This document summarizes an instructional design approach used to expand the reach of the FEAST (Feed Assessment Tool) research product. Instructional designers worked with subject matter experts to develop blended learning materials including an online self-guided course with 12 lessons and 60 videos. These materials were designed to improve and standardize classroom instruction while allowing broader access through online learning. By applying principles of adult learning and designing for offline use, the revised FEAST training program aims to scale up the impact of the research by effectively equipping more people with the skills and knowledge to apply the FEAST methodology.
This is a unique technology solution for custom lesson planning for any curriculum, subject and board. Lessons are made as desired specifically by the teachers to suit the class and learners. Includes assessment and curriculum management modules with reports for School heads.
School management can create their own standard of curriculum focused on desired learning outcomes and integrate all the best practices from teachers and other sources. Thus making it a truly Dynamic academic process management system for long term impact on the school's academic system.
Standardised
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Presents a critique of several common approaches to building e-capability on tertiary educational institutions, based on the metaphor of Melbourne's famous trams. The author's first job was as a conductor on the trams. Sadly, the conductors (called "connies") are no longer with us, although the author still is.
Future Ready Education: Unleashing Innovation To The EnterpriseDell World
Educators are increasing student technology access to modernize the learning environment. While much focus is on the device, a successful initiative requires a secure, reliable and scalable infrastructure that empowers access anytime and anywhere. Hear how Dell is helping Public Schools design and deploy the right investments to keep learning time productive, safe, secure and fun.
This is a unique technology solution for custom lesson planning for any curriculum, subject and board. Lessons are made as desired specifically by the teachers to suit the class and learners. Includes assessment and curriculum management modules with reports for School heads.
School management can create their own standard of curriculum focused on desired learning outcomes and integrate all the best practices from teachers and other sources. Thus making it a truly Dynamic academic process management system for long term impact on the school's academic system.
Standardised
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Presents a critique of several common approaches to building e-capability on tertiary educational institutions, based on the metaphor of Melbourne's famous trams. The author's first job was as a conductor on the trams. Sadly, the conductors (called "connies") are no longer with us, although the author still is.
Future Ready Education: Unleashing Innovation To The EnterpriseDell World
Educators are increasing student technology access to modernize the learning environment. While much focus is on the device, a successful initiative requires a secure, reliable and scalable infrastructure that empowers access anytime and anywhere. Hear how Dell is helping Public Schools design and deploy the right investments to keep learning time productive, safe, secure and fun.
E learning,moving forward-IT & Soft skills certification from SUNY,USA @ Rs 5000Prof. Harsha Kestur
EFS Academy has developed many ‘skill-based programs,’ that are grouped under major skill-sets. These programs are tailor-made to the training needs. For this purpose, we have collaborated with the ‘National Education University, USA,’ and the ‘State University of New York USA’ for the course design, content, and delivery, to meet the requirements of professionals, students.
These programs are administered by RIMSR, EFS Academy, which are technology driven dedicated skill-enhancement institutions in India. The programs are delivered on e-platform. Upon successful completion of the courses, the participants are duly certified.
These Programs offers more than 200 skill-sets so that professional has option to choose based on their specific needs. The focus is on the content, quality and the learning index of the participants.
To say it in short, these programs are extremely useful, to entrepreneurs, professionals,students to professionalize themselves with the global standards. visit www.edufinserve.in and www.rimsr.in
This slide is created by Wan Fareed and Sally Loan. Presenting to Sunway University in the e-Learning Practitioner Session. Sunway University is located near Sunway Lagoon.
Delivering The Next Generation LMS ExperienceTribridge
David Wilson, Managing Director of Europe’s leading talent and learning analyst Elearnity, and Skip Marshall, CTO at Tribridge, discuss:
•Key challenges and barriers for LMSs today
•How to increase user engagement for your LMS
•Making learning processes more agile and aligned to business needs
•Real examples of how organisations are delivering the next generation learning experience to their employees.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
Fundraising - It's your NAF Community-Get into it!NAFCareerAcads
This session will showcase a NAF high school information technology conference where students and teachers have the opportunity to network with business community partners and raise significant amounts of money. Tech Fest is a signature event coordinated by the business advisory council where students attend workshops, hear from keynote speakers and visit an exhibit hall where the sponsors highlight their companies. Tech Fest connects the classroom to the business community!
Virtuosity is a complete knowledge management, education and training company, pioneering Technology-aided, Global Learning Solutions in the Indian Academia, ushering in a new era of globally contemporary, boundary less, anytime anywhere learning opportunities for learners across the country.
Virtuosity offers suitable skills enhancement and measurement solutions for all job functions in IT, ITES & BFSI sectors, totaling to about 74% of hiring in the country.
E learning,moving forward-IT & Soft skills certification from SUNY,USA @ Rs 5000Prof. Harsha Kestur
EFS Academy has developed many ‘skill-based programs,’ that are grouped under major skill-sets. These programs are tailor-made to the training needs. For this purpose, we have collaborated with the ‘National Education University, USA,’ and the ‘State University of New York USA’ for the course design, content, and delivery, to meet the requirements of professionals, students.
These programs are administered by RIMSR, EFS Academy, which are technology driven dedicated skill-enhancement institutions in India. The programs are delivered on e-platform. Upon successful completion of the courses, the participants are duly certified.
These Programs offers more than 200 skill-sets so that professional has option to choose based on their specific needs. The focus is on the content, quality and the learning index of the participants.
To say it in short, these programs are extremely useful, to entrepreneurs, professionals,students to professionalize themselves with the global standards. visit www.edufinserve.in and www.rimsr.in
This slide is created by Wan Fareed and Sally Loan. Presenting to Sunway University in the e-Learning Practitioner Session. Sunway University is located near Sunway Lagoon.
Delivering The Next Generation LMS ExperienceTribridge
David Wilson, Managing Director of Europe’s leading talent and learning analyst Elearnity, and Skip Marshall, CTO at Tribridge, discuss:
•Key challenges and barriers for LMSs today
•How to increase user engagement for your LMS
•Making learning processes more agile and aligned to business needs
•Real examples of how organisations are delivering the next generation learning experience to their employees.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
Fundraising - It's your NAF Community-Get into it!NAFCareerAcads
This session will showcase a NAF high school information technology conference where students and teachers have the opportunity to network with business community partners and raise significant amounts of money. Tech Fest is a signature event coordinated by the business advisory council where students attend workshops, hear from keynote speakers and visit an exhibit hall where the sponsors highlight their companies. Tech Fest connects the classroom to the business community!
Virtuosity is a complete knowledge management, education and training company, pioneering Technology-aided, Global Learning Solutions in the Indian Academia, ushering in a new era of globally contemporary, boundary less, anytime anywhere learning opportunities for learners across the country.
Virtuosity offers suitable skills enhancement and measurement solutions for all job functions in IT, ITES & BFSI sectors, totaling to about 74% of hiring in the country.
Behavior Technology and Lead Gen: Working TogetherAffiliate Summit
This presentation is from the Performance Marketing Summit (May 15, 2016 in Chicago). Session description: A review of the latest behavior analytics tools & how they’re being used alongside best practices in Lead Generation. Designed for intermediate, and audiences at the cusp of intermediate and advanced.
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
Hybrid Learning for teachers and kaiako.pdfDerek Wenmoth
Introducing hybrid learning for teachers and kaiako in the Waikato MoE region.
Similar to Instructional design and blended learning to extend the reach of a research product for impact at scale: Reflections from the FEAST tool (20)
Small ruminant keepers’ knowledge, attitudes and practices towards peste des ...ILRI
Presentation by Guy Ilboudo, Abel Sènabgè Biguezoton, Cheick Abou Kounta Sidibé, Modou Moustapha Lo, Zoë Campbell and Michel Dione at the 6th Peste des Petits Ruminants Global Research and Expertise Networks (PPR-GREN) annual meeting, Bengaluru, India, 28–30 November 2023.
Small ruminant keepers’ knowledge, attitudes and practices towards peste des ...ILRI
Poster by Guy Ilboudo, Abel Sènabgè Biguezoton, Cheick Abou Kounta Sidibé, Modou Moustapha Lo, Zoë Campbell and Michel Dione presented at the 6th Peste des Petits Ruminants Global Research and Expertise Networks (PPR-GREN) annual meeting, Bengaluru, India, 29 November 2023.
A training, certification and marketing scheme for informal dairy vendors in ...ILRI
Presentation by Silvia Alonso, Jef L. Leroy, Emmanuel Muunda, Moira Donahue Angel, Emily Kilonzi, Giordano Palloni, Gideon Kiarie, Paula Dominguez-Salas and Delia Grace at the Micronutrient Forum 6th Global Conference, The Hague, Netherlands, 16 October 2023.
Milk safety and child nutrition impacts of the MoreMilk training, certificati...ILRI
Poster by Silvia Alonso, Emmanuel Muunda, Moira Donahue Angel, Emily Kilonzi, Giordano Palloni, Gideon Kiarie, Paula Dominguez-Salas, Delia Grace and Jef L. Leroy presented at the Micronutrient Forum 6th Global Conference, The Hague, Netherlands, 16 October 2023.
Food safety research in low- and middle-income countriesILRI
Presentation by Hung Nguyen-Viet at the first technical meeting to launch the Food Safety Working Group under the One Health Partnership framework, Hanoi, Vietnam, 28 September 2023
Presentation by Hung Nguyen-Viet at the first technical meeting to launch the Food Safety Working Group under the One Health Partnership framework, Hanoi, Vietnam, 28 September 2023
Reservoirs of pathogenic Leptospira species in UgandaILRI
Presentation by Lordrick Alinaitwe, Martin Wainaina, Salome Dürr, Clovice Kankya, Velma Kivali, James Bugeza, Martin Richter, Kristina Roesel, Annie Cook and Anne Mayer-Scholl at the University of Bern Graduate School for Cellular and Biomedical Sciences Symposium, Bern, Switzerland, 29 June 2023.
Assessing meat microbiological safety and associated handling practices in bu...ILRI
Presentation by Patricia Koech, Winnie Ogutu, Linnet Ochieng, Delia Grace, George Gitao, Lily Bebora, Max Korir, Florence Mutua and Arshnee Moodley at the 8th All Africa Conference on Animal Agriculture, Gaborone, Botswana, 26–29 September 2023.
Ecological factors associated with abundance and distribution of mosquito vec...ILRI
Poster by Max Korir, Joel Lutomiah and Bernard Bett presented the 8th All Africa Conference on Animal Agriculture, Gaborone, Botswana, 26–29 September 2023.
Practices and drivers of antibiotic use in Kenyan smallholder dairy farmsILRI
Poster by Lydiah Kisoo, Dishon M. Muloi, Walter Oguta, Daisy Ronoh, Lynn Kirwa, James Akoko, Eric Fèvre, Arshnee Moodley and Lillian Wambua presented at Tropentag 2023, Berlin, Germany, 20–22 September 2023.
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
Cancer cell metabolism: special Reference to Lactate PathwayAADYARAJPANDEY1
Normal Cell Metabolism:
Cellular respiration describes the series of steps that cells use to break down sugar and other chemicals to get the energy we need to function.
Energy is stored in the bonds of glucose and when glucose is broken down, much of that energy is released.
Cell utilize energy in the form of ATP.
The first step of respiration is called glycolysis. In a series of steps, glycolysis breaks glucose into two smaller molecules - a chemical called pyruvate. A small amount of ATP is formed during this process.
Most healthy cells continue the breakdown in a second process, called the Kreb's cycle. The Kreb's cycle allows cells to “burn” the pyruvates made in glycolysis to get more ATP.
The last step in the breakdown of glucose is called oxidative phosphorylation (Ox-Phos).
It takes place in specialized cell structures called mitochondria. This process produces a large amount of ATP. Importantly, cells need oxygen to complete oxidative phosphorylation.
If a cell completes only glycolysis, only 2 molecules of ATP are made per glucose. However, if the cell completes the entire respiration process (glycolysis - Kreb's - oxidative phosphorylation), about 36 molecules of ATP are created, giving it much more energy to use.
IN CANCER CELL:
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
introduction to WARBERG PHENOMENA:
WARBURG EFFECT Usually, cancer cells are highly glycolytic (glucose addiction) and take up more glucose than do normal cells from outside.
Otto Heinrich Warburg (; 8 October 1883 – 1 August 1970) In 1931 was awarded the Nobel Prize in Physiology for his "discovery of the nature and mode of action of the respiratory enzyme.
WARNBURG EFFECT : cancer cells under aerobic (well-oxygenated) conditions to metabolize glucose to lactate (aerobic glycolysis) is known as the Warburg effect. Warburg made the observation that tumor slices consume glucose and secrete lactate at a higher rate than normal tissues.
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
on Io’s surface have been monitored from both spacecraft and ground-based telescopes.
Here, we present the highest spatial resolution images of Io ever obtained from a groundbased telescope. These images, acquired by the SHARK-VIS instrument on the Large
Binocular Telescope, show evidence of a major resurfacing event on Io’s trailing hemisphere. When compared to the most recent spacecraft images, the SHARK-VIS images
show that a plume deposit from a powerful eruption at Pillan Patera has covered part
of the long-lived Pele plume deposit. Although this type of resurfacing event may be common on Io, few have been detected due to the rarity of spacecraft visits and the previously low spatial resolution available from Earth-based telescopes. The SHARK-VIS instrument ushers in a new era of high resolution imaging of Io’s surface using adaptive
optics at visible wavelengths.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
Astronomy Update- Curiosity’s exploration of Mars _ Local Briefs _ leadertele...
Instructional design and blended learning to extend the reach of a research product for impact at scale: Reflections from the FEAST tool
1. Instructional design and blended Learning to extend the
reach of a research product for impact at scale:
Reflections from the FEAST tool
Iddo Dror (ILRI) and Emil Heidkamp (Sonata Learning)
FEAST e-Learning Materials Launch
Addis Ababa, 22 May 2015
2. Instructional Design in the context of FEAST
• Alan just explained about
FEAST and its evolution.
• This presentation explains
how, from a Capacity
Development perspective,
such research products can
be extended for much wider
reach and hopefully impact.
3. Why are you here today?
What is the primary reason for you being here today?
1.Feeds / the FEAST
tool
2.Approaches and
tools to scale up
research
3.Instructional design
4.What?! This isn’t the
session about chicken
genetics?!
56%
31%
0%
13%
0%
20%
40%
60%
4. Exposure to Instructional Design
Who here has…
1.Previously heard of
instructional design
2.Worked with an
instructional
designer
3.Worked as an
instructional
designer
4.None of the above
30%
13%
4%
52%
0%
20%
40%
60%
5. • An organization has a mission
• People working for / with
organization must perform
certain tasks to achieve it
• Sometimes individuals lack skills,
knowledge or attitudes to
effectively perform tasks
• Instructional designers apply
systematic approach to helping
learners acquire and retain new
skills, knowledge and attitudes
What is Instructional Design?
6. Instructional Designers
Q: Are IDs experts in the subject matter?
A: Not necessarily.
– Experts in how people acquire skills + knowledge, in the
abstract
– Help subject matter experts translate broad expertise into a
series of tightly focused, outcome-driven learning
experiences.
7. Instructional Designers
Q: Are IDs instructors?
A: Not necessarily.
– Coordinate with instructors, e-Learning developers and
others to provide learners with the right content at the right
time via the most appropriate channels.
– Create an overall strategy and plan for learning in context
of organization’s mission-related goals and budget / time /
infrastructure / logistical / cultural constraints
8. Instructional Designers
An instructional designer works with subject matter experts,
trainers and e-Learning developers to create:
• Logically sequenced curriculum that introduce skills and
concepts in an accessible, step-by-step manner
• Activities that offer relevant practice
• Assessments that truly gauge learners’ mastery of subject
• Insightful, memorable anecdotes and case studies
• An engaging experience for learners delivered through the most
appropriate methods / channels
10. Instructional Design
• A pathway from
research outputs to
development
• Can be applied in a
variety of contexts – not
a ‘feed specific’ issue –
and can help solve some
of the ‘wicked
problems’.
11. ILRI CapDev role in the revised FEAST
• In 2014, the ILRI Capacity Development
Unit was called on to develop such a new
learning approach for FEAST.
• Worked closely with animal feed subject
experts to review existing training materials
and knowledge about the FEAST tool and
the FCD process, some of it hardly
documented.
• Classroom training events in various
countries were observed and participant
needs assessed. Based on the needs
identified, a curriculum framework was
generated.
12. The Goal and Approach
• The goal was to improve the classroom
experience and extend the reach of the
training program while lessening the
logistical burden on ILRI scientists.
• ToR developed and a instructional design
firm contracted to help execute the work,
as little instructional design capacity at ILRI
at the time
• From the start, it was clear that a blended
learning approach combining classroom
training with online learning
• was the most appropriate solution.
13. Class participants will learn to
collect better data by:
• Applying proven techniques
for leading productive focus
group discussions
• Developing interview skills to
gather more complete data
from farmers
• Using the interview /
discussion guides included in
the FEAST Tool
Research Skills
14. Participants will receive hands-on
practice using the FEAST Data
Template to:
• Track and analyze data collected
from farmers
• Calculate key metrics for feed
availability, animal nutrition,
farmer income & economic
factors
• Produce graphs to support
findings & recommendations in
reports
Computer & Data Analysis Skills
15. Course features activities to help
learners:
• Recognize good writing / well-
organized reports
• Present findings with
appropriate supporting data,
graphs, etc.
• Clearly explain
recommendations for livestock
feed interventions and why
they should work in local
context
Report Writing Skills
16. Instructional Design enabled the project to:
• Revise and expand classroom instruction
• Adapt course for online delivery
• Develop hands-on classroom and eLearning activities
• Design new FEAST forms and reference guides
• Work carried out in partnership with Sonata Learning,
a firm specialized in learning development.
Instructional Design Matters!
17. Instructional design and appropriate learning
technologies - outcomes
• Began with analyzing
desired mission
outcomes
• Aligned learning
objectives with mission
• Redesigned classroom
materials applying adult
learning theory
• Over 400 slides, 12
lessons, standardized
lesson plans / scripts
18. Redesigned Forms & Job Aids
• Redesigned data collection forms to include tips for facilitators,
recommended follow-up questions and overview of FEAST
process for reference in the field
19. Improved materials: Presentations, FGD
guide and Questionnaire
Self-Guided e-Learning Course
• 12 lessons
• 60 videos (3+ hours)
• 5 interactive
scenarios related to
key skills
• Over 200 review and
assessment questions
– Multiple selection
– Drag / drop
– Hotspot
– Word bank
20. Improved materials: Presentations, FGD guide
and Questionnaire
Blended Experience
• Use of e-Learning in classroom
• Rich interactive activities
• Standard video presentations
for software tutorials
• Computer-based assessments
and results tracking
21. Adult learning principles applied
• Identified the skills required for effective use
of the FEAST toolkit.
• Met with typical course participants to
conduct need assessment.
• Designed learning experiences which would
help a course participant develop the skills
required.
• Engaging course that is highly interactive.
• Connected with their existing knowledge and
skill sets, meshed with perceived professional
development needs.
• Based on relevant and practical examples.
22. Learning Technologies
• Detailed & frustrating review of a
fragmented LMS market – ended
(happily) with a partnership with
Sonata Learning.
• All ‘core LMS’ functionalities - plus:
• Simple, clean, intuitive user interface
• “Blended first” approach to delivery
• Integration of social learning
• Branding and sub-portals
• Ability to scale with the growth of ILRI
programs
• A unique approach to grading
• Reporting features
23.
24. “e-Learning” “social learning” webinars
Homework Group Work
Traditional
Classroom
Instruction
Job aids / reference
guides
Teamwork
Mentoring /
coaching /
apprenticeship
Self-Guided Instructor-LedCollaborative
OnlineClassroomPointofUse E-Learning
25. • Materials
–e-Learning content based on revised classroom
materials,
• ILRI SME’s Ben Lukuyu, Alan Duncan, Iddo Dror
• Further refined based on feedback from Pakistan
and Uganda sessions plus ID input from Deborah
Wyburn
–12 lessons, 60 videos (3+ hours), 5 interactive
activities and scenarios, 200+ assessment and review
questions (drag and drop, multiple response, word
bank, etc.)
e-Learning and FEAST
26. • Instructors
–Provide extensive guides to instructors, both
for general delivery and use of e-Learning
elements in classroom
–Online instructor-led training largely moot (for
now) due to bandwidth limitations in regions
where ILRI operates
• Technology
–Where we departed from convention
e-Learning and FEAST
27. Learning Management Systems
• Traditionally, organizations deliver online learning / e-Learning
via a “Learning Management System”
• Specialized web application that
– Hosts e-Learning content
– Tracks learner progress / performance / deadlines
– Generates reports
• Integration with other systems (HR, student records,
etc.)
– Manages learner access to content based on group
membership, manual assignment by admin, completion of
prerequisites
– Might include other features such as built-in quiz generator,
integration with web conferencing
28. Sonata LMS for ILRI
Online learning can be really great… if you’re online.
29. The ‘offline’ challenge
Most of the regions where ILRI operates have less than 3%
broadband / 3G+ connectivity (connections per capita).
In many cases less than 1%
125%
74%
20%
International Telecommunications Union 2013 survey
0.2% 2.1%
0.7% 2.2%
30. LMS on a stick – the Sonata offline player
A ‘game-changer’ for poor connectivity environments
• Portable e-Learning and Data
Collection Apps
–Data collection utility
–Full e-Learning course
• Run from USB drive on any
Microsoft Windows computer
(XP or later), no installation
required
• Every record (data collected,
training results) stamped with
a unique ID for upload to
central website
32. That’s all folks!
Thank you for your attention!
For more info contact i.dror@cgiar.org
Web site ilri.org/feast
E-learning course: learning.ilri.org
33. The presentation has a Creative Commons licence. You are free to re-use or distribute this work, provided credit is given to ILRI.
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Editor's Notes
(1 minutes)
Emphasize that part of the effort was not only to help participants master the tasks, but to make tasks easier to master
Shouldn’t be many questions at this point (1 minute)