Presentation by Dr. Gale Stewart, Director of Assessment for Student Affairs and Research Associate Lauren Ratliff from the Office of the President. Explains SERU and importance of student participation.
Presentation by Dr. Gale Stewart, Director of Assessment for Student Affairs and Research Associate Lauren Ratliff from the Office of the President. Explains SERU and importance of student participation.
Impact of learning analytics feedback on self regulated learning Lisa-Angelique Lim
Presentation slides for LAK21. Full reference: Lisa-Angelique Lim, Dragan Gašević, Wannisa Matcha, Nora’ayu Ahmad Uzir, and Shane Dawson. 2021. Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students’ recall. In LAK21: 11th International Learning Analytics and Knowledge Conference
(LAK21), April 12–16, 2021, Irvine, CA, USA. ACM, New York, NY, USA, 11 pages. https://doi.org/10.1145/3448139.3448174
Impact of learning analytics feedback on self regulated learning Lisa-Angelique Lim
Presentation slides for LAK21. Full reference: Lisa-Angelique Lim, Dragan Gašević, Wannisa Matcha, Nora’ayu Ahmad Uzir, and Shane Dawson. 2021. Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students’ recall. In LAK21: 11th International Learning Analytics and Knowledge Conference
(LAK21), April 12–16, 2021, Irvine, CA, USA. ACM, New York, NY, USA, 11 pages. https://doi.org/10.1145/3448139.3448174
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
Fostering students’ engagement and learning through UNEDTrivial: a gamified s...UNED
UNEDTrivial is an activity plugin of Moodle that allows teachers to create spaced quizzes based on two principles in the field of educational psychology
• Testing effect: according to which the best method to fix the knowledge is to answer questions after study sessions.
• Spacing education: the spaced repetition of the same items, at specific intervals, increases in long-term retention.
Participants enrolled in a UNEDTrivial receive daily through email reminders of the questions they must answer. Through the feedback provided in each response attempt, students build their knowledge, correcting failures and reinforcing the successes. Wrong answer questions are sending again in the delay established by the instructor to check the knowledge acquisition and increase the long-term retention.
UNEDTrivial offers their complete analytics page where teachers can track the progress of their students. Furthermore, UNEDTrivial uses gamification to increase student engagement such as a leaderboard where students can track their progress, in addition to competing with other classmates. Moreover, UNEDTrivial is compatible with Moodle badges, so it's possible to assign it when a student has closed all questions in a UNEDtrivial.
UNEDTrivial y available at Moodle official plug-in repository:
https://moodle.org/plugins/mod_unedtrivial
Using audio email feedback in formative assessmentAlex Spiers
Presentation delivered at the A Word In Your Ear Conference 2009 at Sheffiled Hallam University.
Alex Spiers & George Macgregor
Liverpool John Moores University
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
In this presentation we present a randomized control trial research study conducted to determine the effect of a real-time student dashboard on student behavior and student achievement. We also present on some of our design changes to increase student use of our dashboards.
Visit BobBodily.com for more information about my research.
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the programme as it stand, modify it or throw it out altogether.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
Cursos y actividades del proyecto ECoVEM, "European Centre of Vocational Exce...Manuel Castro
Cursos del proyecto ECoVEM "European Centre of Vocational Excellence in Microelectronics", https://ecovem.eu/, ECoVEM courses, https://courses-ecovem.eu/, Spain courses, http://ecovem.ieectqai.uned.es/moodle2/
Definición y Fuentes de Energía Renovables – Ventajas e Inconvenientes de las...Manuel Castro
Conferencia dentro del curso "La Energía en la Economía Zamorana" impartido en el Centro Asociado de la UNED de Zamora, con el apoyo de la Cátedra de Población, Vinculación y Desarrollo y la UNED, dirigido por Manuel Castro, catedrático de la UNED y el Director de la Cátedra, Juan Andrés Blanco y el Director de la UNED en Zamora, Antonio Rodríguez https://extension.uned.es/actividad/idactividad/35785
Keynote presented at the Arab ICT 2024 conference in Bahrein from 27 to 28 of February, 2024, with title "Engineering Education in the time of the Internet of Things:
Ethics and Sustainability" showing technical and Industry 4.0 activities to be considered under the filter of the Ethical activity of engineering, Sustainability and Circular Economy, and showing information about ECoVEM project and IEEE/IEEE EdSoc - Bahrain Society of Engineers
ECoVEM European VET project courses presentationManuel Castro
New step presented from the Spanish partners (ANCCP, Gaia and UNED) of the ECoVEM project, European Centre of Vocational Excellence in Microelectronics, European Project inside the Erasmus + KA3 initiative - Dedicated VET Tools, Centres of Vocational Excellence nº 620101-EPP-1-2020-1-BG-EPPKA3-VET-COVE, presenting the 42 courses developed inside the project as a complete microelectronics engagement courses delivered by eleven of the project partners (Technical University of Sofia, SCAS, J-ArtEck Youth Education Center, SEMI, Exolaunch, IAL FVG, INES Formation, ANCCP, UNED, Cyprus Productivity Center and Romit LTD)
TALE 2023 Transforming Traditional Universities into Entrepreneurial Universi...Manuel Castro
Paper presented at the IEEE TALE 2023 in Auckland, New Zaeland, coauthored by Mohammed Riyaz Ahmed, R Venkata Siva Reddy, Bharathi S.H, Manuel Castro from REVA University, Bangalore, India and UNED, Madrid, Spain
Observations of Cheating Behaviours in Online Examinations and Tools for Miti...Manuel Castro
paper presented at the FIE 2023 conference from Manuel Castro∗, Sathiamoorthy Manoharan†, Ulrich Speidel†, Xinfeng Ye†, and Jiayi Zu†
∗ Universidad Nacional de Educación a Distancia (UNED)
† University of Auckland
"Professional On-Line Courses Inside the ECoVEM Project Following Tasks Oriented MOOCs Alike Methodology" presented at the IEEE LWMOOCS 2023 conference at MIT, USA ! Felix Garcia Loro, Rosario Gil, Elio Sancristobal, Pedro Plaza Merino, Blanca Quintana, Sergio Martin, Oscar Casanova-Carvajal, Inma Miralles, Dimitar Tokmako, Slava Malenkova Tzanova, Slavka Tzanova, Russ Meier and Manuel Castro - UNED / ANCCP / U. Plovdiv / MSoE / T. U. Sofia - Professional on-line courses are the way to increase skills, competences and knowledge inside our marketplace workers and might be one of the key actions to promote an increase and engagement on the people interest in a new field, like Microelectronics, allowing them to adapt some more sustainable vision, greener electronics technology, and a more diverse, equity and much more better integration people in this workforce. Recent European Union actions like the Chip Act, as a coordinated answer to the shortage and dependence of the European Union on the foreign technology and microelectronics fabrication aggravated by the Ukrainian war put their outcomes from this project as a reference for future actions on technical VET inside the Europe Union. Early pilot results show that at this moment the students that are doing part of the pilot have less time that should be necessary to follow the curricula as well as probably they are not interested in all the activities and tasks of the pilot courses offered
IEEE EDUCON 2024 - 8-11 May, 2024, in Kos Island, GreeceManuel Castro
Presentation of the IEEE EDUCON 2024 during the closing ceremony of the IEEE EDUCON 2023 in Kuwait ! This is the flagship conference of the IEEE Education Society in IEEE Region 8 (Europe, Middle East and Africa) and will be organized from 8th to 11th of May, 2024, in Kos Island, Greece
Educating online/remote Future Engineering Leaders with Practical Competences...Manuel Castro
https://www.icwl-sete.eu/keynotes.html
This presentation will show the principles to include in our Engineering studies the practical competences and to show the long way we were involved during more than thirty years around distance/online education and the implementation of practical competences, the convergence with online learning in the use of Technology Enhanced Learning (TEL) in Engineering and the new way that we are facing after the main effects of the pandemic time where we should go a new era, more inclusive, diverse and personalized adapted for all.
The way we include the practical competences inside the engineering studies, problems, simulations, virtual, remote and pocket labs open a new era in those applications and the incoming immersive environments that drives us to a new hybrid environment as we are facing this in other important areas like industry or conferences. We will include in the presentation some introduction of the IEEE Education Society inside the area of educational activities and collaboration events as well as European projects like ECoVEM where we are applying some of those principles on the development.
Distinguished Lecture presentation from IEEE Fellow Manuel Castro, President emeritus of the IEEE Education Society presenting Practical Competences and Education for All
Educating our Future Engineering Leaders: an Experiential Approach
Keynote from Manuel Castro, Ph.D., Professor, UNED (Spain) - INTERNATIONAL CONFERENCE ON PEDAGOGICAL INNOVATION July 20, 21 and 22 2022, in Sousse - Tunisia / https://ciip.ieee.tn/
Distinguished Lecture presentation from IEEE Fellow Manuel Castro, President Emeritus of the IEEE Education Society presenting ECoVEM project - European Centre of Vocational Excellence in Microelectronics - 620101-EPP-1-2020-1-BG-EPPKA3-VET-COVE (2020 – 2024)
Descripción de actividades del proyecto europeo ECoVEM dentro del área de cursos abiertos para la atracción de nuevos estuidnates y perfiles profesionales en la Unión Europea en el área de Microelectrónica
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Increasing engagement in a network security management course through gamification
1. Increasing engagement in a
network security management
course through gamification
Manuel Castro
mcastro@ieec.uned.es
https://es.slideshare.net/mmmcastro
2. Objectives
Gamification experience to foster continuos studying
Tool: Qstream
Supports the delivery of the daily questions and provides
quality analytics of the course and student performance in
real-time
Widely use in medicine, but not in engineering
Hypothesis: Check validity of this gamification tool in an
engineering course
2
3. Experimentation
Subject: Network security management
Information Technology Engineering Degree (UNED)
Course evaluation: Very theoretical
50% of grade comes from test questions
Gamification aim: promoting students’ performance in
this specific part, although the knowledge acquired
through Qstream can help in the rest of the exam
5. Spaced Education
Training material spaced and repeated over time results
in greater knowledge acquisition and retention of
content than when the same material is presented at a
single time point
6. Spaced Education
E-mailed cases, questions, or short messages, can
improve the acquisition and retention of topic-specific
knowledge (Franklin / Kerfoot)
8. Experimentation
1 question send daily through email
Duration: from the beginning of the course until two weeks
before the final exam (3,5 months)
36 students participated in the Qstream activity from the 49
registered in the subject
30 multiple choice questions with 4 possible answers
Covering most important topics of the course
Similar to final exam
Participation through any device (Computer or smartphone)
9. Game rules
Correct answer:+50 points
Sent again after few days to foster knowledge assimilation
Question retired when correctly answered twice in a row
Incorrect answer:+10 points
Educational feedback provided
Sent again after few days
11. Survey
1. Receiving daily questions has helped me to take advantage of my time (3.3/5)
2. Receiving daily questions has helped me to not leaving the study to the end of
the term (4.1 / 5)
3. Receiving daily questions has helped me to organize my study time more
efficiently (3.4 / 5)
4. Receiving daily questions has helped me to motivate me for the study (4.4 / 5)
5. Receiving daily questions has helped me to get more interested on the subject
(3.9 / 5)
6. Receiving daily questions has helped me to plan my study (3.2 / 5)
7. Receiving daily questions has helped me to be aware of my progress in the
study (3.7 / 5)
12. Survey
8. Receiving daily questions has helped me to go more
prepared to the exam (4 / 5)
9. Receiving daily questions has helped me to learn better
the subject as a whole (3.8 / 5)
10. Receiving daily questions has helped me to consolidate
what I studied (4.2 / 5)
11. Receiving daily questions has helped me to test my
knowledge (4.4 / 5)
12. Receiving daily questions has helped me to review and
go deeper in what I previously studied (4.1 / 5)
13. I really enjoyed working on this activity (4.5 / 5)
13. Survey
14. I think participating in this activity was a good
opportunity (4.1 / 5)
15. Everyday I was looking forward to receiving the
questions (3.8 / 5)
16. I think I am quite good at this activity (3.4 / 5)
17. I found this activity very interesting (4.5 / 5)
18. I felt tense during the activity (1.4 / 5)
19. I think that I have performed quite well in
comparison with their peers (2.9 / 5)
14. Survey
20. I found this activity fun (4.4 / 5)
21. I felt satisfied with his/her performance in the
activity (3.8 / 5)
22. I felt more competent to study the subject after
working in this activity (1 / 5)
23. I think that this activity is important for the
understanding of the subject (3.4 / 5)
24. I think that this activity has improved my study
habits (3.7 / 5)
15. Survey
25. I would like to have this activity in other subjects (3.1 / 5)
26. I think that receiving points is stimulating (4.7 / 5)
27. I think that comparing with my peers has helped me to
improve myself (4.1 / 5)
28. I found Qstream easy to use (3.9 / 5)
29. I find stimulating to see the ranking everyday (3.7 / 5)
30. I think that learning through challenges is stimulating (3.8 /5)
31. I feel prepared for the exam (3.7 / 5)
16. Detection of topics with problems
Topic without understanding problems
Most students answered the same
17. Detection of topics with problems
Topic with understanding problems
Not clear for students which one is the correct
18. Findings
Spaced education seem to bring important benefits to
the Network Security Management education field
Not only to Medicine
Detection of understanding problems
Promotes:
self-studying
motivation
learning acquisition
19. Increasing engagement in a
network security management
course through gamification
Manuel Castro
mcastro@ieec.uned.es
https://es.slideshare.net/mmmcastro
Thank you!