A introduction to Flexible Learning Plan developed for flexible learning course at otago polytechnic
The plan relates to The National Certificate in Mental
1) The document discusses professional development planning (PDP) practices across higher education provision.
2) It aims to raise awareness of current PDP practices, create a forum for discussion on barriers and best practices, and encourage tutors to design and pilot new PDP structures for students.
3) Activities discussed include developing a shared understanding of PDP, sharing current practices, and discussing ways to further develop PDP activities within the organization.
The document discusses the role of students in virtual education. It states that students must become active managers of their own learning by developing skills to fully utilize educational strategies. Students in virtual education must also be self-motivated, self-disciplined, and willing to devote significant weekly study time as flexibility requires responsibility. Leading in virtual education involves behaviors like independent study, shared leadership, and leveraging strengths of all participants.
This document describes the resource/consulting teacher program model for providing special education services. The model involves a resource/consulting teacher who provides both direct services like tutoring or small group instruction as well as indirect services through consultation with classroom teachers. Indirect services allow for joint ownership of students and regular contact between teachers while keeping students in the general education curriculum. The model is based on a triadic relationship between the consultant, consultee (classroom teacher), and client (student).
Using an assessed eportfolio to enhance student employability skills developm...ePortfolios Australia
At our university, feedback from final year biomedical students indicated they were unaware and anxious about their
employability skills and career options. To address these concerns, in 2015 a team of careers and biomedical staff
developed and embedded a professional development program into the biomedical curriculum. The program contains modules, each assessed via the development of an eportflio (using Mahara). The assessments involve students
reflecting on career-related experiences, mapping their networks, communicating evidence of their skills for advertised jobs and defining goals. There have been issues with the integration of the program into the curriculum such
that students can understand their progression from one module to the next. This has partially been addressed by
setting up a dedicated on-line learning site (using Moodle). However, this integration will be further improved when
students can directly access Mahara via Moodle. The ongoing challenge is to ensure that the eportflios are truly
transferable.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the Experience Grand Rapids DC Week on Tuesday, Nov. 15, Wednesday, Nov. 16 and Thursday, Nov. 17, 2016.
An Evaluation of the use of Virtual Worlds for Learning and Teaching in Heal...Dr Evelyn McElhinney PhD
1) Subject experts must understand how virtual worlds work in order to develop effective teaching and learning activities within virtual worlds and to troubleshoot any issues.
2) Students engaging in problem-based learning activities within virtual worlds reported increased engagement over similar activities in other learning environments and enjoyed the collaborative, immersive experience despite some technical difficulties.
3) Students felt that communication and negotiation skills developed within the virtual world activities transferred to real world interactions and improved their actual clinical practice.
1) The document discusses professional development planning (PDP) practices across higher education provision.
2) It aims to raise awareness of current PDP practices, create a forum for discussion on barriers and best practices, and encourage tutors to design and pilot new PDP structures for students.
3) Activities discussed include developing a shared understanding of PDP, sharing current practices, and discussing ways to further develop PDP activities within the organization.
The document discusses the role of students in virtual education. It states that students must become active managers of their own learning by developing skills to fully utilize educational strategies. Students in virtual education must also be self-motivated, self-disciplined, and willing to devote significant weekly study time as flexibility requires responsibility. Leading in virtual education involves behaviors like independent study, shared leadership, and leveraging strengths of all participants.
This document describes the resource/consulting teacher program model for providing special education services. The model involves a resource/consulting teacher who provides both direct services like tutoring or small group instruction as well as indirect services through consultation with classroom teachers. Indirect services allow for joint ownership of students and regular contact between teachers while keeping students in the general education curriculum. The model is based on a triadic relationship between the consultant, consultee (classroom teacher), and client (student).
Using an assessed eportfolio to enhance student employability skills developm...ePortfolios Australia
At our university, feedback from final year biomedical students indicated they were unaware and anxious about their
employability skills and career options. To address these concerns, in 2015 a team of careers and biomedical staff
developed and embedded a professional development program into the biomedical curriculum. The program contains modules, each assessed via the development of an eportflio (using Mahara). The assessments involve students
reflecting on career-related experiences, mapping their networks, communicating evidence of their skills for advertised jobs and defining goals. There have been issues with the integration of the program into the curriculum such
that students can understand their progression from one module to the next. This has partially been addressed by
setting up a dedicated on-line learning site (using Moodle). However, this integration will be further improved when
students can directly access Mahara via Moodle. The ongoing challenge is to ensure that the eportflios are truly
transferable.
Alan fletcher presentation online 3 from csalgrhythm
This document summarizes a presentation on sustaining English language teaching projects overseas through communities of practice (CoPs). It discusses that effective continuing professional development (CPD) through CoPs can improve teacher pedagogy, learning outcomes, and ultimately project sustainability. While CoPs have benefits according to literature, practical challenges include managing teacher resistance to change and restrictive local cultures. The presentation proposes implementing CoPs online to connect dispersed teachers, and utilizing strategies like the IDEAS model to address resistance through communication and participation. It also provides examples of online collaborative activities and discusses considering management issues, a SWOT analysis, and an implementation schedule to successfully establish CoPs.
Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the Experience Grand Rapids DC Week on Tuesday, Nov. 15, Wednesday, Nov. 16 and Thursday, Nov. 17, 2016.
An Evaluation of the use of Virtual Worlds for Learning and Teaching in Heal...Dr Evelyn McElhinney PhD
1) Subject experts must understand how virtual worlds work in order to develop effective teaching and learning activities within virtual worlds and to troubleshoot any issues.
2) Students engaging in problem-based learning activities within virtual worlds reported increased engagement over similar activities in other learning environments and enjoyed the collaborative, immersive experience despite some technical difficulties.
3) Students felt that communication and negotiation skills developed within the virtual world activities transferred to real world interactions and improved their actual clinical practice.
The document discusses designing blended courses that combine both online and face-to-face learning. It defines blended learning and notes that reducing classroom time is not the goal. The benefits mentioned include increased connectivity between students and instructors and continuing discussions started in class online. Faculty report that blended courses, when well-designed, allow students to master concepts better and develop higher-order skills. The document provides tips for redesigning a course to be blended, such as reexamining objectives and integrating online and face-to-face activities.
The document discusses designing blended courses that combine both online and face-to-face learning. It defines blended learning and notes that reducing classroom time is not the goal. The benefits mentioned include increased connectivity between students and instructors and continuing discussions started in class online. Faculty reported that blended courses, when well-designed, allow students to better master concepts and apply skills like critical thinking. The document provides tips for redesigning a course to be blended, such as reexamining objectives and integrating online and in-person activities.
CPD for Inservice Computing Teachers - the story of PLAN CPeter Donaldson
Case study presented at the Scottish Learning Festival 2015 on trying to implement some of the professional learning recommendations contained in Graham Donaldsons report "Teaching Scotland's Future".
The PLAN C (Professional Learning And Networking for Computing) is a national network of lead teachers and local hubs that explore learning and teaching of Computing Science. It aims to bridge the gap between CS education research findings and their wider adoption by teaching professionals.
Two important skills for an effective distance learning facilitator.
Development phases the facilitator needed to achieve skill.
The forms of training the facilitator has received in support of the skill
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
Retrieval Practice and Study Planning in MOOCsDaniel Davis
This document describes research into translating traditional classroom self-regulated learning strategies of retrieval practice and study planning into massive open online courses (MOOCs). The researchers conducted experiments in MOOCs to test whether these interventions increased learner engagement and performance. They found that learners engaged less with the self-regulated learning interventions than with core course content. Retrieval practice cues did not significantly impact exam scores. Study planning increased engagement and outcomes for learners who actively used the tool, but not on average across participants. The results suggest that theory needs to be activated through engaging interfaces and that small interventions may have small effects in MOOCs.
The document proposes strategies for improving an existing Master of Environmental Management (MEM) degree program at the Environmental Science and Management Department. It suggests converting core MEM courses to online formats using existing online courses and MOOCs, reducing lectures and increasing mentoring and internship opportunities. Additionally, it proposes that completing the MEM requirements along with several "Plus Courses" in areas like project management and communications could result in a Professional Science Masters (PSM) degree. The benefits would include more flexible online options for students, a shift to more mentoring than lecturing for faculty, increased graduate enrollment and community outreach for the department and university.
The document proposes strategies for improving an existing Master of Environmental Management (MEM) degree program at the Environmental Science and Management Department. It suggests converting core MEM courses to online formats using existing online courses and MOOCs, reducing lectures and increasing mentoring and internship opportunities. Additionally, it proposes that completing the MEM requirements along with several "Plus Courses" in areas like project management and communications could result in a Professional Science Masters (PSM) degree. The benefits would include more flexible online options for students, a shift to more mentoring than lecturing for faculty, increased graduate enrollment and community outreach for the department and university.
The researchers at TU Delft are studying MOOC learners and their behaviors through various research projects aimed at gaining insights into learning at scale. Their goals are to better understand learners, identify patterns in their behaviors, and design interventions to support adaptive learning. Some of their key findings include identifying subsets of learners who display learning transfer across courses, linking learners' online behaviors to personality traits, and analyzing how well learners adhere to the prescribed learning paths in MOOCs. The researchers are exploring ways to provide personalized feedback and encourage self-regulated learning at scale, with the aim of helping learners improve their performance.
This document outlines principles for improving professional doctoral programs. It argues that current programs focus too much on academic theory and not enough on practical application. It recommends that curricula should be designed based on real problems faced in the field rather than academic disciplines. Programs should also incorporate modern principles of effective learning and focus on developing academic rigor and a productive school culture based on national leadership standards. The dissertation process should center around solving real problems identified by practitioner clients in a collaborative group format within regular coursework.
The document outlines an implementation plan to develop online learning resources to complement an existing nursing course on contemporary Maori health issues. It involves creating resources like lecture recordings, cultural safety activities, and guest interviews to post on a Moodle site. An evaluation will assess if the plan improves learner flexibility and accessibility while meeting course aims.
This document discusses professional development for teachers. It notes that professional development is important for keeping teaching certifications current and can be completed through online classes, webinars, or other computer-based sources. This allows teachers to earn continuing education units and fulfill professional development requirements. The document provides an overview of benefits of professional development and examples of topics covered, such as language development in young children and measuring classroom quality. It also addresses the importance of ongoing professional development and new approaches using electronic media and webinars.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
DLAC 2021 - Using Formative Evaluation to Keep Your Program on TrackMichael Barbour
Clark, T., Barbour, M. K., & Debruler, K. (2021, June). Using formative evaluation to keep your program on track [Panel]. Digital Learning Annual Conference, Austin, TX.
The teacher created a learning monitoring plan to track student progress in their modules and assessments. Students could ask questions asynchronously through messages or chats. Lesson plans were designed to meet student needs and relate to their experiences. The teacher modified lessons and tasks to answer student needs during the pandemic. ICT was used to provide feedback and help students with modules and assessments through online messaging. Training sessions helped the teacher improve ICT skills for online instruction. The challenges of teaching during the pandemic, like communicating without face-to-face contact, tested the teacher's dedication and patience.
STRATEGIES FOR STUDENT ENGAGEMENT IN ONLINE LEARNINGAwaisAhmed201
Student engagement is a concept often discussed in education and an abundance of research exists on the topic. Student engagement is something instructors want to see and feel in their classrooms.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
The whole aim of a learning process is to help the learner move from Zone of Proximal Development (ZPD) to Zone of Achieved Development (ZAD). Most of us are aware of these terms from Lev Vygotsky's theory of learning and development. From unknowing to known, the distance between the current developmental level and potential development can be covered through guidance as per Lev Vygotsky’s theory.
But how do we know that this distance has been traversed by the learner?
The answer is performance assessment.
This document provides an overview and summary of the Educational Assistant Program course UC.EDU.1100 Roles and Responsibilities of the Educational Assistant. The course is designed to provide paraprofessionals with the knowledge and skills to assist students, teachers, and other education professionals in various settings. The course learning outcomes focus on understanding the roles and responsibilities of educational assistants, classroom teams, policies, and providing individual student support. A variety of instructional strategies are used including lectures, discussions, and activities. Students are evaluated through discussion forums, quizzes, and a portfolio assignment.
The document provides information about the DEL-MEM program at Duke University. It discusses why students pursue a DEL-MEM degree to add depth to their skills and blend theory with practical experience. It outlines the program's objectives, requirements, curriculum, format, leadership focus, students, and admissions process. The two-year program is designed for mid-career environmental professionals to earn their master's degree online and through occasional on-campus sessions.
The document discusses designing blended courses that combine both online and face-to-face learning. It defines blended learning and notes that reducing classroom time is not the goal. The benefits mentioned include increased connectivity between students and instructors and continuing discussions started in class online. Faculty report that blended courses, when well-designed, allow students to master concepts better and develop higher-order skills. The document provides tips for redesigning a course to be blended, such as reexamining objectives and integrating online and face-to-face activities.
The document discusses designing blended courses that combine both online and face-to-face learning. It defines blended learning and notes that reducing classroom time is not the goal. The benefits mentioned include increased connectivity between students and instructors and continuing discussions started in class online. Faculty reported that blended courses, when well-designed, allow students to better master concepts and apply skills like critical thinking. The document provides tips for redesigning a course to be blended, such as reexamining objectives and integrating online and in-person activities.
CPD for Inservice Computing Teachers - the story of PLAN CPeter Donaldson
Case study presented at the Scottish Learning Festival 2015 on trying to implement some of the professional learning recommendations contained in Graham Donaldsons report "Teaching Scotland's Future".
The PLAN C (Professional Learning And Networking for Computing) is a national network of lead teachers and local hubs that explore learning and teaching of Computing Science. It aims to bridge the gap between CS education research findings and their wider adoption by teaching professionals.
Two important skills for an effective distance learning facilitator.
Development phases the facilitator needed to achieve skill.
The forms of training the facilitator has received in support of the skill
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
Retrieval Practice and Study Planning in MOOCsDaniel Davis
This document describes research into translating traditional classroom self-regulated learning strategies of retrieval practice and study planning into massive open online courses (MOOCs). The researchers conducted experiments in MOOCs to test whether these interventions increased learner engagement and performance. They found that learners engaged less with the self-regulated learning interventions than with core course content. Retrieval practice cues did not significantly impact exam scores. Study planning increased engagement and outcomes for learners who actively used the tool, but not on average across participants. The results suggest that theory needs to be activated through engaging interfaces and that small interventions may have small effects in MOOCs.
The document proposes strategies for improving an existing Master of Environmental Management (MEM) degree program at the Environmental Science and Management Department. It suggests converting core MEM courses to online formats using existing online courses and MOOCs, reducing lectures and increasing mentoring and internship opportunities. Additionally, it proposes that completing the MEM requirements along with several "Plus Courses" in areas like project management and communications could result in a Professional Science Masters (PSM) degree. The benefits would include more flexible online options for students, a shift to more mentoring than lecturing for faculty, increased graduate enrollment and community outreach for the department and university.
The document proposes strategies for improving an existing Master of Environmental Management (MEM) degree program at the Environmental Science and Management Department. It suggests converting core MEM courses to online formats using existing online courses and MOOCs, reducing lectures and increasing mentoring and internship opportunities. Additionally, it proposes that completing the MEM requirements along with several "Plus Courses" in areas like project management and communications could result in a Professional Science Masters (PSM) degree. The benefits would include more flexible online options for students, a shift to more mentoring than lecturing for faculty, increased graduate enrollment and community outreach for the department and university.
The researchers at TU Delft are studying MOOC learners and their behaviors through various research projects aimed at gaining insights into learning at scale. Their goals are to better understand learners, identify patterns in their behaviors, and design interventions to support adaptive learning. Some of their key findings include identifying subsets of learners who display learning transfer across courses, linking learners' online behaviors to personality traits, and analyzing how well learners adhere to the prescribed learning paths in MOOCs. The researchers are exploring ways to provide personalized feedback and encourage self-regulated learning at scale, with the aim of helping learners improve their performance.
This document outlines principles for improving professional doctoral programs. It argues that current programs focus too much on academic theory and not enough on practical application. It recommends that curricula should be designed based on real problems faced in the field rather than academic disciplines. Programs should also incorporate modern principles of effective learning and focus on developing academic rigor and a productive school culture based on national leadership standards. The dissertation process should center around solving real problems identified by practitioner clients in a collaborative group format within regular coursework.
The document outlines an implementation plan to develop online learning resources to complement an existing nursing course on contemporary Maori health issues. It involves creating resources like lecture recordings, cultural safety activities, and guest interviews to post on a Moodle site. An evaluation will assess if the plan improves learner flexibility and accessibility while meeting course aims.
This document discusses professional development for teachers. It notes that professional development is important for keeping teaching certifications current and can be completed through online classes, webinars, or other computer-based sources. This allows teachers to earn continuing education units and fulfill professional development requirements. The document provides an overview of benefits of professional development and examples of topics covered, such as language development in young children and measuring classroom quality. It also addresses the importance of ongoing professional development and new approaches using electronic media and webinars.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
DLAC 2021 - Using Formative Evaluation to Keep Your Program on TrackMichael Barbour
Clark, T., Barbour, M. K., & Debruler, K. (2021, June). Using formative evaluation to keep your program on track [Panel]. Digital Learning Annual Conference, Austin, TX.
The teacher created a learning monitoring plan to track student progress in their modules and assessments. Students could ask questions asynchronously through messages or chats. Lesson plans were designed to meet student needs and relate to their experiences. The teacher modified lessons and tasks to answer student needs during the pandemic. ICT was used to provide feedback and help students with modules and assessments through online messaging. Training sessions helped the teacher improve ICT skills for online instruction. The challenges of teaching during the pandemic, like communicating without face-to-face contact, tested the teacher's dedication and patience.
STRATEGIES FOR STUDENT ENGAGEMENT IN ONLINE LEARNINGAwaisAhmed201
Student engagement is a concept often discussed in education and an abundance of research exists on the topic. Student engagement is something instructors want to see and feel in their classrooms.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
The whole aim of a learning process is to help the learner move from Zone of Proximal Development (ZPD) to Zone of Achieved Development (ZAD). Most of us are aware of these terms from Lev Vygotsky's theory of learning and development. From unknowing to known, the distance between the current developmental level and potential development can be covered through guidance as per Lev Vygotsky’s theory.
But how do we know that this distance has been traversed by the learner?
The answer is performance assessment.
This document provides an overview and summary of the Educational Assistant Program course UC.EDU.1100 Roles and Responsibilities of the Educational Assistant. The course is designed to provide paraprofessionals with the knowledge and skills to assist students, teachers, and other education professionals in various settings. The course learning outcomes focus on understanding the roles and responsibilities of educational assistants, classroom teams, policies, and providing individual student support. A variety of instructional strategies are used including lectures, discussions, and activities. Students are evaluated through discussion forums, quizzes, and a portfolio assignment.
The document provides information about the DEL-MEM program at Duke University. It discusses why students pursue a DEL-MEM degree to add depth to their skills and blend theory with practical experience. It outlines the program's objectives, requirements, curriculum, format, leadership focus, students, and admissions process. The two-year program is designed for mid-career environmental professionals to earn their master's degree online and through occasional on-campus sessions.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Case study 1 katie jones delivery during lockdown school of creative and cult...Konstantina Martzoukou
This is case study 1 of a new series of teaching and learning we introduced in OneHE online community Mindsets, inspired by the changes caused by the pandemic.
Katie Jones is a Lecturer in Events Management and Marketing within the School of Creative & Cultural Business at Robert Gordon University. Katie teaches modules such as live festival management, corporate & association events management, consumer psychology as well as supervising live client event projects and managing the development of practical industry experience portfolios for the events students. If you would like to share your own case study please get in touch with me k.martzoukou@rgu.ac.uk
Practical Strategies to Modify Your Curriculum for Students Working Below Gra...Brookes Publishing
Educators use a variety of strategies and learning accommodations to teach diverse learners. However, educators can struggle to make grade-level curriculum possible and achievable for students with intellectual disabilities. An educational process, known as modifying curriculum, can open doors to an inclusive, high quality education for students who work below grade level. In this edWebinar, Nicole Eredics, author of Inclusion in Action: Practical Strategies to Modify Your Curriculum, will give you step-by-step instruction on when and how to modify curriculum.
Nicole, a seasoned inclusion teacher, has the information, tools, and strategies you need to take grade-level curriculum and transform it into rigorous content that is intellectually and developmentally appropriate for students who work below grade level. Most importantly, learn:
– The fundamentals of creating and maintaining truly inclusive classrooms
– An overview of ways to support diverse learners through universal design for learning, social and emotional supports, and accommodations
– The role of curriculum modifications in the education process
How to modify any curriculum for students with intellectual disabilities
– Strategies that will quickly and easily modify curriculum in any classroom with suggestions for interventions and extensions
– Useful educational resources for modifying curriculum
– Classroom and special education teachers across all grade levels as well as administrators will benefit from this recorded session. Learn more about modifying curriculum to support all students.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180327/
About the Presenter, Nicole Eredics:
Nicole Eredics is an educator who advocates for the inclusion of students with disabilities in the general education classroom. She draws upon her years of experience as a full inclusion teacher to write, speak, and consult on the topic of inclusive education to various local and national organizations. Nicole uses her unique insight and knowledge to provide practical strategies for fully including and instructing students of all abilities in the classroom.
Nicole’s advocacy work also includes managing a highly successful blog, The Inclusive Class, which has been a reputable resource on the topic of inclusion for families and schools since 2011. Through the blog, Nicole disseminates information about inclusion, which includes more than 100 episodes of The Inclusive Class podcast, dozens of articles about inclusive education, numerous webinars, and an online introductory course to inclusion. For more information please visit www.theinclusiveclass.com.
The document discusses several ways that artificial intelligence is being used in education, including intelligent tutoring systems that can diagnose student errors and misconceptions, intelligent support for collaborative learning through tools like adaptive group formation and intelligent virtual agents, and intelligent virtual reality applications for education. It also notes that AI is being used for automated essay grading and assessment, and that AI assistants created by Anthropic and IBM's Watson are being deployed by universities to answer student questions. The use of AI in education has the potential to personalize learning for each student and help address issues like summer melt through the use of conversational agents.
The document provides information on student support services in the Good Spirit School Division (GSSD) including:
1) Statistics on the student population in GSSD as of September 2011 including total enrollment, students new to GSSD, full time equivalents, students transferring from other areas.
2) An overview of GSSD's continuum of support for all students focusing on effective core instruction, screening tools, and levels of intervention from classroom teachers to student support teachers to professional service providers.
3) Goals for 2011-2012 including increasing ratings on GSSD's service delivery rubric and building an inter-professional team through processes like inter-disciplinary meetings and referral intake meetings.
The document discusses strategies to improve student retention, progression, and attainment by focusing on the primacy of academic programmes. It recommends establishing programme leader forums to strengthen programme leadership and integrate module and programme learning outcomes. Additional strategies include clarifying programme information before entry, conducting pre-entry activities, reviewing timetabling to allow programme teams more influence, and using data to enhance the student experience with a focus on programmes rather than individual modules.
The document discusses the Indian education space and needs of various learners. It identifies categories of learners including students in regular/distance colleges, coaching students, working professionals attending courses. It notes unfulfilled expectations of these learners including access to best teachers, practice tools, and doubt clarification. Challenges for Indian learners are also discussed such as long commute times and lack of internet access. The document outlines use cases for teachers, students, and parents on digital solutions. It proposes an educational workflow model and discusses technical and non-technical components needed for an educational solution, including preparing educators, creating content, and packaging/delivering content.
Active learning, peer tutoring, and social learning technologies in a distanc...Dr. David Kabugo
In this presentation, we discuss the concept of Active learning, peer tutoring, and social learning technologies in a distance learning context . By the end of this presentation.
1. Discuss the limitations/challenges of using Peer Tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
2. Utilize a suitable Social Learning Technology to setup and enact an appropriate typology of Peer Tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
3. Assess the effectiveness a SLT-enhanced peer tutoring typology in fostering active learning among preprimary teacher-trainees in a distance learning context
4. Generate pedagogical strategies for utilizing SLT-enhanced peer tutoring to foster active learning among preprimary teacher-trainees in a distance learning context
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
1. Flexible Learning Plan
Hi everyone. My name
is Jenny Rudd. I’m
participating in the
Flexible Learning
Course at Otago
Polytechnic. I’m a
Lecturer in the School
of Social Services and
I’m here today to talk
about the flexible
learning plan I intend
to implement in the
National Certificate in
Mental Health Support
Work.
2. The National Certificate in Mental
Health Support Work is;
A Full year Programme
Unit standard based, 22 credits
Currently 1 day contact per week over 34
weeks
4 courses - Values, Knowledge, Skills
and Integration
3. Why Change!
Professional development (PD) option
Reduction in numbers accessing for PD
Fairly high drop out rate for non PD
students
Current delivery does not meet needs of
non PD students
Consequently there are some significant
sustainability issues for the certificate
4. Options
Stop running the programme
altogether
Merge it with the Certificate in
Human Services and make
mental health a specialty
Shift to a blended online and
block delivery format
Shifting to a blended online and block delivery format is the most
useful strategy and my flexible learning plan is based on this
ideal solution.
5. The Plan
Restructure the delivery of this programme so
that it is more accessible to;
Distance students
People working night shifts
Parents and care givers
Students with literacy issues and other learning
support needs
Students who want to self pace
6. Specifics
1) Retain 4 courses each as a prerequisite for following course
2) Deliver one guided course per term within NZ academic year
3) Offer flexible start and finish dates for each course – no set times
4) Increase flexibility re study times – no set times
5) Record sessions using Elluminate to increase flexible access
6) Standardise the number of weeks in each course and adjust content
to match (8 or 9 weeks for each course)
7)) Reduce contact from the current 36 days to 16 days. 5 day block in
first and third terms. 3 day blocks in second and fourth terms
8) Move current course material from blackboard to Moodle
9) Modify lesson plans, resources and assessments for online
environment in line with flexible learning ideas
7. Assessment Ideas
Self Awareness Journal - Google DOCS
Course Workbooks - Quizzes and Blog
Collage/posters - Retain face to face blocks or
and Presentations convert to online
presentation formats
Pamphlets - Use publisher
Essay and Report - Retain as they are
Group Work - Google groups or a moodle
equivalent, collaborative
google docs or similiar
8. Resources and Support required to
carry out this Plan
Advice regarding organisational requirements that need
to be met in order to make a programme change this
significant.
See Sally Pairman
Information regarding the student experience of block
contact sessions and how these work best in terms of
financing and accommodation needs, length and timing.
See Colleagues including;Mid Wives, OT, Massage, Cert
in Health Studies
Upskilling me.
See EDC staff and community learning centre
Time.
See Dianne Begg
9. Amber’s Questions Revisited
1) Could she start the course immediately? Yes she can!
2) Could she do it on line in her own time and from her own
home? Yes she can!
3) Could she access resources online? Yes she can!
4) Could she leave at 2.30 in order to be home by three for
her children? Yes she can but not an issue!
5) Did I provide any additional support? Yes I do!
6) How would I cater to her learning needs and to her
learning style?
I explained that there are a range of learning activities,
assessments and supports built into the programme that
cater to different learning styles and needs.
For more detail see my blog at
http://jennysflexilearningblog.blogspot.com/2009/07/mu-flexible-learning-plan.html