The STEP Program Logic Model outlines goals for a behavioral health program including increasing workforce capacity, enhancing performance management, and reducing health care disparities. It identifies strengths such as staff dedication and leadership support. Opportunities for improvement include enhancing workforce development and quality assurance processes. Key components of the evaluation plan are to analyze data findings, provide recommendations, and offer training to increase clinical capacity.
Este documento resume la historia de la contabilidad en tres períodos: el período empírico (desde los tiempos prehistóricos hasta el siglo XIII cuando se empezaron a llevar registros de cobros y gastos), el período de la teneduría de libros (desde el siglo XIV cuando comerciantes como Marco Datini empezaron a llevar contabilidad de forma más sistemática usando la partida doble) y el período científico (a partir de la revolución industrial cuando la contabilidad se desarrolló
Este documento resume un estudio sobre el uso de las tecnologías de la información y la comunicación (TIC) para fortalecer la enseñanza de la materia de Gestión Ambiental en la carrera de Monitoreo Socio Ambiental de la Facultad Integral del Chaco. El estudio busca diagnosticar el uso actual de las TIC por parte de los estudiantes y docentes, y proponer nuevas estrategias que incorporen las TIC para mejorar el aprendizaje de los estudiantes. El objetivo principal es determinar el grado en que las TIC pued
This document outlines the development of an instrument to measure student expectations of quality in learning analytics services. The authors aimed to highlight the importance of service quality and develop a tool to explore what students expect from learning analytics. They created survey items based on themes from prior literature, conducted a pilot study, and refined the instrument using exploratory factor analysis. The resulting survey measures student expectations across two factors: service expectations and ethical expectations. Future work will involve developing a perceptions scale and modeling student intentions to use learning analytics.
This document provides an overview of key concepts in the geography of food and agriculture, including:
- The origins and changes in agricultural practices from hunting/gathering to modern industrialized systems.
- The agricultural revolutions that introduced mechanization, chemicals, and manufacturing processes.
- The industrialization of agriculture including agribusiness and changes to rural labor.
- Globalization and the rise of alternative food movements focused on issues like food sovereignty.
- Emerging challenges around food insecurity, environmental degradation, and land grabs.
IBM Storage for Analytics, Cognitive and CloudTony Pearson
Presentation on Software-Defined Storage, Spectrum Scale for Analytics with Hadoop and Hortonworks, and IBM Cloud Object Storage, presented March 15 in San Juan, Puerto Rico
The STEP Program Logic Model outlines goals for a behavioral health program including increasing workforce capacity, enhancing performance management, and reducing health care disparities. It identifies strengths such as staff dedication and leadership support. Opportunities for improvement include enhancing workforce development and quality assurance processes. Key components of the evaluation plan are to analyze data findings, provide recommendations, and offer training to increase clinical capacity.
Este documento resume la historia de la contabilidad en tres períodos: el período empírico (desde los tiempos prehistóricos hasta el siglo XIII cuando se empezaron a llevar registros de cobros y gastos), el período de la teneduría de libros (desde el siglo XIV cuando comerciantes como Marco Datini empezaron a llevar contabilidad de forma más sistemática usando la partida doble) y el período científico (a partir de la revolución industrial cuando la contabilidad se desarrolló
Este documento resume un estudio sobre el uso de las tecnologías de la información y la comunicación (TIC) para fortalecer la enseñanza de la materia de Gestión Ambiental en la carrera de Monitoreo Socio Ambiental de la Facultad Integral del Chaco. El estudio busca diagnosticar el uso actual de las TIC por parte de los estudiantes y docentes, y proponer nuevas estrategias que incorporen las TIC para mejorar el aprendizaje de los estudiantes. El objetivo principal es determinar el grado en que las TIC pued
This document outlines the development of an instrument to measure student expectations of quality in learning analytics services. The authors aimed to highlight the importance of service quality and develop a tool to explore what students expect from learning analytics. They created survey items based on themes from prior literature, conducted a pilot study, and refined the instrument using exploratory factor analysis. The resulting survey measures student expectations across two factors: service expectations and ethical expectations. Future work will involve developing a perceptions scale and modeling student intentions to use learning analytics.
This document provides an overview of key concepts in the geography of food and agriculture, including:
- The origins and changes in agricultural practices from hunting/gathering to modern industrialized systems.
- The agricultural revolutions that introduced mechanization, chemicals, and manufacturing processes.
- The industrialization of agriculture including agribusiness and changes to rural labor.
- Globalization and the rise of alternative food movements focused on issues like food sovereignty.
- Emerging challenges around food insecurity, environmental degradation, and land grabs.
IBM Storage for Analytics, Cognitive and CloudTony Pearson
Presentation on Software-Defined Storage, Spectrum Scale for Analytics with Hadoop and Hortonworks, and IBM Cloud Object Storage, presented March 15 in San Juan, Puerto Rico
El documento describe las actividades realizadas en una finca y huerta escolar. Primero, los estudiantes recorrieron la finca para identificar áreas de siembra. Luego, la profesora les mostró una calicata para examinar las condiciones del suelo. Finalmente, en la huerta del colegio los estudiantes prepararon el suelo mediante la rogación con tubos y limpiaron otra sección para abonarla.
El documento presenta el himno de la Institución Educativa Concentración de Desarrollo Rural de Saravena (CDR). El himno consta de tres estrofas donde se expresa el orgullo y gratitud por la institución, se destacan valores como la virtud, el saber, la sinceridad y la amistad, y se resalta el aprendizaje de ciencias agropecuarias. También presenta la misión y visión de la institución, que se enfocan en ofrecer una formación integral e inclusiva basada en proyectos productivos cooper
The document provides information about VITEEE 2017 slot booking, admit cards, exam dates, and requirements. It discusses that candidates must book an exam date and time between March 18-20, 2017. Admit cards will be available from March 18, 2017. Exams will take place from April 5-16, 2017 and results will be announced by April 24, 2017. Counseling will occur in mid-May. Candidates must log in using their application number to book a slot on a first come, first served basis and will receive an e-admit card by email. Admit cards must be presented on the exam date along with a photo ID.
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...Ioana Jivet
Although Massive Open Online Courses (MOOCs) have the potential to make quality education affordable and available to the masses, completion rates are extremely low due to the to the high level of autonomy and self-regulated skills that MOOCs require.
The aim of the present work is to investigate how self-regulated learning skills can be enhanced by encouraging metacognition and reflection in MOOC learners by means of social comparison. To this end, following an iterative process, we have developed the Learning Tracker, an interactive widget which allows learners to visualise their learning behaviour and com-
pare it to that of previous graduates of the same MOOC. Each iteration was extensively evaluated in live TU Delft MOOCs running on the edX platform while engaging over 20.000 MOOC learners.
Our results show that learners that have access to the Learning Tracker are more likely to graduate the MOOC. Moreover, we have observed that the widget has a positive impact on learners’ engagement and reduces procrastination. Based on our results, we argue that the mere fact of receiving feedback on a limited number of learning habits could trigger self-
reflection in learners and lead to improved learner performance.
Effective Use of Facebook on Knowledge Transfer in a Professional Experience ...CITE
This document summarizes a study that explored factors contributing to effective use of Facebook for knowledge transfer during student internships. A group of students used Facebook to communicate and share knowledge during their internships. A questionnaire assessed 17 potential factors across human, policy, technology, and knowledge aspects. Most factors had strong impact on knowledge transfer. Technological factors, like Facebook's news feed and comment functions, had the strongest impact. The study provides insights into effectively using social media like Facebook to support knowledge sharing during professional experiences.
Learning dashboard for supporting students: from first-year engineering to MO...Tinne De Laet
This document summarizes a presentation about using learning analytics and dashboards to support students. It discusses how dashboards can provide actionable feedback to students on their academic performance and learning skills compared to peers. Examples are provided of dashboards developed at KU Leuven for first-year engineering students and MOOC students. Evaluation of the dashboards found that students who interacted more intensely showed improvements in study skills and academic performance. The presentation emphasizes starting with available institutional data, involving stakeholders, demonstrating usefulness, addressing ethics and privacy, and ensuring recommendations are tailored to the specific institutional context.
Humanizing Online Instruction: A MOOC project reportWhitney Kilgore
The document discusses building a community of inquiry in a MOOC through humanizing online instruction. It notes that online enrollments have grown significantly faster than overall higher education enrollments. To create high-touch learning experiences, new pedagogical methods and changing technologies are needed. The document outlines the instructional design methodology used and presents evaluation data from a previous course, including results from a community of inquiry survey. It then details the course structure, activities, technologies, and formative review cycle for the MOOC described in the document.
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
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.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
Creating learning environments for self-generated feedback to thriveDavid Carless
The document summarizes key points from a presentation on creating learning environments where students can generate their own feedback. It discusses strategies like student peer review, analysis of exemplars, and video feedback. It emphasizes that productive learning occurs when students compare their work to others' attempts at similar tasks. Recommendations include having students attempt tasks, review peers' work, provide feedback, and revise their own work. Challenges to self-generated feedback are also addressed.
Effects of Technological Interventions for Self-regulation: A Control Experi...Hassan Khosravi
The benefits of incorporating scaffolds that promote strategies of self-regulated learning (SRL) to help student learning are widely studied and recognised in the literature. However, the best methods for incorporating them in educational technologies and empirical evidence about which scaffolds are most beneficial to students are still emerging. In this paper, we report our findings from conducting an in-the-field controlled experiment with 797 post-secondary students to evaluate the impact of incorporating scaffolds for promoting SRL strategies in the context of assisting students in creating novel content, also known as learnersourcing. The experiment had five conditions, including a control group that had access to none of the scaffolding strategies for creating content, three groups each having access to one of the scaffolding strategies (planning, externally-facilitated monitoring and self-assessing) and a group with access to all of the aforementioned scaffolds. The results revealed that the addition of the scaffolds for SRL strategies increased the complexity and effort required for creating content, were not positively assessed by learners and led to slight improvements in the quality of the generated content. We discuss the implications of our findings for incorporating SRL strategies in educational technologies.
by Dr. Karen Swan
Dr. Swan will discuss tools and techniques of assessing the impact of technology on learning, beginning with asking the right questions. Good questions, she argues, specify not just outcomes, but also inputs and, most importantly, learning processes. Each of these will be discussed in terms of categories and measures for guiding assessment.
trends-networks-ct-sylla.weehh.pdfhomestyle peole of trends and network criti...CristineGraceAcuyan
This course examines global trends and networks in the 21st century to develop students' critical and creative thinking skills. Students will analyze emerging trends, evaluate issues using strategic and intuitive decision-making, and create scenarios to propose interventions and alternative futures. The course aims to help students understand the interconnections between neural networks and social realities. Students will demonstrate their understanding through essays, presentations, and a final video presenting their vision for an ideal future.
Entrepreneurship Education for the 21st CenturyRegina Collins
This presentation describes a research study exploring the inclusion of supportive technology and real-world experiences into entrepreneurship education.
- KU Leuven invested in synchronous hybrid spaces to deal with transitions in higher education, allowing both in-person and remote participation.
- Research on student engagement in different learning settings found that students participating remotely reported lower intrinsic motivation than those participating in-person, but cognitive outcomes did not differ significantly.
- Multiple factors influence student engagement in synchronous hybrid courses, including the teacher's ability to interact and facilitate discussion, whether students feel socially connected to their peers, and the design of learning tasks and activities. Successful courses integrate set, epistemic, and social design considerations.
El documento describe las actividades realizadas en una finca y huerta escolar. Primero, los estudiantes recorrieron la finca para identificar áreas de siembra. Luego, la profesora les mostró una calicata para examinar las condiciones del suelo. Finalmente, en la huerta del colegio los estudiantes prepararon el suelo mediante la rogación con tubos y limpiaron otra sección para abonarla.
El documento presenta el himno de la Institución Educativa Concentración de Desarrollo Rural de Saravena (CDR). El himno consta de tres estrofas donde se expresa el orgullo y gratitud por la institución, se destacan valores como la virtud, el saber, la sinceridad y la amistad, y se resalta el aprendizaje de ciencias agropecuarias. También presenta la misión y visión de la institución, que se enfocan en ofrecer una formación integral e inclusiva basada en proyectos productivos cooper
The document provides information about VITEEE 2017 slot booking, admit cards, exam dates, and requirements. It discusses that candidates must book an exam date and time between March 18-20, 2017. Admit cards will be available from March 18, 2017. Exams will take place from April 5-16, 2017 and results will be announced by April 24, 2017. Counseling will occur in mid-May. Candidates must log in using their application number to book a slot on a first come, first served basis and will receive an e-admit card by email. Admit cards must be presented on the exam date along with a photo ID.
The Learning Tracker - A Learner Dashboard that Encourages Self-regulation in...Ioana Jivet
Although Massive Open Online Courses (MOOCs) have the potential to make quality education affordable and available to the masses, completion rates are extremely low due to the to the high level of autonomy and self-regulated skills that MOOCs require.
The aim of the present work is to investigate how self-regulated learning skills can be enhanced by encouraging metacognition and reflection in MOOC learners by means of social comparison. To this end, following an iterative process, we have developed the Learning Tracker, an interactive widget which allows learners to visualise their learning behaviour and com-
pare it to that of previous graduates of the same MOOC. Each iteration was extensively evaluated in live TU Delft MOOCs running on the edX platform while engaging over 20.000 MOOC learners.
Our results show that learners that have access to the Learning Tracker are more likely to graduate the MOOC. Moreover, we have observed that the widget has a positive impact on learners’ engagement and reduces procrastination. Based on our results, we argue that the mere fact of receiving feedback on a limited number of learning habits could trigger self-
reflection in learners and lead to improved learner performance.
Effective Use of Facebook on Knowledge Transfer in a Professional Experience ...CITE
This document summarizes a study that explored factors contributing to effective use of Facebook for knowledge transfer during student internships. A group of students used Facebook to communicate and share knowledge during their internships. A questionnaire assessed 17 potential factors across human, policy, technology, and knowledge aspects. Most factors had strong impact on knowledge transfer. Technological factors, like Facebook's news feed and comment functions, had the strongest impact. The study provides insights into effectively using social media like Facebook to support knowledge sharing during professional experiences.
Learning dashboard for supporting students: from first-year engineering to MO...Tinne De Laet
This document summarizes a presentation about using learning analytics and dashboards to support students. It discusses how dashboards can provide actionable feedback to students on their academic performance and learning skills compared to peers. Examples are provided of dashboards developed at KU Leuven for first-year engineering students and MOOC students. Evaluation of the dashboards found that students who interacted more intensely showed improvements in study skills and academic performance. The presentation emphasizes starting with available institutional data, involving stakeholders, demonstrating usefulness, addressing ethics and privacy, and ensuring recommendations are tailored to the specific institutional context.
Humanizing Online Instruction: A MOOC project reportWhitney Kilgore
The document discusses building a community of inquiry in a MOOC through humanizing online instruction. It notes that online enrollments have grown significantly faster than overall higher education enrollments. To create high-touch learning experiences, new pedagogical methods and changing technologies are needed. The document outlines the instructional design methodology used and presents evaluation data from a previous course, including results from a community of inquiry survey. It then details the course structure, activities, technologies, and formative review cycle for the MOOC described in the document.
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
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.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
Creating learning environments for self-generated feedback to thriveDavid Carless
The document summarizes key points from a presentation on creating learning environments where students can generate their own feedback. It discusses strategies like student peer review, analysis of exemplars, and video feedback. It emphasizes that productive learning occurs when students compare their work to others' attempts at similar tasks. Recommendations include having students attempt tasks, review peers' work, provide feedback, and revise their own work. Challenges to self-generated feedback are also addressed.
Effects of Technological Interventions for Self-regulation: A Control Experi...Hassan Khosravi
The benefits of incorporating scaffolds that promote strategies of self-regulated learning (SRL) to help student learning are widely studied and recognised in the literature. However, the best methods for incorporating them in educational technologies and empirical evidence about which scaffolds are most beneficial to students are still emerging. In this paper, we report our findings from conducting an in-the-field controlled experiment with 797 post-secondary students to evaluate the impact of incorporating scaffolds for promoting SRL strategies in the context of assisting students in creating novel content, also known as learnersourcing. The experiment had five conditions, including a control group that had access to none of the scaffolding strategies for creating content, three groups each having access to one of the scaffolding strategies (planning, externally-facilitated monitoring and self-assessing) and a group with access to all of the aforementioned scaffolds. The results revealed that the addition of the scaffolds for SRL strategies increased the complexity and effort required for creating content, were not positively assessed by learners and led to slight improvements in the quality of the generated content. We discuss the implications of our findings for incorporating SRL strategies in educational technologies.
by Dr. Karen Swan
Dr. Swan will discuss tools and techniques of assessing the impact of technology on learning, beginning with asking the right questions. Good questions, she argues, specify not just outcomes, but also inputs and, most importantly, learning processes. Each of these will be discussed in terms of categories and measures for guiding assessment.
trends-networks-ct-sylla.weehh.pdfhomestyle peole of trends and network criti...CristineGraceAcuyan
This course examines global trends and networks in the 21st century to develop students' critical and creative thinking skills. Students will analyze emerging trends, evaluate issues using strategic and intuitive decision-making, and create scenarios to propose interventions and alternative futures. The course aims to help students understand the interconnections between neural networks and social realities. Students will demonstrate their understanding through essays, presentations, and a final video presenting their vision for an ideal future.
Entrepreneurship Education for the 21st CenturyRegina Collins
This presentation describes a research study exploring the inclusion of supportive technology and real-world experiences into entrepreneurship education.
- KU Leuven invested in synchronous hybrid spaces to deal with transitions in higher education, allowing both in-person and remote participation.
- Research on student engagement in different learning settings found that students participating remotely reported lower intrinsic motivation than those participating in-person, but cognitive outcomes did not differ significantly.
- Multiple factors influence student engagement in synchronous hybrid courses, including the teacher's ability to interact and facilitate discussion, whether students feel socially connected to their peers, and the design of learning tasks and activities. Successful courses integrate set, epistemic, and social design considerations.
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
Library Instruction that Improves Self-Efficacy & Academic AchievementCSNLibrary
Based on the results of the College of Southern Nevada’s Assessment in Action project, participants in this workshop will learn about and apply instruction techniques that increase student academic research self-efficacy and improve academic achievement.
The Impact of Digital Literacy Practices on Learning Outcomes in Higher Educ...J'ette Novakovich
This paper reports the findings of a Stage I meta-analysis exploring the effectiveness of online digital literacy practices performed through social media tools in higher education classrooms as measured by learning outcomes. An extensive literature search culled more than 500 potential articles and resulted in a sample of 51 representative quasi-experimental studies, consisting of 4,630 total participants. Fifty-one effect sizes were extracted and yielded a moderately positive statistically significant weighted average effect size of g+ = 0.315, k=51, p <. 01. This overall effect size suggests that integrating online digital literacy practices into the higher education classroom benefits students on measures of academic achievement and offers significant learning support.
In addition, several moderator variables were tested to determine what factors and literacy practices impact learning outcomes; namely, field of study (STEM, ARTS), conceptualization of tool (social learning theory, delivery tool), peer interaction (yes, no), modality (blogs, collaborative communication text-based technologies, i.e. forums and wikis; podcasts, and virtual worlds), practice (consuming, prosuming behaviors), and the learning outcome measured (course project, knowledge-based exam); moderator effect sizes were statistically significant for the following variables: conceptualization of the tool, practice, and learning outcomes.
ORIC Inclusive approaches to curriculum designoricproject
The document discusses different definitions and approaches to curriculum design from various perspectives:
1) QCA and Scotland focus on promoting learner development and a process-oriented approach.
2) Singapore emphasizes a step-by-step design and implementation process with feedback loops.
3) Prideaux discusses different levels of curriculum and questions the best approach.
4) JISC defines curriculum by answering "What needs to be learned?", "What resources are required?", and "How will this be assessed?".
Exploring the Impact of Active Learning Spaces on Teaching and Learning Tanya Joosten
This document summarizes research on the impact of active learning classrooms on teaching and learning. A survey of students in classes held in an active learning classroom found that over 70% felt it improved interactivity, collaboration, and understanding compared to a traditional classroom. Statistical analysis indicated satisfaction, interactivity, and higher-order active learning accounted for 77% of the variance in perceived student learning. The active learning classroom was designed without a front-facing lecture area and included displays and technology to facilitate group work and student engagement. Recommendations are provided for how instructors can design lessons and activities to best utilize the features of the active learning classroom space.
Similar to Follow the Successful Crowd: Raising MOOC Completion Rates through Social Comparison at Scale (20)
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of...Daniel Davis
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of Supporting Learning Outcomes.
Presented in June 2018 at Learning @ Scale in London, England.
Open learner models (OLMs) and learning analytics dashboards: A systematic re...Daniel Davis
This document summarizes a systematic review comparing Open Learner Models (OLMs) and learning analytics dashboards. The review found that OLMs and learning analytics dashboards both aim to provide learners with interfaces to monitor their progress, support planning and self-reflection. However, OLMs were developed in parallel with educational platforms, while learning analytics dashboards developed independently. The review identified trends in OLM research over time, central themes like self-regulated learning and reflection, and compared data modeling and evaluations between OLMs and dashboards. It recommends unifying terminology between the fields and merging their literatures to help each learn from the other.
1) The study examines the effectiveness of retrieval practice, or testing, for knowledge retention in MOOCs compared to passive revisiting.
2) In an experiment with over 1,000 students in an earth science MOOC, students were randomly encouraged to use "qCards" which provided retrieval practice questions.
3) While intention-to-treat analysis found no significant effects, students who complied with the treatment by attempting at least one qCard showed significantly higher achievement.
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.
Dan Davis EDM 2016 Presentation SlidesDaniel Davis
This document analyzes learner behavior in MOOCs to understand how well students adhere to the designed learning path. It finds that:
1) Learners do not always watch video lectures in the prescribed order and their paths differ for passing vs non-passing students.
2) The most common behavioral sequences (motifs) are quiz completion, binge watching, and watching a lecture then completing a quiz.
3) Passing and non-passing students have different navigation patterns between event types like videos, quizzes, and forums.
Learning Transfer: Does it take place in MOOCsDaniel Davis
This document investigates whether learning transfer occurs after completing a MOOC on functional programming. The researchers analyzed data from 37,485 learners who completed the FP101x course on Haskell, including logs from GitHub to study coding activities. They found learning transfer occurred at a rate of 8.5% and was more likely for learners who were intrinsically motivated, had high self-efficacy, or prior programming experience. Expert learners who actively used GitHub did not change their functional coding habits after the course. The researchers concluded that while transfer rates were low, learners quickly applied what they learned to industrially-relevant languages on GitHub after completing the course.
Encouraging Metacognition & Relf-Regulation in MOOCs through Increased Learne...Daniel Davis
The document discusses a learning tracker widget designed to provide feedback to MOOC learners by comparing their engagement metrics to those of previously successful learners. The widget was tested in three MOOCs and showed increases in some engagement metrics as well as higher final grades earned. Key questions remain around defining successful learners, which specific metrics should be fed back, and who learners should be compared to. The goal of the widget is to treat learning as a learnable skill and equip learners with tools to self-regulate.
Gauging MOOC Learners' Adherence to the Designed Learning PathDaniel Davis
1) The document discusses gauging learner adherence to the designed learning path in MOOCs. It explores how students interact with course videos and their behavior patterns.
2) A small subset of 8% of learners display learning transfer in MOOCs, consistent with existing findings from workplace and classroom settings.
3) Before adaptive learning systems can be effective, baselines must be established for the intended learning path and students' natural behaviors in the course. Addressing differences between these baselines can improve adaptive instruction.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Follow the Successful Crowd: Raising MOOC Completion Rates through Social Comparison at Scale
1. FOLLOW THE SUCCESSFUL CROWD
RAISING MOOC COMPLETION RATES THROUGH SOCIAL COMPARISON AT SCALE
DAN DAVIS
IOANA JIVET
RENÉ KIZILCEC LAMBDA-LAB
GUANLIANG CHEN
CLAUDIA HAUFF
GEERT-JAN HOUBEN
7. SOCIAL COMPARISON THEORY
Establish social and personal worth by comparing
ourselves to others (Festinger, 1954)
Comparison with slightly-better-performing peers
has a beneficial effect on students’ grades (Huguet, 2001)
10. DESIGN GOALS
provide feedback on behavior extracted from edX’s
log traces
afford learners the ability to intuitively understand
and explore the information presented (Kay)
show learners specific ways to take action and
change their behavior
Traceable
Scrutable
Actionable
11. Learning tracker
Average graduate You kAverage graduate next week
Time on the
platform
Time watching
videos
Fraction of time
spent watching
videos while on
the platform
Videos watched
Quiz answers
submitted
Timeliness of
quiz answer
submission
12. FEEDBACK SYSTEM DESIGN
1. Embodied representation of multiple metrics
2. Numerous indicators displayed in a small space
3. Easily comparable
21. WaterX
C 1,268 160
MOOC COND. N # PASS PASS RATE
T 1,251 188
12.6%
15.0%
UrbanX
C 771 136
T 746 165
17.6%
22.1%
BusinessX
C 164 46
T 160 54
28.0%
33.8%
OVERALL
C 2,203 342
T 2,157 407
15.5%
18.9%
22. WaterX
C 1,268 160
MOOC COND. N # PASS PASS RATE
T 1,251 188
12.6%
15.0%
UrbanX
C 771 136
T 746 165
17.6%
22.1%
BusinessX
C 164 46
T 160 54
28.0%
33.8%
OVERALL
C 2,203 342
T 2,157 407
15.5%
18.9%
**
24. RQ1
Does social comparison-based learner
feedback lead to increased achievement
and increased self-regulatory behavior for
MOOC learners?
Providing learners a comparison of their own behavior to that
of previously successful peers will increase learner
achievement.
H1.1
25. RQ1
Does social comparison-based learner
feedback lead to increased achievement
and increased self-regulatory behavior for
MOOC learners?
Providing learners a comparison of their own behavior to that
of previously successful peers will increase learner
achievement and engagement
H1.1
Learners will change the aspects of their behavior that the
Feedback System makes them aware of.
H1.2
X
46. RQ3
Does feedback framed in line with a
learner’s cultural context make it more
effective?
Feedback in line with a learner’s cultural individualism index
will increase its impact on the learner
H3.1
X
47. RQ3
Does feedback framed in line with a
learner’s cultural context make it more
effective?
Feedback in line with a learner’s cultural individualism index
will increase its impact on the learner
H3.1
Feedback in alignment with a learner’s cultural tightness will
increase its impact on the learner
H3.2
X