The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
The Learning Innovation Network subgroup continues developing 7 short courses at level 9 and 10 ECTS in academic professional development. Modules are progressing through the validation process at various institutes. The subgroup is investigating learning pathways that could lead to an overall award. Questions about the development of shared academic programmes can be directed to Dr. Noel Fitzpatrick. The subgroup is also working on a mentoring module and workshop to understand the role of an academic mentor.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
reputations, are:
The newsletter provides information about the 2nd annual LIN conference on "Motivating Learners through Creative Approaches to Assessment" to be held on October 15th in Athlone, Ireland. The keynote speakers will be Prof. John Biggs and Prof. Ranald Macdonald. The conference will focus on themes of integrating formative assessment, assessment in the 1st year curriculum, and project-based assessment. It will include presentations, workshops led by the keynote speakers and Dr. Marion Palmer, and a student perspective session. Registration is now open.
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
The newsletter provides information on the progress being made in developing shared academic professional development programmes across several institutes of technology, including the validation of courses in learning, teaching and assessment and educational research and practice. Upcoming workshops are announced covering topics like problem based learning, assessment strategies, and the use of learning management systems, and it is hoped some workshops can be incorporated into the academic professional development programmes. The academic professional development subgroup will be meeting in March to finalize processes and procedures for the pilot rollout of the shared programmes.
The document discusses several topics:
1. A workshop was held to train participants in developing reusable learning objects (RLOs) for online academic development programs. The goal is to share content across institutions in line with best practices.
2. The validation process is underway for 7 new online academic development programs. It is hoped all will be validated soon to build sustainability.
3. Development of online content for the programs is ongoing. The workshop on creating RLOs aims to facilitate the online aspects of the blended programs.
The document discusses the development of Academic Professional Development (APD) modules through the Learning Innovation Network (LIN). It provides details on:
1. Three APD modules being developed for delivery in February 2009 focused on learning and teaching, assessment and evaluation, and engaging in educational research.
2. The modules are being designed collaboratively across institutions and will incorporate case studies, group work, and online elements.
3. It is hoped that the LIN partners will pilot and evaluate the modules to ensure they meet the needs of academic staff and support appropriate professional development in a cost-effective way.
This document provides a summary of the 4th annual LIN conference and announcements from the event. It was well attended and received positive feedback. Key announcements included the formal validation of the LIN Postgraduate Diploma in Learning, Teaching and Assessment and an award presented to the LIN Coordination Group Chair. It also provides details on accredited professional development modules running through LIN and initiatives taking online learning and peer assisted learning at the Institutes of Technology.
The Learning Innovation Network subgroup continues developing 7 short courses at level 9 and 10 ECTS in academic professional development. Modules are progressing through the validation process at various institutes. The subgroup is investigating learning pathways that could lead to an overall award. Questions about the development of shared academic programmes can be directed to Dr. Noel Fitzpatrick. The subgroup is also working on a mentoring module and workshop to understand the role of an academic mentor.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
reputations, are:
The newsletter provides information about the 2nd annual LIN conference on "Motivating Learners through Creative Approaches to Assessment" to be held on October 15th in Athlone, Ireland. The keynote speakers will be Prof. John Biggs and Prof. Ranald Macdonald. The conference will focus on themes of integrating formative assessment, assessment in the 1st year curriculum, and project-based assessment. It will include presentations, workshops led by the keynote speakers and Dr. Marion Palmer, and a student perspective session. Registration is now open.
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
The newsletter provides information on the progress being made in developing shared academic professional development programmes across several institutes of technology, including the validation of courses in learning, teaching and assessment and educational research and practice. Upcoming workshops are announced covering topics like problem based learning, assessment strategies, and the use of learning management systems, and it is hoped some workshops can be incorporated into the academic professional development programmes. The academic professional development subgroup will be meeting in March to finalize processes and procedures for the pilot rollout of the shared programmes.
The document discusses several topics:
1. A workshop was held to train participants in developing reusable learning objects (RLOs) for online academic development programs. The goal is to share content across institutions in line with best practices.
2. The validation process is underway for 7 new online academic development programs. It is hoped all will be validated soon to build sustainability.
3. Development of online content for the programs is ongoing. The workshop on creating RLOs aims to facilitate the online aspects of the blended programs.
The document discusses the development of Academic Professional Development (APD) modules through the Learning Innovation Network (LIN). It provides details on:
1. Three APD modules being developed for delivery in February 2009 focused on learning and teaching, assessment and evaluation, and engaging in educational research.
2. The modules are being designed collaboratively across institutions and will incorporate case studies, group work, and online elements.
3. It is hoped that the LIN partners will pilot and evaluate the modules to ensure they meet the needs of academic staff and support appropriate professional development in a cost-effective way.
This document provides a summary of the 4th annual LIN conference and announcements from the event. It was well attended and received positive feedback. Key announcements included the formal validation of the LIN Postgraduate Diploma in Learning, Teaching and Assessment and an award presented to the LIN Coordination Group Chair. It also provides details on accredited professional development modules running through LIN and initiatives taking online learning and peer assisted learning at the Institutes of Technology.
The document provides information on recent developments at the Institute of Technology Tallaght Dublin (ITT Dublin) which is celebrating its 20th anniversary. It discusses the expansion of ITT Dublin over the past 20 years and its leadership in research. It also summarizes the establishment of the Centre for Learning and Teaching (CeLT) and some of the supports it provides students and staff, including learning and teaching modules. Finally, it outlines some learning and teaching projects and initiatives underway at ITT Dublin, including the introduction of a Learning to Learn module for first year students and the development of reusable online teaching resources.
The document summarizes news from LIN 2011, an annual learning conference, and from Waterford Institute of Technology.
It announces that LIN 2011 will now take place at the Ashling Hotel in Dublin on October 27th. Registration is open online. The conference theme is "Enhancing the Learning Experience" and will include keynote speakers and workshops on topics like the first year experience, diversity, and staff development.
It also provides an overview of developments at Waterford Institute of Technology, including the School of Education's new flexible online masters program called FLAME; an initiative where local schools work towards an excellence award; and WIT's annual teaching awards that recognize excellence and innovation.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
The document discusses academic professional development at the Learning Innovation Network (LIN). It provides an update on the validation process of seven special purpose awards in learning and teaching at level 9. It discusses the development of these awards into a shared academic development programme between various higher education institutions. It also provides contact information for questions about the development of these shared programmes.
Orison Carlile, Anne Jordon. Expecting the unexpected: A conceptual and practical framework for creativity in higher
WIT education.
Joe Coll, LKIT. Transparent, playful and easy – identifying creative ways to facilitate and stimulate dialogue
between industry and education.
Presenters title
Creative peer and teacher led strategies that promote active learning and enhance the first
Carina Ginty & Evelyn Moylan, GMIT.
year experience.
Development Education; A Creative Paradigm For The New Challenges Facing Higher
Martin Fitzgerald, LIT
Education.
Bernard Goldbach, LIT. Blank screen creativity.
Phil O’Leary &
LIN is a three-year collaborative project between Irish Institutes of Technology (IoTs) and Dublin Institute of Technology (DIT) funded by the Strategic Innovation Fund. The goals of LIN are to develop an academic development program, a centralized repository and portal, and a national excellence in learning and teaching awards system. The first annual LIN conference will take place on October 10th in Athlone to foster a student-centered learning environment, with themes including innovations in teaching and learning, working within a modular environment, and assessment within modules.
2011 Conference Proceedings - Enhancing the learning experience: Learning for...linioti
This document provides information about the 4th Annual LIN Conference, including the conference theme, sub-themes, and details about the conference organizers.
The conference theme is "Enhancing the Learning Experience: Learning for an Unknown Future". It will focus on the first year experience, diversity of the learner experience, and staff development for learning and innovation in teaching.
LIN (Learning Innovation Network) is the conference organizer. It was established in 2007 with the goal of enhancing learning and teaching across Irish Institutes of Technology through collaboration. LIN receives funding from the Strategic Innovation Fund to support its academic professional development activities.
The document announces the upcoming LIN 2012 conference with a call for abstracts on creativity, innovation and change in higher education. It provides details on submitting abstracts by June 22nd and acceptance notifications by September 6th. It also provides an update on nine LIN-funded projects focusing on teaching and learning, including new modules, case studies, and webinars. Finally, it highlights recent awards won by the DIT Learning, Teaching and Technology Centre for their work supporting teaching and learning at DIT.
This document discusses the role of OpenCourseWare (OCW) in open education. It provides background on OCW, including that OCW makes university course materials like textbooks, presentations, and videos freely available online. It notes the current status of the Japan OpenCourseWare Consortium (JOCW) and the OpenCourseWare Consortium (OCWC), including the number of participating universities and courses available. It then discusses how OCW relates to and differs from other open educational resources (OER). Finally, it outlines several topics for discussion around OCW and open education, such as quality assurance of OCW, the role of emerging open education markets and technologies, and the relationship between OCW, OER,
The document summarizes recent activities at the Learning Innovation Network (LIN) in Ireland. It discusses the continued development of new academic programmes for 2009 by the Academic Professional Development subgroup, including a workshop facilitated by Dr. David Baume on curriculum design. It also mentions an upcoming workshop on January 30th by Professor Tom Boyle on developing reusable learning objects. Other sections briefly discuss the features and development of the LIN portal, criteria for excellence in teaching, and highlights recent activities and research from the Galway-Mayo Institute of Technology.
2010 Conference Book of Abstracts - Flexible Learninglinioti
The document provides information about the 2010 NAIRTL conference on Flexible Learning taking place on October 6-7 at the Royal College of Surgeons in Ireland in Dublin. The conference will explore themes of technology enhanced learning, integrative learning, and innovation in integrating research, teaching and learning. Keynote speakers will address topics such as the open education revolution and flexible learning in a European context. Participants can choose from parallel paper presentations, workshops, and poster sessions over the two days.
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...linioti
This document provides an abstract for the keynote speech at the 4th Annual Learning Innovation Network (LIN) Conference. The keynote will be given by Douglas Thomas, a professor from the University of Southern California. Thomas' research focuses on radical cultures of learning at the intersections of technology and culture. He has studied computer hackers, the open source programming community, and learning in computer games through decade-long ethnographic research. In addition to studying gamer culture, Thomas has worked on designing educational video games. The keynote will likely discuss new cultures of learning and cultivating imagination for a world of constant change.
The Jamaica Foundation for Lifelong Learning (JFLL) is an agency of the Ministry of Education that executes adult and youth education programs from basic literacy to secondary level. It aims to achieve national and international education goals to support Jamaica's development. The JFLL offers courses at 30 centers across Jamaica, ranging from basic literacy to exams, and partners with other organizations to support education. Its mission is to provide lifelong learning opportunities through partnerships to empower individuals and benefit national development. The JFLL was established in 1974 to address Jamaica's high illiteracy rate and expand access to education for adults. It has since broadened its curriculum and now aims to support lifelong learning through various programs.
This document summarizes a presentation about implementing a Virtual Learning Environment (VLE) threshold at Newcastle University. The presentation covers: why a threshold was implemented to improve student experience and consistency; what the threshold involves, including key module information and materials being available online; how an overview page was created in Blackboard to monitor compliance; next steps like gathering feedback and working with departments to enhance their online content. Questions from the audience are also discussed.
Learning Development Centre, City University LondonAjmalSultany
The document summarizes events and services provided by the Learning Development Centre (LDC) at City University for the 2010-2011 year. The LDC will hold two major events - the LDC Showcase on January 26, 2011 and the 3rd annual Learning at City Conference on June 23, 2011. The LDC also operates the Media Innovation and Learning Lab facility and will hold researcher development days on December 6, 2010 and April 7, 2011 leading up to the Research Symposium on June 22, 2011. The LDC supports various learning technologies, runs academic programs, and is involved in research projects and learning development initiatives across the university.
This document discusses using the CDIO methodology to integrate digital competencies into teacher training programs. [1] The LIKA project has used CDIO as a model for systematically developing curricula to ensure digital skills are addressed from didactic, technical, and theoretical perspectives across four Swedish universities' teacher education programs. [2] Key CDIO principles like defining learning outcomes were adopted. [3] The experiences from LIKA could provide feedback to the CDIO community on adapting the approach to fields beyond engineering.
Final Publication - Enhancing Flexiblie Flexible LearningRichard Thorn
This document provides an overview of a report on a project undertaken by the Institutes of Technology in Ireland to enhance flexibility in higher education. It contains four main sections. Section 1 introduces the project background and contextualizes it within national and European policy. Section 2 contains case studies that are student-oriented. Section 3 has studies that are systems-oriented. The final section draws conclusions and lessons learned. The overall project aimed to address the skills needs of adult learners through a multifaceted approach to building capacity for flexible learning across the institutes of technology sector in Ireland.
The document discusses emerging trends in workplace learning and technology based on interviews with over 30 leading learning and development organizations. Key insights include:
1. Organizations are focusing more on improving performance and integrating learning into tasks to support just-in-time learning. There is increasing investment in learning on demand and performance support accessible from any device.
2. Learning and development departments are playing a key role in supporting informal learning through curating short, easily accessible resources on a variety of topics rather than formal courses.
3. While formal courses remain important, especially for compliance training, they are becoming more blended with greater use of e-learning, webinars, and classroom technology. Designing blended formal courses is still
This document discusses the importance of lifelong learning and continuing engineering education for engineers. It defines lifelong learning as the voluntary pursuit of knowledge for personal or professional reasons. Continuing engineering education helps engineers keep their skills and knowledge current with rapid technological changes. It maintains high quality practice and professional licensing. Challenges include technology changing quickly and costs of hands-on learning. Avenues for continuing education include degrees, certificates, short courses, conferences, webinars and tools like online learning. Professional organizations like IEM and IEEE provide many educational opportunities. Successful lifelong learning requires motivation and ability to self-direct learning. The most important opportunities are through challenging work and learning from others.
Engineering Education through Professional Development: a vision from IEEE Manuel Castro
Keynote presentation at the Symposium NWRCS 2014 celebrated at Idaho Springs on May 15th, 2014, regarding the role of the Professional Societies as well as the specific activity at IEEE and at IEEE Education Society to deal with the present evolution and the future of the engineering education
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active aims to strengthen muscles and bones and can help manage weight.
Work placement blogs to harness diverse learning experiences and foster a com...linioti
This document discusses using blogs to share work placement experiences and foster a community of practice. Students were assigned to blogging groups and wrote blog posts reflecting on their placements. Feedback was provided by tutors and peers. A survey found that students enjoyed writing blogs and felt it improved their learning and performance. While comments could be improved, blogs were successful for sharing experiences and connecting students across placements. More training on reflection was recommended to enhance learning from the experience.
The document provides information on recent developments at the Institute of Technology Tallaght Dublin (ITT Dublin) which is celebrating its 20th anniversary. It discusses the expansion of ITT Dublin over the past 20 years and its leadership in research. It also summarizes the establishment of the Centre for Learning and Teaching (CeLT) and some of the supports it provides students and staff, including learning and teaching modules. Finally, it outlines some learning and teaching projects and initiatives underway at ITT Dublin, including the introduction of a Learning to Learn module for first year students and the development of reusable online teaching resources.
The document summarizes news from LIN 2011, an annual learning conference, and from Waterford Institute of Technology.
It announces that LIN 2011 will now take place at the Ashling Hotel in Dublin on October 27th. Registration is open online. The conference theme is "Enhancing the Learning Experience" and will include keynote speakers and workshops on topics like the first year experience, diversity, and staff development.
It also provides an overview of developments at Waterford Institute of Technology, including the School of Education's new flexible online masters program called FLAME; an initiative where local schools work towards an excellence award; and WIT's annual teaching awards that recognize excellence and innovation.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
The document discusses academic professional development at the Learning Innovation Network (LIN). It provides an update on the validation process of seven special purpose awards in learning and teaching at level 9. It discusses the development of these awards into a shared academic development programme between various higher education institutions. It also provides contact information for questions about the development of these shared programmes.
Orison Carlile, Anne Jordon. Expecting the unexpected: A conceptual and practical framework for creativity in higher
WIT education.
Joe Coll, LKIT. Transparent, playful and easy – identifying creative ways to facilitate and stimulate dialogue
between industry and education.
Presenters title
Creative peer and teacher led strategies that promote active learning and enhance the first
Carina Ginty & Evelyn Moylan, GMIT.
year experience.
Development Education; A Creative Paradigm For The New Challenges Facing Higher
Martin Fitzgerald, LIT
Education.
Bernard Goldbach, LIT. Blank screen creativity.
Phil O’Leary &
LIN is a three-year collaborative project between Irish Institutes of Technology (IoTs) and Dublin Institute of Technology (DIT) funded by the Strategic Innovation Fund. The goals of LIN are to develop an academic development program, a centralized repository and portal, and a national excellence in learning and teaching awards system. The first annual LIN conference will take place on October 10th in Athlone to foster a student-centered learning environment, with themes including innovations in teaching and learning, working within a modular environment, and assessment within modules.
2011 Conference Proceedings - Enhancing the learning experience: Learning for...linioti
This document provides information about the 4th Annual LIN Conference, including the conference theme, sub-themes, and details about the conference organizers.
The conference theme is "Enhancing the Learning Experience: Learning for an Unknown Future". It will focus on the first year experience, diversity of the learner experience, and staff development for learning and innovation in teaching.
LIN (Learning Innovation Network) is the conference organizer. It was established in 2007 with the goal of enhancing learning and teaching across Irish Institutes of Technology through collaboration. LIN receives funding from the Strategic Innovation Fund to support its academic professional development activities.
The document announces the upcoming LIN 2012 conference with a call for abstracts on creativity, innovation and change in higher education. It provides details on submitting abstracts by June 22nd and acceptance notifications by September 6th. It also provides an update on nine LIN-funded projects focusing on teaching and learning, including new modules, case studies, and webinars. Finally, it highlights recent awards won by the DIT Learning, Teaching and Technology Centre for their work supporting teaching and learning at DIT.
This document discusses the role of OpenCourseWare (OCW) in open education. It provides background on OCW, including that OCW makes university course materials like textbooks, presentations, and videos freely available online. It notes the current status of the Japan OpenCourseWare Consortium (JOCW) and the OpenCourseWare Consortium (OCWC), including the number of participating universities and courses available. It then discusses how OCW relates to and differs from other open educational resources (OER). Finally, it outlines several topics for discussion around OCW and open education, such as quality assurance of OCW, the role of emerging open education markets and technologies, and the relationship between OCW, OER,
The document summarizes recent activities at the Learning Innovation Network (LIN) in Ireland. It discusses the continued development of new academic programmes for 2009 by the Academic Professional Development subgroup, including a workshop facilitated by Dr. David Baume on curriculum design. It also mentions an upcoming workshop on January 30th by Professor Tom Boyle on developing reusable learning objects. Other sections briefly discuss the features and development of the LIN portal, criteria for excellence in teaching, and highlights recent activities and research from the Galway-Mayo Institute of Technology.
2010 Conference Book of Abstracts - Flexible Learninglinioti
The document provides information about the 2010 NAIRTL conference on Flexible Learning taking place on October 6-7 at the Royal College of Surgeons in Ireland in Dublin. The conference will explore themes of technology enhanced learning, integrative learning, and innovation in integrating research, teaching and learning. Keynote speakers will address topics such as the open education revolution and flexible learning in a European context. Participants can choose from parallel paper presentations, workshops, and poster sessions over the two days.
2011 Conference Book of abstracts - Enhancing the learning experience: Learni...linioti
This document provides an abstract for the keynote speech at the 4th Annual Learning Innovation Network (LIN) Conference. The keynote will be given by Douglas Thomas, a professor from the University of Southern California. Thomas' research focuses on radical cultures of learning at the intersections of technology and culture. He has studied computer hackers, the open source programming community, and learning in computer games through decade-long ethnographic research. In addition to studying gamer culture, Thomas has worked on designing educational video games. The keynote will likely discuss new cultures of learning and cultivating imagination for a world of constant change.
The Jamaica Foundation for Lifelong Learning (JFLL) is an agency of the Ministry of Education that executes adult and youth education programs from basic literacy to secondary level. It aims to achieve national and international education goals to support Jamaica's development. The JFLL offers courses at 30 centers across Jamaica, ranging from basic literacy to exams, and partners with other organizations to support education. Its mission is to provide lifelong learning opportunities through partnerships to empower individuals and benefit national development. The JFLL was established in 1974 to address Jamaica's high illiteracy rate and expand access to education for adults. It has since broadened its curriculum and now aims to support lifelong learning through various programs.
This document summarizes a presentation about implementing a Virtual Learning Environment (VLE) threshold at Newcastle University. The presentation covers: why a threshold was implemented to improve student experience and consistency; what the threshold involves, including key module information and materials being available online; how an overview page was created in Blackboard to monitor compliance; next steps like gathering feedback and working with departments to enhance their online content. Questions from the audience are also discussed.
Learning Development Centre, City University LondonAjmalSultany
The document summarizes events and services provided by the Learning Development Centre (LDC) at City University for the 2010-2011 year. The LDC will hold two major events - the LDC Showcase on January 26, 2011 and the 3rd annual Learning at City Conference on June 23, 2011. The LDC also operates the Media Innovation and Learning Lab facility and will hold researcher development days on December 6, 2010 and April 7, 2011 leading up to the Research Symposium on June 22, 2011. The LDC supports various learning technologies, runs academic programs, and is involved in research projects and learning development initiatives across the university.
This document discusses using the CDIO methodology to integrate digital competencies into teacher training programs. [1] The LIKA project has used CDIO as a model for systematically developing curricula to ensure digital skills are addressed from didactic, technical, and theoretical perspectives across four Swedish universities' teacher education programs. [2] Key CDIO principles like defining learning outcomes were adopted. [3] The experiences from LIKA could provide feedback to the CDIO community on adapting the approach to fields beyond engineering.
Final Publication - Enhancing Flexiblie Flexible LearningRichard Thorn
This document provides an overview of a report on a project undertaken by the Institutes of Technology in Ireland to enhance flexibility in higher education. It contains four main sections. Section 1 introduces the project background and contextualizes it within national and European policy. Section 2 contains case studies that are student-oriented. Section 3 has studies that are systems-oriented. The final section draws conclusions and lessons learned. The overall project aimed to address the skills needs of adult learners through a multifaceted approach to building capacity for flexible learning across the institutes of technology sector in Ireland.
The document discusses emerging trends in workplace learning and technology based on interviews with over 30 leading learning and development organizations. Key insights include:
1. Organizations are focusing more on improving performance and integrating learning into tasks to support just-in-time learning. There is increasing investment in learning on demand and performance support accessible from any device.
2. Learning and development departments are playing a key role in supporting informal learning through curating short, easily accessible resources on a variety of topics rather than formal courses.
3. While formal courses remain important, especially for compliance training, they are becoming more blended with greater use of e-learning, webinars, and classroom technology. Designing blended formal courses is still
This document discusses the importance of lifelong learning and continuing engineering education for engineers. It defines lifelong learning as the voluntary pursuit of knowledge for personal or professional reasons. Continuing engineering education helps engineers keep their skills and knowledge current with rapid technological changes. It maintains high quality practice and professional licensing. Challenges include technology changing quickly and costs of hands-on learning. Avenues for continuing education include degrees, certificates, short courses, conferences, webinars and tools like online learning. Professional organizations like IEM and IEEE provide many educational opportunities. Successful lifelong learning requires motivation and ability to self-direct learning. The most important opportunities are through challenging work and learning from others.
Engineering Education through Professional Development: a vision from IEEE Manuel Castro
Keynote presentation at the Symposium NWRCS 2014 celebrated at Idaho Springs on May 15th, 2014, regarding the role of the Professional Societies as well as the specific activity at IEEE and at IEEE Education Society to deal with the present evolution and the future of the engineering education
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active aims to strengthen muscles and bones and can help manage weight.
Work placement blogs to harness diverse learning experiences and foster a com...linioti
This document discusses using blogs to share work placement experiences and foster a community of practice. Students were assigned to blogging groups and wrote blog posts reflecting on their placements. Feedback was provided by tutors and peers. A survey found that students enjoyed writing blogs and felt it improved their learning and performance. While comments could be improved, blogs were successful for sharing experiences and connecting students across placements. More training on reflection was recommended to enhance learning from the experience.
Lecturers have their say: what informs pedegogy?linioti
Lecturers discussed challenges in pedagogy based on a conference exploring their perspectives. Through appreciative inquiry and grounded theory, they shared views on:
1) Motivating student engagement through debate, personal experiences, Socratic methods, and technology when used appropriately.
2) Main challenges as losing students, dumbing down content, balancing retention with quality learning, and pressures from administration/resources.
3) Guiding values like making learning fun and engaging over assessments, meeting students' needs, and improving education for its own sake and potential to change lives.
Evaluation of impact of professional development training in the area of tech...linioti
This document summarizes an online module that was created to help lecturers develop accessible materials for dyslexic students. The module is broken into six blocks that cover introductions, information on dyslexia, supporting dyslexic students, best practices for presentations, and a framework for evaluation. It discusses challenges dyslexic students face like note-taking, organizing information, and time management. It also provides recommendations on how to help, such as providing notes and materials in accessible formats that reduce visual stress. The goal is for lecturers to learn how to design written and visual materials that are easier for dyslexic students to comprehend.
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
CSE UG-NBA PPT 2024 NBA PEER TEEM PRESENTATION.pptxSandhya Gandham
The document provides details about the Computer Science and Engineering department of a university including its establishment year, intake capacity, faculty and student strength, infrastructure, laboratories, accreditations, and achievements. It discusses the department's vision to provide value-based education through outcome-based learning while promoting research, innovation, and societal development. The department aims to prepare graduates for careers, higher education, and lifelong learning with industry-ready skills.
The document summarizes activities of the Learning Innovation Network (LIN) project. It describes how LIN Academic Professional Development modules have been run in 6 institutes. It also announces that a Level 9 Postgraduate Diploma is being developed for academic staff and that a LIN APD Coordinator has been appointed. Finally, it provides details on the upcoming joint LIN/NAIRTL conference on flexible learning and encourages registration.
My Interpretation about NIIT and Crest AcademySmita Sahu
NIIT was founded in 1981 and has grown to 3,800 centers across 45 countries, making it a leading provider of IT training and education. It offers a variety of courses from basic IT skills to advanced training programs. NIIT has strategic partnerships with major technology companies to ensure its curriculum stays up-to-date. The GNIIT program, in particular, has an industry-endorsed curriculum and provides students global certifications, professional training experience, and placement assistance, giving graduates competitive advantages in the job market.
This document provides an overview of AIESEC in Delhi IIT for the year 2012-2013. It includes their vision of supplementing education and creating sustainable growth. It outlines a SWOT analysis, growth drivers, organizational structure, development blocks, and key behavioral changes. It also describes several initiatives and power moves to support programs. It reviews performance and targets for the GCDP OGX, GCDP ICX, GIP OGX, and GIP ICX portfolios. The document analyzes achievements and non-achievements for each portfolio and compares actual realized exchanges to targets.
The document summarizes work done by the OECD on infrastructure investment in the G20. It discusses the OECD's past contributions, current work, and areas of potential future focus. The OECD has delivered guidance and frameworks to the G20 on improving infrastructure governance and financing. Current work includes addressing data gaps through the Infrastructure Data Initiative. Looking ahead, the OECD will focus on developing quality infrastructure principles and convening international partners to coordinate efforts.
This document discusses LinkedIn's strategy for developing products globally from the start. It provides three principles: 1) Identify local vs. global target users, 2) Optimize development and design to integrate internationalization, and 3) Scale solutions across ecosystems. The document outlines how LinkedIn localized its user interface and user experience for different regions. It also discusses challenges in standardizing school names and titles internationally and adapting filters to showcase regionally relevant schools and careers.
This document summarizes discussions from a kick-off meeting for the ALICE project. The project will involve training of trainers on creative learning experiences for intergenerational groups. It outlines 3 potential pilot programs: A) Parents' education using music and digital storytelling, B) Intergenerational learning bringing seniors and children together using social media and games, and C) Training volunteers working with at-risk children using literature and digital storytelling. The document reviews next steps, responsibilities, and deadlines for various work packages and inputs to coordinate the project.
CIS 499 – Faculty Notes(Prerequisite To be taken last or ne.docxclarebernice
CIS 499 – Faculty Notes
(Prerequisite: To be taken last or next to last; a grade of "C" or higher is required.)
COURSE DESCRIPTION
This course is the capstone course for the Bachelor of Information Systems program. The course takes a senior management approach to examine issues in managing the information systems function in organizations and how information systems integrate, support, and enable various types of organizational capabilities. Topics include developing an intellectual framework to critically assess existing information systems infrastructures, emerging technologies, and how enabling technologies affect organizational strategy.
INSTRUCTIONAL MATERIALS
Required Resources
Cortada, J. (2009). How societies embrace Information Technology. Hoboken, NJ: John Wiley & Sons,
Inc.
Lane, D. (2011). The Chief Information Officer's Body of Knowledge. Hoboken, NJ: John Wiley & Sons,
Inc.
Microsoft Office, Microsoft Visio, and Microsoft Project or their equivalents such as OpenOffice, Dia, and Open Project are required. If you use equivalent tools, make sure that you save the files for grading using extensions that are readable by their equivalent Microsoft Windows edition. Tutorials for Microsoft Office 2010 can be found on Microsoft’s support site, located at http://office.microsoft.com/en-us/support/training-FX101782702.aspx.
Supplemental Resources
Association for Computing Machinery Website. (2012). General format. Retrieved from
http://www.acm.org/
National Security Agency – Central Security Service Website. (2009). General format. Retrieved from
http://www.nsa.gov/
The Committee on National Security Systems Website. General format. Retrieved from
http://www.cnss.gov/
COURSE LEARNING OUTCOMES
1. Describe the various functions and activities within the information systems area, including the role of IT management and the CIO, structuring of IS management within an organization, and managing IS professionals within the firm.
2. Evaluate an organization through the lens of non-IT senior management in deciding how information systems enable core and supportive business processes as well as those that interface with suppliers and customers.
3. Describe the economic factors of information systems at the enterprise level.
4. Summarize how information systems represent a key source of competitive advantage for organizations.
5. Develop information systems-related activities to maximize the business value within and outside the organization.
6. Demonstrate an understanding of existing and emerging information technologies, the functions of IS, and its impact on the organizational operations.
7. Evaluate the issues and challenges associated with information systems integration.
8. Describe how strategic decisions are made concerning acquiring IS resources and capabilities including the ability to evaluate the different sourcing options.
9. Evaluate the ethical concerns that information systems raise in a global context.
10 ...
Typical I Can Grow People - ILM Management QualificationJason Stevens
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Project Management Body of Knowledge Sixth Edition UpdateNUS-ISS
This document provides an overview of changes to the PMBOK6® guide. It notes that while the PMP exam prerequisites and application process remain unchanged, there have been some modifications to knowledge areas, processes, inputs/outputs. Specifically, it highlights that two knowledge areas were renamed, five processes renamed, three new processes added, one removed, and changes to some inputs/tools/outputs. The document then provides more details on the changes organized by knowledge area. It also gives some examples of new concepts, processes, and tools in PMBOK6®.
ITS Korea is a non-profit organization established in 1999 to coordinate the development and deployment of intelligent transport systems in Korea. It has 182 member organizations from both public and private sectors. ITS Korea establishes technical regulations and standards, certifies ITS projects and technologies, evaluates ITS performance, manages ITS projects, conducts research and development, provides education, and engages in international cooperation through workshops, roadshows, and overseas consulting projects.
The document outlines a long-range technology plan for Rivera High School. It aims to enhance students' academic performance through technology and prepare them for college and careers. Goals include increasing internet access in classrooms, providing technology-integrated instruction, supporting educators' technology training, improving communication of the technology plan, and increasing the student-to-computer ratio. The plan estimates a $110,000 budget and outlines implementation, which requires collaboration between administrators, teachers, and staff. Progress will be evaluated using the STaR Chart to identify areas for improvement in future technology plans.
The Lean IT training provides the stimulus which is required for companies to stand out in the competitive world economy. Adoption of Lean in an organization will enable the smart usage of Information technology to enhance the business performance and improve the service levels.
Lean IT training provides critical knowledge of the principles of Lean philosophy, application of this philosophy in an IT-environment, validate their leadership of Lean methodology, and making continuous improvement using small incremental change using Kaizen.
To know more about Lean IT training worldwide,
please contact us at -
Email: support@invensislearning.com
Phone - US +1-910-726-3695,
Website: https://www.invensislearning.com
ESUP-Portail: A Global Approach of Digital Services for Higher Education in F...matguerin
ESUP-Portail is a French Consortium of education and research institutions to promote and develop open-source solutions for higher education in the field of portal of digital services for students and staff. The main goals are to:
- facilitate learning and campus life for students... but also the daily work of the staff
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2. Overview
Outcomes report structure
Two phases completed
2007 – 2010 & 2010 – 2012
Third phase anticipated
Main outcomes
• Academic Professional Development framework established – 307
SPAs completed by June 2012
• Modular PG Dip in Learning Teaching and Assessment validated and
piloted
• 5 successful national conferences hosting a wealth of renowned
keynote speakers
• Enthusiasm to build on achievements – Masters, conferences &
awards
3. Structure of report
Sections in report
1. Structure/management
2. LIN Brand
3. Academic Professional Development (APD)
4. Conferences
5. Collaboration
6. Publications & materials
7. Impact of LIN within institutes
Presentation
Outcomes from each sections for phase 1 (2007 – 2010) and phase 2 (2010 -
2012
Conclude with possible future activity
4. Structure/management
of LIN
Phase 1
LIN working group, co-chaired by GMIT (Project Coordinator) & DIT
(Learning Development Officer)
Members from all IoTs and DIT
APD framework model developed – collaborative wiki established
LIN core values developed in December 2008 – underpin APD
pathway1
7 institutes commissioned to develop 10 APD modules using the LIN
framework – DIT, WIT, AIT, LIT, IT Sligo, ITB, IT Carlow
‘Together Designing: Professional Framework Collaborative
Curriculum Design’2 – DIT January 2010. Staff from all partners shared
effective strategies for creating a sustainable collaborative curriculum
to support academic professional development
1 https://www.dropbox.com/sh/x7sbvtq27kf83av/_yyT3lIllM
2 https://www.dropbox.com/sh/2eeufuu2ugszoum/xN4O_rZssi
5. End of Phase 1
Davies Report on SIF3
LIN graded 1 with the comment “this well regarded project has been
important in stimulating collaboration among IoTs. This very
impressive rating should facilitate ongoing funding to continue the work
started by the LIN project”.
HEA decide to continue funding LIN under IOTI Flexible Learning
Project
3 http://www.hea.ie/files/files/file/FINAL%2025%20Jan.pdf
6. Structure/management
of LIN
Phase 2
LIN Coordinator appointed to IOTI – liaises with all 14 LIN institute
contacts
LIN values set out in phase 1 continue to underpin all LIN activity
LIN coordination group formed in August 2010 chaired by IADT LIN
contact, chair reported to Flexible Learning steering committee
Each LIN contact attends a small number of meetings and circulates
relevant information to colleagues
Events such as the conference are organised centrally, while institute
events are organised locally and circulated through the network by the
co-ordinator
Responded to national agenda – position paper on Hunt, response to
National Academy Consultation document and to an IOTI request for
National Academy Consultation response 4
Funded a number of teaching and learning projects in 2012
4 https://www.dropbox.com/sh/jttvlxl5lbb8xld/iGAr85UAAn
7. LIN brand
Phase 1
Phase 2
LIN website designed
New website on CMS
Logo designed and used at
Logo used at all event
all LIN events
funded by LIN
Circulated 14 LIN
Circulated 7 newsletters
newsletters
Funding provided to develop
the LIN brand, produce
editable branded materials
and develop a communication
strategy
8. Academic Professiona
l Development (APD)
Phase 1
2007 National survey indicated demand for small accredited APD
programmes
DIT PG Cert developed and offered in 2 IoTs to 33 staff
Evaluated pilot study of APD framework model developed
A workshop facilitated by the RLO-CETL in ITTD developed a
structured approach to design, develop and evaluate resources
2009-2010 pilot of cert in Learning and Teaching in AIT and
IADT, Technology Enhanced Learning in LIT, Enquiry Based
Learning in ITB and Formative Assessment and Feedback in IT
Carlow
LIN APD framework designed
Ran 32 half day and 3 full day workshops collaboratively5
5 https://www.dropbox.com/sh/lb5fbxc0l06xoor/4gQhzUgRX6
9. Modules
Lead Number of
Module
Institute Credits
Learning & Teaching AIT 15
Assessment & Evaluation WIT 10
Mentoring WIT 10
Engaging in Educational Research Practice IT Sligo 10
Formative Assessment & Feedback IT Carlow 10
Technology Enhanced Learning LIT 10
Enquiry Based Learning ITB 10
PDP:Personal Development Planning DIT 5
PDP:Reflection, action & Evidence DIT 5
Practice & Reflection in Teaching &
LIT 10
Learning in Higher Education
10. Academic Professiona
l Development (APD)
Phase 2
2010 – 2012 consolidation of LIN with 6 modules running in 5
different institutes – AIT, GMIT, DIT, ITTD & IADT
10 modules combined to form PG Dip in Learning Teaching &
Assessment – validated in AIT, first graduate in October 2012
First APD pathway of its kind
Postgraduate diploma subgroup formed – non LIN programmes
mapped to LIN framework (NUIG, DCU and DIT)
2 new modules added to framework being piloted in AIT – Cert in
Action Research and Cert in Inclusive Practice
The number of Institutes offering APD programmes has grown
from 2 in 2007 (DIT and WIT) to 10 of the 13 IoTs and DIT in 2012 6
LIN actively implementing recommendations of the National
strategy
6 https://www.dropbox.com/sh/4fgno4n26oe82l3/2WVmjoJZXJ
11. 307 SPAs September 2
009 – June 2012
Year Module Institute Number of Participants
Learning and Teaching AIT & IADT 26 (16 + 10)
Technology Enhanced Learning LIT 23
2009-2010 Enquiry Based Learning ITB 12
Formative Assessment and Feedback IT Carlow/DIT 11
Learning and Teaching AIT, IADT, GMIT 42 (14 + 10 + 18)
Assessment and Evaluation AIT 16
2010-2011 Technology Enhanced Learning LIT, AIT, GMIT 45 (16 + 14 + 15)
Reflective Practice LIT 13
PDP1 DIT 11 (7 AIT, 3 IADT, 1 GMIT)
2011-2012 Learning and Teaching AIT, IADT, ITTD 39 (16 + 8 + 15)
Technology Enhanced Learning GMIT, AIT 28 (16 + 12)
Assessment and Evaluation AIT 11
Mentoring AIT 18
PDP1 DIT 11 (6 AIT, 4 IADT, 1 ITTD)
PDP2 AIT 1
12. Modules running 2012-2
013
AIT
• Learning and Teaching (12) IADT
• Action Research for Educators (pilot) (6) • TEL
• Inclusive Practice – 2 X 5ECTS (pilot) (8) • Learning and Teaching
• Technology Enhanced Learning (TEL) (10)
• Assessment and Evaluation
• PDP 1
• PDP2 – capstone module
GMIT
• Assessment & Evaluation
LIT • TEL
• Practice & Reflection • Learning and Teaching
• TEL
Number of participants in red
13. Conferences
Phase 1
Two annual one-day conferences
o 2008 with 180 delegates (inclusive of speakers, attendees,
poster and company exhibitors)
o 2009 with 173 delegates (inclusive of speakers, attendees,
poster and company exhibitors)
Provided opportunity for staff of institutes to do oral and poster
presentations at a peer reviewed event
International keynote presenters7
7 https://www.dropbox.com/sh/s96bbtuujr60mdw/3MZKIbGk0v
14. Conferences
Phase 2
Three annual conferences
o 2010 collaborative event with NAIRTL over two days, just over
350 delegates)
o 2011 (one day LIN conference, 206 registered for event and
132 attended [exclusively of speakers, poster and company
exhibitors)
o 2012 conference on October 11th
International keynote presenters at all conferences 7
Sponsorship secured for all conferences
Feedback from delegates inform future conference activities
7 https://www.dropbox.com/sh/s96bbtuujr60mdw/3MZKIbGk0v
15. Collaboration
Phase 1
Developed collaborative relationships within and across the IoTs
and DIT
LIN representatives worked on projects goals locally, sectorally,
nationally and internationally
Hosted numerous workshops with an array of internationally
renowned speakers8
Explored the project goals with other collaborative projects such as
ILTA, AHEAD, NDLR, NAIRTL, EDIN, CELT, AISHE
A LIN bursary was provided to support institute staff to attend and
participate in conferences
8 https://www.dropbox.com/sh/lb5fbxc0l06xoor/4gQhzUgRX6
16. Collaboration
Phase 2
All 13 IoTs and DIT working with IOTI to build on the APD outcomes
from LIN
LIN PG Dip programme validated in AIT with input from all LIN
partners
A number of LIN funded workshops held in ITC, AIT and ITTD
Funding a number of teaching and learning projects that are being
carried out on a collaborative basis across the sector
17. International Collabora
tion
Phase 1
2008
o Ray Land, University of Strathclyde
o Graham Gibbs, Oxford Brookes, UK
o David Baume, SEDA, UK
o Sal Cooke JISC, UK
2009
o Ranald Macdonald, Sheffield Hallam University
o John Biggs, Hobart, Australia
o Dawn Leeder, CETL, UK
o Sally Brown, Leeds Metropolitan University
o Mantz Yorke, Lancaster University
o Chris Rust, Sheffield Hallam University
o Kate Exley, Leeds University
o Richard Felder & Rebecca Brent North Carolina State University
18. International Collabora
tion
Phase 2
2010
o Michael Hörig, European Universities Association
o Richard Baraniuk, Connexions
o Jude Carroll, Oxford Brookes
o Sally Brown, Leeds Metropolitan University
2011
o Douglas Thomas, University of Southern California
2012
o Lord David Puttnam, House of Lords, UK
o Ewan McIntosh, No Tosh Ltd
o Stella Cottrell, University of Leeds
o Mick Healey, University of Gloucestershire
o Jude Carroll, Oxford Brookes
19. Publications & Materia
ls
9
Phase 1
Phase 2
9
A number of oral and poster
International conference
presentations
participation
LIN 2008 and 2009
2010 and 2011 conference
conference proceedings
books of abstracts and
Designing together:
proceedings
Effective strategies for 2012 book of abstracts
creating a collaborative Video clips with feedback
curriculum to support
from participants
academic professional LIN funded projects
development
presented at 2012 conference
Teaching and learning
Teaching and learning
showcase events within
showcase events within
institutes
institutes
9 https://www.dropbox.com/sh/k51d8l675t92dhr/1KtcoJoXHP
20. Impact of LIN within in
stitutes
Phase 1
Development of teaching and learning staff within institutes
Accredited programmes validated by 2009
Teaching and learning leaders within each institute
Teaching and learning showcases held within a number of
institutes
Submission of abstracts to LIN conferences
Began a shift in attitudes to teaching and learning at all levels
Working with other projects – NDLR (LIPS and LINCS)
21. Impact of LIN within in
stitutes
Phase 2
Teaching and learning showcases held within a number of
institutes
Submission of abstracts to LIN conferences
Broad welcome for LIN PG Dip
Growing number of participants on LIN modules in each semester
Demand for LIN modules is growing across the sector
Feedback from LIN graduates indicates LIN has resulted in the
development of a teaching and learning community of practice.
Staff now converse about teaching and learning practices.
Actively enhancing on the professionalization of teaching
22. The future
Phase 3 possibilities
Continue to develop APD framework – Masters, increase
participation in national and international conferences
Annual conference
Teaching and learning policy on behalf of the sector
Maintain and develop collaboration
Support lecturers in IoTs to reflect on, develop and research
practice
Act as a bridge between the HEA, the IOTI and staff within
institutes
Continue to lead innovation in the sector with the ultimate aim of
improving the learning experience for students
Build capacity within institutes to run LIN modules for increasing
numbers of participants
Act as interface between the National Forum and the Institutes
Support IOTI in the implementation of the objectives of the
National Forum
23. Conclusions
Greatest impact in APD – Flexible pathway to accredited
postgraduate diploma in Learning, Teaching and Assessment
Sustained collaboration since 2007
Activity guided by national agenda – National strategy and
National forum
In some instances LIN activity is already leading the way on the
national agenda. For example Hunt recommends that:
All higher education institutions must ensure that all teaching
staff are both qualified and competent in teaching and learning,
and should support on-going development and improvement of
their skills10
Potential for further teaching and learning and APD outcomes
10 http://www.hea.ie/files/files/DES_Higher_Ed_Main_Report.pdf
24. LIN Coordination Grou
p November 2012
AIT – Nuala Harding
ITB – Daniel McSweeney
IT Carlow – Anne Carpenter
CIT – Dr Stephen Cassidy
DIT – Dr Jen Harvey
DKIT – Dr Brendan Ryder
IADT – Dr Marion Palmer (Chair) & Mary Anne O’Carroll
GMIT – Dr Carina Ginty
LYIT – Dr Averil Meehan
LIT – Dr Martin Fitzgerald & Dr Michael Ryan
IT Sligo – Stephanie Donegan
ITTD – Rose Cooper
IT Tralee – Brid McElligott
WIT – Dr John Wall
LIN Coordinator Dr Niamh Rushe
10 http://www.hea.ie/files/files/DES_Higher_Ed_Main_Report.pdf