used and modified. The presenter argues that adopting OER through entire degree programs (replacing all required textbooks with OER) can significantly improve affordability for students, increase student success rates, reinvigorate teaching methods, and achieve these benefits at scale across many students and institutions. The presentation cites research showing positive impacts of OER adoption on student outcomes like course completion rates and credits earned. It encourages moving beyond just swapping textbooks to fully leveraging the capabilities of OER, such as creating renewable assignments that students find valuable.
This document outlines the research plan for evaluating an OER Degree Initiative. It discusses conducting quasi-experimental studies on the impact of OER degrees on student outcomes at 10-12 partner colleges. It also involves collecting cost data through surveys, interviews and financial templates to analyze the cost impacts on students and institutions. The evaluation will examine academic and economic impacts through quantitative outcomes data and qualitative implementation research to provide formative feedback throughout the initiative.
This presentation discusses Open Educational Resources (OER) and high impact OER adoption. It defines OER as resources with free access and permission for users to retain, reuse, revise, remix, and redistribute. Studies show OER improves affordability and student success compared to commercial textbooks. High impact adoption invigorates pedagogy through reusable assignments and entire OER-based degree programs. The open nature of OER allows new opportunities to enhance teaching and learning.
Lumen Learning is a nonprofit organization founded in 2012 that aims to improve access to education through open educational resources (OER) and personalized learning. It provides support for institutions creating OER degree programs through required services like certifying courses are openly licensed and sharing them publicly, as well as enhancement services like advising on instructional design and sustainability. Studies of OER adoptions supported by Lumen have consistently found significant gains for students.
The Virginia Community College System launched the Zx23 Project to scale open educational resources (OER) across its 23 colleges. Through the project, six degree programs containing over 100 OER courses were created. Over 400 faculty members participated in developing the courses. Initial results showed cost savings of over $1 million for enrolled students in the first year. The project aims to eventually offer OER-based Z-degrees at all 23 colleges to reduce textbook costs for over 50,000 students annually.
The Portable Z: How Virginia is Scaling the Z-Degree Across Its 23 Colleges ...Achieving the Dream
One advantage of a centralized statewide postsecondary system that shares core infrastructure, policy-making, and governance among diverse institutions is that often, promising innovations are able to scale more easily, and more quickly, than in decentralized systems. The Virginia Community College System (VCCS) has just this sort of centralized structure, which is enabling the widespread adoption and use of open educational resources (OER) across the system. Three years ago, only a small fraction of VCCS faculty had heard of OER, with far fewer using open materials in their courses. Today, with support from System Office grants, professional development funds, and local college monies, Virginia's colleges have helped develop over 70 new open courses, with many of these courses being adopted by entire college departments. Led by the pioneering work of Tidewater and Northern Virginia Community Colleges, Virginia already boasts three all-OER associate degrees, or Z-Degrees. Collectively these efforts have not only saved Virginia college students millions of dollars in textbook costs but have increased their chances of academic success.
In April 2015, The William & Flora Hewlett Foundation awarded the VCCS a grant to help fund the Zx23 Project. The long-term goal of the Zx23 Project is to identify what factors make a Z-Degree portable from one community college to another in order to eventually scale the model to all 23 Virginia community colleges. To that end, the grant from Hewlett is helping the VCCS to accomplish three initial objectives: (1) Adopt, adapt, and pilot Z-Degree courses across VCCS colleges, (2) establish models for sustaining and supporting future OER infrastructure, and (3) create a "roadmap" to be used by other institutions interested in scaling and sustaining a statewide or system OER infrastructure.
A cohort of sixteen VCCS colleges began work on the Zx23 Project in Summer 2015, with project faculty currently piloting new Z-Degree courses in September and planning courses for the Spring 2016 semester. Lumen Learning, an integral partner in the project, has been working closely with participating colleges to help build degree pathways and common OER practices and infrastructure, and to evaluate the outcomes of the pilots.
The goal of this session is to provide a valuable, on-the-ground report of the early results of this ambitious effort midway through its first year, as well as stimulate conversation and ideas about the project from the broader OER community.
Parallel Trajectories: Distance Learning, OER, and Scaling InnovationAchieving the Dream
This document discusses the Virginia Community College System's (VCCS) efforts to expand distance learning and use of open educational resources (OER) through its Zx23 project. It provides statistics showing growth in distance learning enrollment within VCCS from 2008-2015. The Zx23 project awarded grants to 16 community colleges to develop 6 zero-textbook cost degree programs using OER. Goals included saving students over $4 million in textbook costs by spring 2016. Over 350 faculty members participated across 23 colleges. Initial results exceeded projections with over 18,000 expected enrollments saving $1.8 million for fall 2015.
Zx23 Project | Wm & Flora Hewlett Foundation Annual Meeting | 2015Achieving the Dream
This document summarizes a project to scale zero-textbook-cost degree programs across Virginia's Community Colleges. It outlines that the project aims to:
1) Have 50,000 students complete zero-textbook-cost courses at 15 community colleges.
2) Establish a sustainable model for supporting open educational resources (OER) infrastructure.
3) Create a roadmap for other institutions to scale and sustain OER on a statewide level.
It discusses challenges with low faculty adoption rates and a need for a centralized OER commons. The goal is to create sustainable infrastructure to effectively scale OER use across colleges in Virginia.
Scaling Open | Reducing Textbook Costs Across Virginia’s Community CollegesAchieving the Dream
Presentation at the Innovations 2015 Conference in Boston, MA. Discover the innovative ways Virginia's 23 community colleges are working together to leverage shared system resources to scale openly-licensed course materials.
Co-presenting with:
Cheryl Huff, Germanna Community College
Jane Rosecrans, J. Sargeant Reynolds Community College
Preston Davis, Northern Virginia Community College
This document provides information about online tools and resources for collaboration and cloud-based services. It lists the URLs for various Virginia community college portals and introduces concepts like cloud-based storage, collaboration features, and control considerations for Google services. Links to training resources on the Google education website and Atomic Learning are also included.
From a 2014 American Association of Community Colleges presentation with Dr. Jack Lewis, President of New River Community College, Dr. Van Wilson, Assistant Vice Chancellor for Academic and Student Services for the VCCS, and Dr. Dan DeMarte, Vice President of Academic Affairs of Tidewater Community College.
Faculty have a wealth of new digital resources available to them that, when integrated effectively,can offer students an enhanced educational experience. Colliding with the promise of these transformative technologies is the decades-old problem of textbook affordability.
Four innovative projects highlight Virginia’s community colleges’ efforts to address textbook affordability: a multi-college committee investigating strategies for reducing textbook costs; the first OER degree in the nation; a college-developed site for sharing OER; and an incentive grant to encourage faculty of high enrollment courses to adopt and integrate OER.
This document outlines a six-year plan for Virginia's community colleges with the goals of: 1) increasing participation in postsecondary education by raising awareness of opportunities, 2) increasing award completion rates, and 3) preparing the workforce for high-demand jobs. It proposes strategies such as expanding access for underserved populations, enhancing student support services, developing technology solutions to improve student success, and incentivizing colleges to increase credentials for in-demand fields. The plan also calls for increased funding for capital projects, faculty and staff salaries, and workforce training programs.
Bb World 2012 | Increasing Access & Engagement with Mobile Apps at New River ...Achieving the Dream
This document discusses increasing access to mobile apps at Blackboard World 2012. It begins with an overview of mobile device adoption rates and usage trends showing explosive growth. A case study is then presented of New River Community College's efforts to develop mobile apps for content delivery and as content itself. Their game design program has students creating educational iPhone apps addressing topics like spelling, vocabulary, and math skills. Several student-created apps are highlighted and have received recognition for supporting reading comprehension. In conclusion, the document advocates for increasing mobile access and engagement through app development.
HIRE Ed Conference | 2012 | A Snapshot of VCCS Students' Use of TechnologyAchieving the Dream
The document summarizes key findings from a 2012 survey of VCCS students conducted by ECAR on their use of and views about technology. Some main results were that over 89% of students felt professors' use of LMS and email were important, over 68% felt technology prepared them for the workplace, and most students preferred to keep their academic and social lives separate. Compared to national data, a higher percentage of VCCS students took fully online courses, and a lower percentage skipped in-person classes when materials were available online.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Unless otherwise noted, this work is licensed under a CC-BY-NC-SA license. Please attribute any duplicate or
derivative works to Richard Sebastian, Virginia Community College System.
2.
3. “Media are mere vehicles that
deliver instruction but do not
influence achievement any
more than a truck that
delivers our groceries causes
changes in our nutrition.”
--Richard Clarke
Learning from Media: Arguments,
Analysis, and Evaluation
24. 2012: Year of the MOOC
“…the single BIGGEST CHANGE in education
since the printing press.”
-Anant Agarwal, President, edX
“MOOC’s are a failure, both as an educational
product and as a business model.”
-Carol Edwards, British Columbia Institute of
Technology
36. 130,000+ distance learning students2.2%
5.4%
15.4%
44.1%
74.3%
13.0%
16.6%
55.8%
46.5%
82.5%
14.1%
19.1%
57.4%
69.5%
89.0%
E-Reader
Tablet
Smartphone
Desktop
Laptop
Percent of respondents who use device
Percent of respondents who own device
Percent of respodents who identify device as
extremely or very important for academic success
TECHNOLOGY USAGE AND OWNERSHIP
44. EXPLAINED
Zombie Edition
Twitter: I’m eating your BRAAAAINNNS
for lunch
Facebook: I like BRAAAAINNNS!
FourSquare: This is where I eat
BRAAAAINNNS!
Instagram: Here is a vintage photo of
me eating BRAAAAINNNS!
YouTube: Watch a video of me eating
BRAAAAINNNS!
LinkedIn: I have 5+ years experience
53. “…students with lower levels of academic preparation
experienced significantly stronger negative coefficients for
online learning compared with their counterparts, in terms of
both course persistence and course grade…These patterns
also suggest that performance gaps between key
demographic groups already observed in face-to-face
classrooms (e.g., gaps between male and female
students, and gaps between White and ethnic minority
students) are exacerbated in online courses. This is troubling
from an equity perspective: If this pattern holds true across
other states and educational sectors, it would imply that the
continued expansion of online learning could
strengthen, rather than ameliorate, educational inequity.”
http://ccrc.tc.columbia.edu/media/k2/attachments/adaptability-to-online-learning.pdf
55. 40
% Fall 2011 students in at least 1 distance
learning course
16
% students whose courses are fully online
50
% of annual headcount in distance learning
63. Open educational resources (OER) are
teaching, learning, and research resources that
reside in the public domain or have been
released under an intellectual property license
that permits their free use and repurposing by
others.
OPEN EDUCATIONAL RESOURCES, n.
64.
65. 4x the rate of inflation
812% since 1978, higher than medical
services, new home prices, and theCP
66.
67.
68. Chancellor’s OER Adoption Fund
1. BIO 101
2. BIO102
3. BUS 100
4. CHM 111
5. CST 100
6. ENG 111
7. ENG 112
8. HIS 101
9. ITE 115
10.MTH 163
11.PSY 201
12.SDV 100
70. NVCC’s OER General Education Certificate
1. ENG 111
2. ENG 112
3. ENG 125
4. MTH 151
5. PHY 201
6. PHY 202
7. HIS 121
8. HIS 122
9. ART 101
10. ART 102
11. HIS 262
12. SDV 100
72. Image CreditsVillian: http://upload.wikimedia.org/wikipedia/commons/thumb/a/af/Villainc.svg/2000px-
Villainc.svg.png
Publish cycle: http://blog.banyan.co/wp-content/uploads/2013/07/cycle.png
King of the Rodeo:
http://beinecke.library.yale.edu/dl_crosscollex/brbldl/oneITEM.asp?pid=2019878&iid=1080096&
srchtype=VCG
Zombie Hands: http://fav.me/d2dh7ke
Frankenstein:
http://upload.wikimedia.org/wikipedia/commons/a/a7/Frankenstein%27s_monster_%28Boris_K
arloff%29.jpg
Do not feed: http://www.flickr.com/photos/slworking/7027817515/
DIY Zombies: http://upload.wikimedia.org/wikipedia/commons/e/e4/Front_cover_-_DIY_Guide_-
_Zombie_Apocalypse.jpg
Pirate flag: http://th04.deviantart.net/fs70/PRE/i/2011/146/3/0/pirate_flag_3_by_animefeiry2-
d3h9mts.jpg
Skull flag: http://fc03.deviantart.net/fs70/i/2010/143/8/5/Pirate_Flag_by_mudisoft.jpg
ZZ Top: http://ca.wikipedia.org/wiki/Fitxer:ZZ_Top_@_BBK_Live_2008_V.jpg
MOOC hype: http://blogs.cetis.ac.uk/cetisli/wp-content/uploads/sites/24/2013/06/untitled.png
Mummy: http://www.flickr.com/photos/ventriloblog/174401766/sizes/o/in/photostream/
Unless otherwise noted, this work is licensed under a CC-BY-SA-NC license. Please attribute any
duplicate or derivative works to Richard Sebastian, Virginia Community College System.
Editor's Notes
<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/multiple_choice_polls/1q3HQEwYiXX0ToG"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>Which was NOT listed a technology to watch in the 2013 Horizon Report Higher Ed edition?</title></poll>
<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/multiple_choice_polls/CPxNu22UnDkyiZi"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>The "M" in MOOC stands for</title></poll>
<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/multiple_choice_polls/NKUglXvjL0jIPRv"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>Which of these is not a Blackboard product</title></poll>
<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/multiple_choice_polls/28uoFRN5zyzCN3i"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>According to the 2012 ECAR Study, what percentage of VCCS students own smartphones?</title></poll>
<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/multiple_choice_polls/6DT3N18TlJN3R0k"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>_________ of VCCS students take all of their courses online.</title></poll>
Challenge of navigating college for 1st gen students, othersImportance of initial student contact for student successSS isn’t just about academics but about an environment of support that nurtures them as learners, students, leading to student success
<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/multiple_choice_polls/TVNw5P4jfu4w9p7"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>According to the 2012 ECAR Study of Undergraduate Students and Information Technology, in what type of learning environment do VCCS students tend to learn most?</title></poll>
<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/multiple_choice_polls/j2TJBxR7r36NT0u"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>What does the acronym OER stand for</title></poll>
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW
Pilot Chancellor’s OER Adoption Grant: 12 highest enrolled courses; pilot course in Fall 2013Joint Commission on Tech ScienceOpenVA Conference: Oct 15 at UMW