A presentation I made at the request of the UBC Faculty Association executive at their Annual General Meeting April 3, 2014. My presentation was preceded by Paul Jones from the Canadian Association of University Teachers, who focused specifically on Intellectual Property rights in the academic realm and generally on Policy 81 as approved by the UBC Board of Governors on February 20th, 2014 and scheduled to come into force May 1st, 2014. My presentation was to share how Sauder has interpreted and implemented the Flexible Learning Initiative (http://flexible.learning.ubc.ca), and the impact of Policy 81 on our deployment.
Second Life Machinima: Creating Opportunities for Curriculum and InstructionNona Press
*Outstanding Paper Award, ED-MEDIA World Conference on Educational Multimedia, Hypermedia and Telecommunications
Abstract
The research reported in this paper is part of an ongoing investigation into the design of technology-enhanced learning environment that draws from approaches embodied in situated learning. In this learning context, Second Life machinima is used as an anchor to mediate authentic learning experiences and facilitate apprenticeship-style learning in the classroom. The ultimate aim of the research is to address a long-standing educational problem in accounting education that of failing to help students to achieve higher order outcomes. This problem is deeply rooted in the limitations of traditional delivery modes prevailing higher education practices. Among other important findings, the paper reports that students appreciated the technology-enhanced learning environment, which resulted in significantly increased level of engagement and active learning. Findings revealed that the development of higher order thinking skills is best facilitated in authentic contexts that represent the values and practices of the discipline.
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
Who is a teacher? Where and what to teach? qualifications required. Take a look at the slideshow to find out. Contact us on www.onestepup.in and book a career counselling session with us.
Second Life Machinima: Creating Opportunities for Curriculum and InstructionNona Press
*Outstanding Paper Award, ED-MEDIA World Conference on Educational Multimedia, Hypermedia and Telecommunications
Abstract
The research reported in this paper is part of an ongoing investigation into the design of technology-enhanced learning environment that draws from approaches embodied in situated learning. In this learning context, Second Life machinima is used as an anchor to mediate authentic learning experiences and facilitate apprenticeship-style learning in the classroom. The ultimate aim of the research is to address a long-standing educational problem in accounting education that of failing to help students to achieve higher order outcomes. This problem is deeply rooted in the limitations of traditional delivery modes prevailing higher education practices. Among other important findings, the paper reports that students appreciated the technology-enhanced learning environment, which resulted in significantly increased level of engagement and active learning. Findings revealed that the development of higher order thinking skills is best facilitated in authentic contexts that represent the values and practices of the discipline.
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
Who is a teacher? Where and what to teach? qualifications required. Take a look at the slideshow to find out. Contact us on www.onestepup.in and book a career counselling session with us.
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
This session will pull together lessons learned for HMI work with colleges over the period of remote learning. It will examine the changes, and strong practices identified. This session will also be supported by Dumfries and Galloway College who developed a strong CPD programme reflecting the different levels of skill within the staff on use of technologies for remote learning.
Presentation delivered by Ian Beach, HMI, Education Scotland; Mandy Wallace & Angela Connelly, Dumfries & Galloway College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=KFxWIg45_XA
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Information about top online courses in India as well as abroad. In the last few years the online mode of education has become very popular. visit - http://onlinedegrees.bestindiaedu.com/
The Corona Crisis (COVID-19) : Issues and Strategies For Hospitality / Hotel ...Andrew Penington
How is COVID -19 situation impacting teaching and learning in Hospitality education?
What are some of the impacts and challenges facing Hospitality students during the pandemic?
What strategies can be adopted by students to capitalize on their learning during the pandemic.
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
This session will pull together lessons learned for HMI work with colleges over the period of remote learning. It will examine the changes, and strong practices identified. This session will also be supported by Dumfries and Galloway College who developed a strong CPD programme reflecting the different levels of skill within the staff on use of technologies for remote learning.
Presentation delivered by Ian Beach, HMI, Education Scotland; Mandy Wallace & Angela Connelly, Dumfries & Galloway College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=KFxWIg45_XA
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Information about top online courses in India as well as abroad. In the last few years the online mode of education has become very popular. visit - http://onlinedegrees.bestindiaedu.com/
The Corona Crisis (COVID-19) : Issues and Strategies For Hospitality / Hotel ...Andrew Penington
How is COVID -19 situation impacting teaching and learning in Hospitality education?
What are some of the impacts and challenges facing Hospitality students during the pandemic?
What strategies can be adopted by students to capitalize on their learning during the pandemic.
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
A presentation given at the Canadian Elearning Conference 2011 in Halifax, Nova Scotia by Rob Peregoodoff from the Sauder School of Business, University of British Columbia
Presentation made May 13, 2010 by Rob Peregoodoff (Manager, Learning Technologies Sauder School of Business) on behalf of the University of British Columbia TAB/OLT office.
Work Ready Skills and Planning Your Career is a new subject taught online to 110 second year undergraduate students across four faculties and five campuses. The subject content was published in the LMS, with additional technologies being employed to further engage students, such as building a webfolio in PebblePad and the use of Blackboard Collaborate to hold fortnightly webinars. Students were encouraged to approach the subject as a self-paced one, with assessment tasks and webinars scheduled in such a way as to provide structure to enable completion of the learning activities on time. In this presentation, we will describe the design of the subject and reflect on the effectiveness of the teaching and learning activities and technologies used. We will also discuss the preliminary results of a pilot study measuring the Career Decision Self-Efficacy (CDSE) of students at the start and end of semester. Career Decision Self-Efficacy has been used in previous studies as a measure of the effectiveness of career development interventions.
As institutions learn more about how to sustainably tweak (customise) their Moodle environments to better service their unique needs, we are starting to see some very interesting examples of practice emerge; one’s that will not necessarily be seen on the Moodle Docs, Tracker, or Forums. One of these is the advent of a new course format developed by the University of Southern Queensland (USQ) called the Flexi Format. This new format allows both 'Week' sections and 'Topic' sections to appear in the same course. Included in this format is also two new ‘sections’ called ‘Getting Started’ and 'Assessment' aligned with a customized navigation block. Assessment, for example, has built-in smarts, providing the ability to draw in data via an abstraction layer from the Student Management System; 'People Soft', along with other automated features. However, this could be adapted to draw data from other system, such as Student One, Callista, etc.
This presentation will demonstrate how this new course format looks and works, and will provide a rationale as to why it is been developed, but more importantly, why it has been seen as such a great way forward by many academics at USQ. In simple terms, it has given academic staff the ability to provide a more unique/customised experience for their students, while at the same time it allows the university to provide more consistency in how these courses will appear to students.
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
This presentation was provided by Linda Jones of Western New England University, during the NISO event "Changes in Higher Education and The Information Marketplace." The virtual conference took place on June 17, 2020.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
There is a information about;
1- What is distance education?
2- What are the advantages and disadvantages of distance education?
3- How can you evaluate your student in Distance Education?
4- What are the criteria to evaluate in Distance Education?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Disclaimer
Any views or opinions presented here are solely
those of the presenter and do not necessarily
represent those of Sauder or UBC
administration, faculty, instructors or staff
3. Linkedin Higher Education
Management group
Question posed March 2014:
“Do you believe states could abandon higher ed
support? Is there a better business model
universities should pursue?”
4. What is Flexible Learning?
• Brief history of how this came about at UBC:
– President’s presentation Fall of 2012 after Davos.
Rob’s Interpretation-> inertia is not an option
• Goals
1. Enhance educational outcomes for students…
2. Enable greater access to UBC learning
3. Improve university operating effectiveness
through new learning models
5. Key Message #1
It is a mistake to look externally for some sort of
concrete definition of what Flexible Learning
means; it is important for individuals,
departments, and Faculties to carve their own
definition, drawing upon evidence, research or
even by painful experience.
6. Terminology
• Blended is a ‘medium’ construct i.e. F2F vs.
online vs. textbook, etc.
• Flipped is an ‘engagement’ construct i.e.
active vs. passive
• Flexible is a ‘Time-Space’ construct i.e. all
students in same space at the same time
9. Sauder’s Translation
• Challenging assumptions of space and time
– A 3-credit course translates to 39 ‘contact’ hours.
• Current Pilots (online/F2F)
– Sept 2013 COMM 390 ran ~50/50 for a M/W (4x20
sections), continuing for Jan, May and Sept 2014
– January 2014 COMM minor
• COMM 329 ~60/40 for a W 6-9
• COMM 465 ~70/30 for a M 6-9
• COMM 457 ~80/20 for a Sat 9-12
– Summer 2014 COMM minor 7 course flex offerings
– September 2014 (TBC)
• 2 or 3(?) courses sharing same space and time slot over different weeks
10. Key parameters/conditions
• Sauder is not interested in fully distance
education, and by extension, MOOC’s.
• goal is to gain efficiencies in the administration of
the academic process (for both faculty and
students) to optimize faculty/student interactions.
• flex is NOT for all students/faculty/subjects
• faculty need to be supported to optimize the
online and f2f student experience (JIT/14-
7/concierge) by all bricks and mortar resources
• 85% of our sections have some presence in
Connect and associated eco-system
• Internet connectivity -> Stats fully-online midterm
exam 668/670 students could BYOD
11. Key Message #2
• Policy 81 Impact
– The opt-out vs. opt-in…
• “please remove all of my materials from Vista and
Connect because the UTM form is far too cumbersome”
– Material UBC Investment
• Accepting there maybe outliers, “material investment”
should translate to human support *
• Distinguish between the ‘content’ and the
‘presentation’
*for technology support only,
exclusive of curricular and/or
pedagogy support. Added post-
presentation
