Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Using research to inform the assessment feedback processSimon Haslett
Author: Mark Jackson, University of Wales Newport
Presented at Research - Teaching in Wales 2011 Conference, 13th -14th September 2011, Gregynog Hall, Newtown (Powys)
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Using research to inform the assessment feedback processSimon Haslett
Author: Mark Jackson, University of Wales Newport
Presented at Research - Teaching in Wales 2011 Conference, 13th -14th September 2011, Gregynog Hall, Newtown (Powys)
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...WASC Senior
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
Leveraging Learning For Development ActionEvan Forward
Presentation given at the Mekong Delta Development Research institute as the culminating progress report of a 2008 Fulbright Fellowship research project.
Exploring Development Complexities - Sanitation Issue in Notoyudan, Yogyakar...Nurlina Y.
Created By:
1. Laura O'Brien
2. Meg Gilchrist
3. Hannah Wilkes
4. Sebit Pal Rambang
5. Nurlina Yustiningrum
6. Ainina Zahra
7. Sandy Afwan
International Field Course: Exploring Development Complexities — in collaboration with The University of Queensland's School of Geography Planning and Environmental Management.
July, 2015.
Notoyudan, Yogyakarta, Indonesia.
This poster contains a summary of my research findings from the completion of my research project investigating stakeholder involvement and community responses to environmental education in a rural fishing community in Cambodia.
National Conversation on What it Means to be Educated in the 21st Century - R...Liz Dorland
NSF sponsored five National Conversations on "What it Means to be Educated in the 21st Century" in 2005. Mesa Community College hosted the community college event. This is our short presentation at NSF Headquarters reporting on the event.
Advancing sustainability in the mekong region role of assessment tools and st...CPWF Mekong
3rd Mekong Forum on Water, Food & Energy. Presentation from Session 19: Advancing Sustainability in the Mekong Region: the role of Assessment Tools, Standards and Safeguards.
Ecosystems of prevention: building local practice networks [EUSPR 2016]Mentor
Mentor UK undertook a review of the drug education provision in secondary schools across Brighton and Hove in Sept 2015-Feb 2016 to support evidence-based delivery at a local level. The process not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community. The case study was presented at this year's EUSPR conference in Berlin, to demonstrate effective strategies to support local agents to implement evidence based practice and develop strong prevention systems.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.