This document discusses using learner readiness assessments to improve online student retention. It introduces the READI assessment tool, which evaluates students' readiness for online learning by assessing their technology skills, time management, communication style, and other factors. The READI helps identify students who may be at risk of dropping out so the institution can intervene with support services. It also provides insight into students' learning styles to help schools design effective online courses and student services. Western Wyoming Community College uses the READI prior to students starting online classes through a demo course and introductory discussions. The READI flags struggling students and helps dispel myths about online learning in order to improve retention rates.
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.
The document discusses business intelligence (BI) systems in higher education institutions. It provides context on a JISC-funded project investigating BI solutions used in UK universities. The document outlines challenges of implementing BI systems, such as data quality issues and unrealistic expectations. It also presents a framework to assess an institution's maturity with BI from relying on disparate data sources to establishing governance, data standards, and centralized BI systems. The main message is that successful BI requires an ongoing process rather than a one-time project.
A presentation from Alistair McNaught of Techdis, comparing the benefits and barriers created by m-Learning with the benefits and barriers inherent in a traditional learning experience it is possible to evaluate the best approach for a particular group of learners. To be presented at the RSC SE e-learning Fair 2007 at Southampton Solent University on October 26th 2007
The document discusses data, data standards, and decision making in education. It covers topics like the SIF standard, challenges around digital content and data needs, and a potential future framework for personalized learning, assessment, instructional delivery, and using data to support decisions. It also provides examples of how standards like SCORM and dashboards can help integrate and share information across different education applications and systems.
This document summarizes a student's research report on introducing software-focused classes into Boise State University's technical communication curriculum. The student conducted surveys of students, faculty and employers to evaluate their attitudes. The research found that while students, faculty and employers agree software training is important, there are differing views on how it should be implemented. Popular software platforms identified included markup languages, page layout, graphics, video recording, help authoring and social media tools. The student recommends BSU consider the results and implementing some form of software training.
The document describes the components and processes involved in developing and implementing a learning management system (LMS). It includes sections on testing and assessments, course content repository, analysis and reporting, course creation, user profile development and registration, learner tools, support tools, system requirements, and staff roles. The key components are testing and assessments, course content repository, analysis and reporting, course creation, and user profile development. The development process involves thorough testing, organizing course content, analyzing data, creating courses, and developing user profiles in an iterative way.
This document discusses using learner readiness assessments to improve online student retention. It introduces the READI assessment tool, which evaluates students' readiness for online learning by assessing their technology skills, time management, communication style, and other factors. The READI helps identify students who may be at risk of dropping out so the institution can intervene with support services. It also provides insight into students' learning styles to help schools design effective online courses and student services. Western Wyoming Community College uses the READI prior to students starting online classes through a demo course and introductory discussions. The READI flags struggling students and helps dispel myths about online learning in order to improve retention rates.
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.
The document discusses business intelligence (BI) systems in higher education institutions. It provides context on a JISC-funded project investigating BI solutions used in UK universities. The document outlines challenges of implementing BI systems, such as data quality issues and unrealistic expectations. It also presents a framework to assess an institution's maturity with BI from relying on disparate data sources to establishing governance, data standards, and centralized BI systems. The main message is that successful BI requires an ongoing process rather than a one-time project.
A presentation from Alistair McNaught of Techdis, comparing the benefits and barriers created by m-Learning with the benefits and barriers inherent in a traditional learning experience it is possible to evaluate the best approach for a particular group of learners. To be presented at the RSC SE e-learning Fair 2007 at Southampton Solent University on October 26th 2007
The document discusses data, data standards, and decision making in education. It covers topics like the SIF standard, challenges around digital content and data needs, and a potential future framework for personalized learning, assessment, instructional delivery, and using data to support decisions. It also provides examples of how standards like SCORM and dashboards can help integrate and share information across different education applications and systems.
This document summarizes a student's research report on introducing software-focused classes into Boise State University's technical communication curriculum. The student conducted surveys of students, faculty and employers to evaluate their attitudes. The research found that while students, faculty and employers agree software training is important, there are differing views on how it should be implemented. Popular software platforms identified included markup languages, page layout, graphics, video recording, help authoring and social media tools. The student recommends BSU consider the results and implementing some form of software training.
The document describes the components and processes involved in developing and implementing a learning management system (LMS). It includes sections on testing and assessments, course content repository, analysis and reporting, course creation, user profile development and registration, learner tools, support tools, system requirements, and staff roles. The key components are testing and assessments, course content repository, analysis and reporting, course creation, and user profile development. The development process involves thorough testing, organizing course content, analyzing data, creating courses, and developing user profiles in an iterative way.
Students’ Perception about Fundamental Programming Course Teaching and Learningrahulmonikasharma
Programming learning has unique characteristics as it is a subject that requires skill and higher order thinking. Students come to class with a perception about the subject mostly obtained from their seniors including fear or perceived difficulty. Senior students have a perception about programming learning that was supported by their experience during the subject learning. Students’ views (+ / -) about the course could affect their performance. A qualitative survey was conducted with 93 third year students to obtain their views about the students’ point of views while learning programming and the recommendation for modifying the course. Obstacles identified by students could be tackled with the aid of technology enhanced learning (TEL) including tutoring system. This survey is done as a preliminary step in developing and incorporating technical solution to students’ problems. The findings were: Mostly, students are satisfied with the amount of time and effort they dedicated to the subject. While some mentioned that they would practice coding more and perform some projects beyond the course level. Majority of the students pointed out that they got useful advice from seniors about the subject learning. Less feedback was discouraging to students. About their suggested modification about the way the course setup, their overall responses approved the course design. There were minor comments about the proportions of the theoretical to practical components and the suitable amount of assignments.
คอมพิวเตอร์เพื่อการเรียนรู้ (Computers for learning)Ketsadaporn
The document discusses how computers can be used as tools for learning at Ban Nong Yai school. It recommends training teachers on computer use and software/hardware. Teachers should use computers as instructional tools through activities like computer-assisted instruction. Computers can also be used as assistants for tasks like word processing and presentations. As for students, computers allow for assigned learning activities, communicating with computers, and developing skills like problem-solving. The document proposes a model where students use computers for searching, exploring, analyzing, exchanging, and presenting information on tasks like mathematics functions.
Presentation on the effectiveness of E-learning within the premises of Tata S...Anannya Chakraborty.
Learning and development and how that has affected workers and co workers of Tata Steel Tubes Strategic Business Unit. The video discusses on the effectiveness of E-learning and how that could eradicate the undeucative practises of Tata Steel co-workers and staff members and also in a manner that it has helped me in my learning process. The process of imparting the educative policies in Tata Steel has benefitted staffs, members and the workers working within the Tata Steel.
Rickey Warner's presentation outlined the key components required for a quality online course, including standards, recommendations, annotations, course evidence, and characteristics. It discussed the Quality Matters rubric which contains 8 general and 43 specific review standards. Annotations provide explanations of each standard along with examples from courses. Course evidence shows how standards are implemented, with location details and quotes. Characteristics include constructive, specific, measurable, and balanced feedback to help learners improve. The goal is to train reviewers to thoroughly evaluate courses based on these components and determine if learners' work meets expectations.
This Tutorial contains 2 Papers
Assignment 1: Technology Assessment
Due Week 3 and worth 240 points
Using the Internet or University databases, research the regulatory requirements related to technology with the health care industry, and complete this assignment.
Write a four to five (4-5) page paper in which you:
1. Identify and analyze what you believe to be the most significant new technology requirements for the health care industry. Indicate how providers should approach
The document proposes introducing a digital Learning Management System (LMS) to improve student achievement scores at a school district that has seen scores drop over the last three years. An LMS would help teachers identify learning gaps through analytics and design intervention programs. The proposed LMS should be easy to use, integrated to allow information sharing, and support blended learning. It would help the district achieve its goal of ensuring high levels of learning for all students by improving the learning experience and access to resources. The document recommends the Canvas LMS specifically for its ease of use and ability to connect all digital teaching tools in one place.
Dr. Hurns assigns Connect and LearnSmart activities to engage online students and provide effective studying. Analysis of LearnSmart reports showed students were less engaged than assumed. Students who actively used LearnSmart improved quiz, exam, and overall course scores by 10-29 points. Hurns believes Connect and LearnSmart increase student engagement and success.
The document discusses the key areas and process of educational technology planning. The basic areas of educational technology are instructional technology, hardware and software, administrative systems, communication systems, and staff development. It outlines the steps to develop a technology plan, including creating a needs assessment, analyzing survey results, drafting the plan, and getting stakeholder input. An effective technology plan should address curricular and non-curricular issues, have goals and action plans, and be regularly reviewed.
This document discusses opportunities for aligning learning and knowledge management across organizations. It notes that informal learning now accounts for 90% of learning through social tools and collaboration. An assessment found benefits to connecting learning and knowledge content through common platforms, including consistency, optimized user experience, and cost savings. The vision is for an integrated approach defined by business value, on-the-job access, personalized experiences, innovative delivery, and a synchronized learning and knowledge approach. Critical elements for successful alignment include identifying business needs, senior leadership support, shared understanding, integrating activities into work processes, leveraging distinct values, strong communications, and a supporting infrastructure.
Providing A Collaborative Learning Environment For Student Teams And Corporat...tphillip
This file provides information concerning how to establish a collaborative learning environment that allows online learners to work in teams on projects for corporate clients. It was used as part of his presentation at the 2009 Instructional Technology Conference.
Dr. Timothy L. Phillips
Department of Instructional Technology
Bloomsburg University
tphillip@bloomu.edu
This document outlines the schedule and assignments for a course on integrating information and communication technology (ICT) into early childhood education (ECE). It includes topics like evaluating educational software, planning ICT use, and emerging technologies. Assignments involve evaluating and demonstrating educational software, creating an e-portfolio, and tests on cyber ethics and ICT. Discussion questions address using ICT in ECE, connecting learning through social media, and selecting developmentally appropriate software.
The document discusses developing digital literacy. It notes that digital literacy expresses the capabilities needed to live, learn and work in a digital society. It explores what capabilities graduates will need in the 21st century and challenges in developing those capabilities. The workshop will help participants help their students develop digital literacies through activities, discussion and sharing ideas.
Third of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at how we might 'recover' from the impacts of digital technology in education, and in particular what our responsibilities are as educational developers.
The document discusses a model for developing digital literacy in learners, which includes four aspects - attributes, practices, skills, and access - arranged in stages of development, with the goal of helping learners progress from basic access and skills to more advanced attributes and practices suited for 21st century graduates. It also examines factors that can inhibit or drive development and proposes using the model to design digital experiences that support learners' progression through the stages.
The document discusses findings from focus groups with students at the University of Plymouth regarding their use of technology for learning. It was found that students highly value Google and lecture notes for finding information, but struggle with accessing online journals. Students use social media like Facebook and chat programs to contact peers for help with assignments. They take photos and recordings in lectures to document and review material. Overall, students expect the use of technology at university to enhance their learning, skills, and career prospects.
Not future proofed but future-focused finalHelen Beetham
This document discusses how digital technologies are changing practices in personal, social, workplace and other domains. It explores how graduate attributes and university education need to evolve to develop students' skills and experiences with these new digital practices. The document outlines research conducted at the University of Plymouth, including focus groups and a survey of students, to understand their technology use and needs. It presents findings that students want ubiquitous access to course materials and expect to use their own devices on campus. The document concludes by discussing plans to enhance the student experience through a new "Mobile Plymouth" initiative and digital literacy project.
Paper on strategic approaches to developing digital literacy presented to ALT-C 2012 as a short paper, on behalf of the JISC Developing Digital Literacies programme
Students’ Perception about Fundamental Programming Course Teaching and Learningrahulmonikasharma
Programming learning has unique characteristics as it is a subject that requires skill and higher order thinking. Students come to class with a perception about the subject mostly obtained from their seniors including fear or perceived difficulty. Senior students have a perception about programming learning that was supported by their experience during the subject learning. Students’ views (+ / -) about the course could affect their performance. A qualitative survey was conducted with 93 third year students to obtain their views about the students’ point of views while learning programming and the recommendation for modifying the course. Obstacles identified by students could be tackled with the aid of technology enhanced learning (TEL) including tutoring system. This survey is done as a preliminary step in developing and incorporating technical solution to students’ problems. The findings were: Mostly, students are satisfied with the amount of time and effort they dedicated to the subject. While some mentioned that they would practice coding more and perform some projects beyond the course level. Majority of the students pointed out that they got useful advice from seniors about the subject learning. Less feedback was discouraging to students. About their suggested modification about the way the course setup, their overall responses approved the course design. There were minor comments about the proportions of the theoretical to practical components and the suitable amount of assignments.
คอมพิวเตอร์เพื่อการเรียนรู้ (Computers for learning)Ketsadaporn
The document discusses how computers can be used as tools for learning at Ban Nong Yai school. It recommends training teachers on computer use and software/hardware. Teachers should use computers as instructional tools through activities like computer-assisted instruction. Computers can also be used as assistants for tasks like word processing and presentations. As for students, computers allow for assigned learning activities, communicating with computers, and developing skills like problem-solving. The document proposes a model where students use computers for searching, exploring, analyzing, exchanging, and presenting information on tasks like mathematics functions.
Presentation on the effectiveness of E-learning within the premises of Tata S...Anannya Chakraborty.
Learning and development and how that has affected workers and co workers of Tata Steel Tubes Strategic Business Unit. The video discusses on the effectiveness of E-learning and how that could eradicate the undeucative practises of Tata Steel co-workers and staff members and also in a manner that it has helped me in my learning process. The process of imparting the educative policies in Tata Steel has benefitted staffs, members and the workers working within the Tata Steel.
Rickey Warner's presentation outlined the key components required for a quality online course, including standards, recommendations, annotations, course evidence, and characteristics. It discussed the Quality Matters rubric which contains 8 general and 43 specific review standards. Annotations provide explanations of each standard along with examples from courses. Course evidence shows how standards are implemented, with location details and quotes. Characteristics include constructive, specific, measurable, and balanced feedback to help learners improve. The goal is to train reviewers to thoroughly evaluate courses based on these components and determine if learners' work meets expectations.
This Tutorial contains 2 Papers
Assignment 1: Technology Assessment
Due Week 3 and worth 240 points
Using the Internet or University databases, research the regulatory requirements related to technology with the health care industry, and complete this assignment.
Write a four to five (4-5) page paper in which you:
1. Identify and analyze what you believe to be the most significant new technology requirements for the health care industry. Indicate how providers should approach
The document proposes introducing a digital Learning Management System (LMS) to improve student achievement scores at a school district that has seen scores drop over the last three years. An LMS would help teachers identify learning gaps through analytics and design intervention programs. The proposed LMS should be easy to use, integrated to allow information sharing, and support blended learning. It would help the district achieve its goal of ensuring high levels of learning for all students by improving the learning experience and access to resources. The document recommends the Canvas LMS specifically for its ease of use and ability to connect all digital teaching tools in one place.
Dr. Hurns assigns Connect and LearnSmart activities to engage online students and provide effective studying. Analysis of LearnSmart reports showed students were less engaged than assumed. Students who actively used LearnSmart improved quiz, exam, and overall course scores by 10-29 points. Hurns believes Connect and LearnSmart increase student engagement and success.
The document discusses the key areas and process of educational technology planning. The basic areas of educational technology are instructional technology, hardware and software, administrative systems, communication systems, and staff development. It outlines the steps to develop a technology plan, including creating a needs assessment, analyzing survey results, drafting the plan, and getting stakeholder input. An effective technology plan should address curricular and non-curricular issues, have goals and action plans, and be regularly reviewed.
This document discusses opportunities for aligning learning and knowledge management across organizations. It notes that informal learning now accounts for 90% of learning through social tools and collaboration. An assessment found benefits to connecting learning and knowledge content through common platforms, including consistency, optimized user experience, and cost savings. The vision is for an integrated approach defined by business value, on-the-job access, personalized experiences, innovative delivery, and a synchronized learning and knowledge approach. Critical elements for successful alignment include identifying business needs, senior leadership support, shared understanding, integrating activities into work processes, leveraging distinct values, strong communications, and a supporting infrastructure.
Providing A Collaborative Learning Environment For Student Teams And Corporat...tphillip
This file provides information concerning how to establish a collaborative learning environment that allows online learners to work in teams on projects for corporate clients. It was used as part of his presentation at the 2009 Instructional Technology Conference.
Dr. Timothy L. Phillips
Department of Instructional Technology
Bloomsburg University
tphillip@bloomu.edu
This document outlines the schedule and assignments for a course on integrating information and communication technology (ICT) into early childhood education (ECE). It includes topics like evaluating educational software, planning ICT use, and emerging technologies. Assignments involve evaluating and demonstrating educational software, creating an e-portfolio, and tests on cyber ethics and ICT. Discussion questions address using ICT in ECE, connecting learning through social media, and selecting developmentally appropriate software.
The document discusses developing digital literacy. It notes that digital literacy expresses the capabilities needed to live, learn and work in a digital society. It explores what capabilities graduates will need in the 21st century and challenges in developing those capabilities. The workshop will help participants help their students develop digital literacies through activities, discussion and sharing ideas.
Third of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at how we might 'recover' from the impacts of digital technology in education, and in particular what our responsibilities are as educational developers.
The document discusses a model for developing digital literacy in learners, which includes four aspects - attributes, practices, skills, and access - arranged in stages of development, with the goal of helping learners progress from basic access and skills to more advanced attributes and practices suited for 21st century graduates. It also examines factors that can inhibit or drive development and proposes using the model to design digital experiences that support learners' progression through the stages.
The document discusses findings from focus groups with students at the University of Plymouth regarding their use of technology for learning. It was found that students highly value Google and lecture notes for finding information, but struggle with accessing online journals. Students use social media like Facebook and chat programs to contact peers for help with assignments. They take photos and recordings in lectures to document and review material. Overall, students expect the use of technology at university to enhance their learning, skills, and career prospects.
Not future proofed but future-focused finalHelen Beetham
This document discusses how digital technologies are changing practices in personal, social, workplace and other domains. It explores how graduate attributes and university education need to evolve to develop students' skills and experiences with these new digital practices. The document outlines research conducted at the University of Plymouth, including focus groups and a survey of students, to understand their technology use and needs. It presents findings that students want ubiquitous access to course materials and expect to use their own devices on campus. The document concludes by discussing plans to enhance the student experience through a new "Mobile Plymouth" initiative and digital literacy project.
Paper on strategic approaches to developing digital literacy presented to ALT-C 2012 as a short paper, on behalf of the JISC Developing Digital Literacies programme
Enable India is an NGO started by two IT professionals to provide economic independence to differently abled people in India. It partners with other organizations to offer workplace solutions through customized jobs and aids, training and development courses, and entrepreneurship ventures. The goals are achieved through a three-step process of educating, training and equipping people, sourcing job placements, and improving confidence. Enable India recommends adopting a flat organizational structure and expanding to three major cities in Karnataka, initially focusing on surrounding towns and villages through partnerships with other NGOs. A strategic implementation plan includes identifying and segmenting target populations, assessing training needs, allocating volunteers, creating social media profiles for candidates, engaging alumni, and providing business guidance and
Lightning talks: the student digital experienceJisc
Students' responses on learning analytic dashboards
Speakers:
Liz Bennett, director of learning and teaching, University of Huddersfield.
Sue Folley, academic development adviser, University of Huddesfield
Liz's current research has been funded by SRHE entitled 'students’ learning responses learning analytics dashboards'. She has also published extensively in the field of higher education practices and learning technology
Supporting staff and students' digital capability with the digital discovery tool
Speakers: Heather Price and Alicja Shah, senior co-design managers, Jisc.
This lightning talk will provide an overview of the updated version of the digital capability discovery tool for staff and students. The prototype website for this service will also be presented giving you the opportunity to explore how this could benefit you and your organisation.
Advising Technology: The Needs Assessment & Implementation ProcessLaura Pasquini
Technology can provide new ways to connect, collaborate and share resources for academic advising. Successful implementation of technology in advising is often the results of a needs assessment and planning process. During the review and planning process, advising units will be able to identify areas for where digital resources are most suitable, accessible, and meaningful for their students.
There are many online tools and resources to support academic advisors; however a critical part of technology implementation is the assessment and planning process. It is important to review the departmental objectives and learning outcomes to ensure it aligns the advising unit's learning strategy to meet departmental needs and training focus (Brandon, 2006). Attendees will learn how to effectively conduct a needs assessment and implement technology into their advising practice.
Participants will brainstorm ideas around program initiation, collaborative partnerships & teams, project planning, and models for implementing technology in advising to meet the needs of their students, staff and faculty at their home institution.
The document discusses the importance of program evaluation for transition educators and service providers. It provides examples of evaluation tools that can be used to evaluate different aspects of transition programs, including student development, interagency collaboration, family involvement, program structures, and team performance. Examples of evaluation tools include pre-post tests, questionnaires, self-assessments, and discussion questions. Criteria for effective evaluation include having specific, measurable goals and indicators to assess outcomes. Barriers to evaluation such as lack of resources or support are also addressed.
The document outlines various considerations for conducting a needs assessment before designing and delivering training, including: understanding the overall goals and performance gaps; determining if training is the best solution; identifying available resources, support tools, and the organization's culture; assessing participants' demographics, attitudes, skill levels, and experience; exploring design options like delivery methods, materials, and technology capabilities; and identifying any additional special considerations.
Assignment 2 Needs AssessmentDue Week 5 and worth 175 points.docxjosephinepaterson7611
Assignment 2: Needs Assessment
Due Week 5 and worth 175 points
You and your assigned classmate(s) have formed a human resource consulting company. You have been hired to provide training to the sales force for an automobile dealership. As part of your preparation for this consulting engagement, you and your team members must determine how best to approach the automobile dealership to engage the interest of the decision makers. Your part of this assignment is to propose the types of needs assessment tools that could be used to determine how to design and develop the automobile dealerships training programs. These could include software, models, or analysis methods. Once you complete your need assessment, you must now meet with the owner of the dealership to discuss the needs assessment. Do Not Create a Training Program!!!
From the perspective of a team member, write a three to four (3-4) page paper in which you:
1. Prepare, in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected. (You will use a hierarchical topic and sentence outline for this paper only.)
Review chapter 4 on needs assessments. It discusses different types of assessments. Select the best one(s) to use to gather information. Keep in mind that you are trying to find out the organizations needs related to their sale force. Hence, you need to outline the method you are going to use to gather information and make a recommendation to management on what type of training may be required. Use this information in conjunction with your research from the week 3 discussion.
2. Identify two (2) possible impediments to this approach and discuss how you will overcome them.
The text also discusses obstacles to conducting needs assessments such as time, cost, leadership buy-in, employee willingness to participate. The most common are time to conduct a thorough assessment and cost. You should mention the others briefly as supporting information.
3. Evaluate the feasibility of your approach to what is commonly done in the field.
Feasibility is the likelihood your process would happen in this industry. Is your process a standard practice?
4. Explain why your needs assessment is critical to the development of the training program you plan to deliver.
Your goal here is to answer what can happen if you develop training without understanding the training needs and why it is important to determine the issues correctly to avoid wasting time and money, in addition to not solving the problem. Remember you are training the sales force but the training may not be sales related it could be a process, time management, or low morale. This is what your consulting company has been hired to find out.
5. Use at least two (2) quality academic resources in this assignment.
Two resources in addition to your textbook for maximum points.
Review the week 3 discussion thread where you can find other types of needs assessment processes. If.
Assignment 2 Needs AssessmentDue Week 5 and worth 175 points.docxbraycarissa250
Assignment 2: Needs Assessment
Due Week 5 and worth 175 points
You and your assigned classmate(s) have formed a human resource consulting company. You have been hired to provide training to the sales force for an automobile dealership. As part of your preparation for this consulting engagement, you and your team members must determine how best to approach the automobile dealership to engage the interest of the decision makers. Your part of this assignment is to propose the types of needs assessment tools that could be used to determine how to design and develop the automobile dealerships training programs. These could include software, models, or analysis methods. Once you complete your need assessment, you must now meet with the owner of the dealership to discuss the needs assessment. Do Not Create a Training Program!!!
From the perspective of a team member, write a three to four (3-4) page paper in which you:
1. Prepare, in outline form, the process your team could use to conduct the needs assessment for your client based upon the articles you selected. (You will use a hierarchical topic and sentence outline for this paper only.)
Review chapter 4 on needs assessments. It discusses different types of assessments. Select the best one(s) to use to gather information. Keep in mind that you are trying to find out the organizations needs related to their sale force. Hence, you need to outline the method you are going to use to gather information and make a recommendation to management on what type of training may be required. Use this information in conjunction with your research from the week 3 discussion.
2. Identify two (2) possible impediments to this approach and discuss how you will overcome them.
The text also discusses obstacles to conducting needs assessments such as time, cost, leadership buy-in, employee willingness to participate. The most common are time to conduct a thorough assessment and cost. You should mention the others briefly as supporting information.
3. Evaluate the feasibility of your approach to what is commonly done in the field.
Feasibility is the likelihood your process would happen in this industry. Is your process a standard practice?
4. Explain why your needs assessment is critical to the development of the training program you plan to deliver.
Your goal here is to answer what can happen if you develop training without understanding the training needs and why it is important to determine the issues correctly to avoid wasting time and money, in addition to not solving the problem. Remember you are training the sales force but the training may not be sales related it could be a process, time management, or low morale. This is what your consulting company has been hired to find out.
5. Use at least two (2) quality academic resources in this assignment.
Two resources in addition to your textbook for maximum points.
Review the week 3 discussion thread where you can find other types of needs assessment processes. If ...
The document outlines criteria for evaluating topics related to an educational program across a range of points from 3 points to 0 points. For the topic of "Access/Diversity", a program would receive the highest score of 3 points if the population included a full range of minorities, females, and first-generation students and was representative of at least 75% of the region. It would receive 0 points if the population did not include diversity and was not representative of less than 25% of the region. Similar criteria are outlined for other topics like "Excellence/Quality", "Effective use of industry mentorship", and "Application of current learning theory and tools".
The document discusses using analytics to improve student retention and other outcomes at the University of Kentucky. It describes:
1) Initial steps taken over the past year, including mobile surveys of students, analyzing enrollment, performance, and other data, and using high-speed analytics.
2) Potential future areas of work, such as personalized mobile interactions with students, advanced models of student behavior and performance, improved lecture content discovery and recommendations, and degree planning tools.
3) Various data models already in use, including those tracking enrollment, student demographics and performance, classroom and instructor productivity, and student surveys and interactions.
The document summarizes a presentation on reimagining assessment and feedback given by consultants from Jisc. It discusses Jisc's current research on trends in assessment, principles of good assessment, results from a poll on concerns in the higher education assessment landscape, examples of how technology can help implement assessment principles, and looking to the future of assessment including what is not yet supported digitally. The presentation engaged participants in activities to discuss tools, examples of good practice, and future support needs.
The document discusses the ICT Capabilities surveys and continuum, which were developed to benchmark teachers' and schools' ICT capabilities and assist with ongoing professional learning planning in ICT. The surveys can help teachers, non-teaching staff, principals, and regional directors develop individual and whole-school ICT plans by indicating strengths and areas for growth. The ePotential website provides resources and guidance for using the surveys and continuum as strategic tools to improve teaching and learning over time at individual, school, and statewide levels.
Another common pitfall we see is the treatment of blended learning as a standalone education program instead of integrated into the costs associated with day-to-day instruction.
Assessing cost trade offs within the ongoing instructional budget will allow blended learning to be both scalable and sustainable.
Introduction to digital capability - academic staffJennyGainsford
This document provides an introduction to digital capabilities for teaching staff at the University of Hertfordshire. It outlines what digital capabilities are, why they are important for both staff and students, and the six areas of digital capability as defined by Jisc. Staff are encouraged to reflect on their own digital skills using the Jisc Discovery Tool and identify any skills they need to develop. A variety of training opportunities are available to help staff improve their digital capabilities, and next steps are outlined to continue developing digital skills.
Introduction to digital capability - academic staffJennyGainsford
This document provides an introduction to digital capabilities for teaching staff at the University of Hertfordshire. It outlines what digital capabilities are, why they are important for both staff and students, and the six areas of digital capability as defined by Jisc. Staff are encouraged to reflect on their own digital skills using the Jisc Discovery Tool and identify any skills they need to develop. A variety of training opportunities are available to help staff improve their digital capabilities, and next steps are outlined to continue developing digital skills.
This document provides a checklist for business readiness planning with questions in several key areas: change strategy, communications, training, support, and documentation. It prompts identifying stakeholders and their roles, how the change supports organizational priorities, leading people through the change process, evaluating stakeholder buy-in, managing resistance, defining key messages and audiences, identifying training needs and timelines, planning support resources and evaluation, and determining documentation requirements. The checklist aims to guide comprehensive planning across multiple workstreams to successfully implement organizational changes.
Introduction to digital capability - academic staffJennyGainsford
This document provides an introduction to digital capabilities for teaching staff at Herts University. It outlines why digital capabilities are important, as most jobs will require digital skills in the future. It defines the key areas of digital capability according to Jisc and encourages staff to reflect on their skills using the Jisc Discovery Tool. Staff are then provided information on training opportunities available to develop their digital skills further.
The document summarizes a meeting to discuss supporting staff to teach effectively online. It introduces Jisc's digital capability service and discovery tool, which includes a self-assessment quiz to evaluate digital skills. Feedback from the tool includes next steps and resources. A new question set on effective online teaching was developed through a review process. Key areas covered include knowledge acquisition, critical engagement, knowledge application, dialogue, collaboration, content creation, and supporting online learners. Challenges discussed include accessibility, non-institutional tools, assessing collaboration, specialist practices, and developing student online learning skills. Updates provided new case studies and information on digital capability events.
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
This proposal aims to ensure quality in the IT department of Middle East College in Oman. The author will assess three dimensions - personnel, curriculum, and environment - through various tools like interviews, surveys, checklists, and expert reviews. The goals are to improve personnel skills, curriculum quality, and teaching/learning environment. Recommendations will be made to further enhance quality in the IT department.
Ethical AI summit Dec 2023 notes from HB keynoteHelen Beetham
Somewhat extended and tidied up text of HB keynote at the ALT winter summit on AI and Ethics, December 2023. Slides draft quality for navigation only - a better quality set of slides is also available.
ALT Ethical AI summit, HB keynote, Dec 2023Helen Beetham
The document discusses issues around whose ethics and values are embedded in generative AI tools. It notes that while ethics codes exist, users cannot easily verify what values are incorporated. It advocates for a relational approach that considers the dynamic contexts and relationships in which AI is developed and used. The document outlines how generative AI works by training on large datasets and being refined through user prompts, but this process can encode biases and privilege some voices over others. It raises questions about the environmental impact, risks to education and jobs, and how AI may define and value humanity. It argues we need an ecosystem that fosters agency, care, accountability and representation when developing and using generative AI technologies.
This document discusses writing as an academic practice in light of generative AI technologies. It notes that while generative AI could enhance productivity, it may also narrow information access and gather user data. In contrast, purposes of student writing include expressing understanding, connecting to experience, developing voice and identity. The document argues that generative AI models are normative, extractive, unaccountable and lack human qualities like intention. It advocates for accountable assignments focusing on human aspects of writing that AI cannot replicate, like writing from a standpoint or to make a real difference. The document also discusses guidelines around disclosing AI assistance in academic work and encouraging critical use and understanding of generative AI technologies.
Helen Beetham discusses the need for universities to rethink how knowledge and thinking are practiced in their curriculums in a post-pandemic world. She argues that curriculums should value sustainability thinking, decolonization, digital practices like design thinking and coding, and data literacy. Universities also need to foster critical thinking about technology and its impacts. To prepare students for uncertain futures, curriculums should incorporate futures thinking exercises to imagine alternative futures and the knowledge needed to thrive in them.
This document discusses findings from a study on students' digital experiences and how they can inform the future of universities. Some key points:
1. Students focus more on transactional digital tasks like accessing information rather than transformational skills. Their digital skills are often not developed for future careers.
2. Not all students thrive equally in digital spaces, and digital practices don't always transfer from personal to academic settings. Inequalities are amplified.
3. When done well, digital tools can engage students through flexibility, specialized applications, and up-to-date resources. But some students lack skills, connectivity, or are disengaged.
4. Lectures remain important but are changing, with students relying
The document summarizes a presentation on open education and critical digital literacies. It discusses:
1. The need for open education to develop critically resourceful learners who question aspects of their learning and see themselves as critical subjects.
2. How open education requires critical educators who challenge power dynamics and develop critical pedagogies.
3. Various ways learners can develop critical thinking skills through digital technologies, such as through situated practices, developing technical skills, and forming their identity as learners.
Education technology - a feminist space?Helen Beetham
This document discusses whether education technology can be considered a feminist space. It notes that while some see the field as supportive of women, issues around unequal opportunities for women in tech careers and algorithmic bias persist. The document advocates for applying feminist concepts and critical frameworks around power, social justice, and the "male gaze" to research and practice in digital education. It argues that developing students' critical thinking around technology's social impacts and biases could help address these issues.
Student digital experience tracker expertsHelen Beetham
Slides from Jisc Student Experience Experts' meeting June 2016 introducing data from the Jisc Digital Student Experience Tracker pilot and findings about the Tracker process
The future is now: changes and challenges in the world of workHelen Beetham
The document discusses how digital technologies are changing the world of academic work. It notes that academic work is becoming more fragmented, uncertainly located, reputation-centered, monitored and quantified. It also discusses how work is becoming more entrepreneurial and distributed between human and machine tasks. The document proposes a digital capabilities framework to help university staff develop the skills needed to adapt to these changes in the digital university. It emphasizes the importance of developing digital skills for all staff roles.
Digital identities: resources for uncertain futuresHelen Beetham
The document discusses digital identity and how it relates to students. It notes that digital identity involves a person's digital traces, personal data, and online presence. While eportfolios can support identity checks and reflection, identity work occurs across many digital platforms and systems. The conclusion emphasizes that learners need secure environments to explore emergent identities, and institutions should focus on developing students' long-term digital identity skills through playful identity work, a repertoire of skills rather than perfection, and progressively more open engagement online.
La Trobe Uni Innovation Showcase keynoteHelen Beetham
This document discusses how digital technologies have changed education and innovation in the field. It notes that technology alone does not drive change, but how it is incorporated into social and educational practices can change values, goals, methods and tools. New knowledge areas and ways of knowing have emerged from digital technologies, including new data analysis methods, modes of representation, and theories of learning. Digital technologies also define new contexts for learning as universities and students increasingly use digital systems and practices. The future is uncertain but emphasizes students developing capabilities to thrive in rapid change, including through innovative teaching approaches that develop digital literacy. Barriers to innovation include organizational culture and infrastructure, but can be addressed through strategic planning and leadership support.
This document discusses the relationship between physical and virtual academic spaces. It makes three key points:
1. Academic campuses have become highly virtualized, with student status and learning achieved through digital systems and online interactions. However, virtual spaces cannot replace the value of in-person interactions.
2. Virtual spaces are designed environments that shape the meanings and uses that are possible within them. They also leave some students feeling exposed or vulnerable.
3. While the body seems excluded from virtual spaces, bodies are still present through digital traces, avatars, and the real-world labor that powers virtual systems. Virtual spaces both enable and challenge expressions of identity.
Outline of features of an educational organisation that might usefully be audited or assessed to determine its capacity to respond to digital opportunities and threats.
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Flipped learning is an arrangement where students complete independent study tasks before a taught session. This allows class time to be used for discussion, problem-solving, and other active learning activities led by the teacher. Both the independent and classroom portions can utilize technology like online videos and collaborative tools. Effective flipped class design includes allowing students to learn material before class, assessing understanding at the start of class, teaching responsively based on student needs, making pre-class work essential to in-class activities, and using class time for collaborative work and application of concepts.
Neutral version (university references removed) of webinar designed and run for the University of Newcastle, April 2015. Dealing with outcomes from the Jisc-funded Digital Student project and my own findings from interviews with students and consultation with sector bodies.
Neutral version (university references removed) of a workshop designed and run for the University of Bristol, March 2015. Deals with issues of blended, flipped and borderless learning and tries to distil some key principles.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Institutional dl audit v1
1. Digital Literacies Institutional Audit
This is a dissemination version of the audit that was used for the Learning Literacies in a Digital Age study,
funded by the JISC. Please use the guidance notes for auditors to find out more about this audit and to
help you carry it out successfully at your institution.
1. About you
This section is essential if you plan to share the outcomes of the audit with other institutions, e.g. via the
JISC digital literacies pilot project. It can also be useful when approaching other people at your institution for
information. You could write up this section as a short hand-out to accompany your request.
1.1 Your name: _____________________________________________________________
1.2 Your institution: __________________________________________________________
1.3 Your job title: ____________________________________________________________
1.4 Your service team, department etc: ___________________________________________
1.5 Any special projects in learning or digital literacy you are involved with (please spell out any acronyms)
and web site or other reference to help people find out more:
__________________________________________________________________________
__________________________________________________________________________
1.6 How the audit will be carried out at your institution, and how the information will be used:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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2. 2. Strategies and policies
2.1 What key strategic documents 2.2 What skills or attributes or 2.3 How does the document say that support will be provided? Who will do
have something to say about digital learning experiences does this what to support students?
literacies? document commit the institution to
supporting?
Copy and continue this sheet if more strategies are relevant.
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3. 2.4 Describe any recent or proposed future changes to institutional strategies or priorities, which may not yet be reflected in formal documentation, which are
relevant to digital literacies and their support
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4. 3. Support from central services
3.1 What services are 3.2 What skills or attributes or 3.3 What type(s) of support are
involved in helping learners learning experiences are offered? How do learners access
develop their digital supported by staff in these support?
literacies? services?
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5. 3.4 How are any of these services changing their approach to supporting students to reflect
changes needs, expectations or priorities related to digital literacies?
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6. 4. Special projects or initiatives
4.1 Are there any institutional 4.2 What skills or attributes or 4.3 What are the main aim(s) and proposed benefits of this initiative and how
initiatives or projects concerning learning experiences is this initiative are these aims being progressed (who is doing what)?
digital literacies? concerned with?
Copy and continue this sheet if more initiatives are relevant.
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7. 5. Support in programmes of study
Thinking about how programmes of study are designed and/or (re)validated:
5.1 Who besides academic teaching
staff is typically involved in course
design and/or (re)validation? How
are they involved?
5.2 What digital skills or attributes or
learning experiences are required to
be considered in programme design,
if any?
5.3 How in practice do subject teams
interpret these requirements? Please
give examples.
Thinking about how programmes of study include support for digital, information and media literacies
5.4 Are there modules or sessions
within the curriculum devoted to
digital, information or media literacies
in the context of that subject?
5.5 If so, who typically delivers such
modules or sessions? Who typically
assesses them (if they are
assessed)?
5.6 What opportunities are there for
teaching staff to develop their own
capacity to support learners' digital,
information and media literacies?
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8. Reflecting on the diversity of practice at your institution:
5.7 Thinking about a subject team
that has done most to integrate
digital literacies into the curriculum,
what have they done? Why do you
think they have been pioneers?
5.8 Thinking about teams that have
not engaged with digital literacy
issues at all, what do you think have
been their main barriers and
concerns?
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9. 6. Learner-centred provision
6.1 What opportunities (if any) do
learners have to reflect on and plan
their own skills development?
6.2 What digital skills, attributes and
experiences (if any) are learners
expected to develop without
institutional support?
6.3 What do you think are the main
resources used by learners to
develop their digital literacies?
6.4 What (if any) learner-led
provision and support is available at
your institution?
6.5 To what extent can learners use
their own technologies for learning?
6.6 Please record any other evidence you have about learners’ informal and peer-supported development of digital capability.
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10. 7. Reflections
7.1 Reflecting on all the terms for digital literacy that you have used so far in this audit (questions 2.2, 3.2, 4.2, 5.2 and 6.2, shaded), write a short definition of
digital literacies that would be understood at your institution.
7.2 What do you think are the best aspects of your institutional provision and support?
7.3 What do you think are the significant gaps (if any) in your institution’s provision and support?
7.4 Reflecting on the difference between the strategic documents you reviewed in Section 2 and the responses you gave in sections 3-6, what do you think
are the most significant actions your institution should take to ensure its strategic commitments are being followed through in practice?
7.5 How has the provision you have told us about changed in the last 3 years, if at all?
7.6 How do you expect it to change in the next 3 years, if at all?
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11. 7.7 Please consider the following drivers of change in digital literacy provision and rank the top five in order of importance for your institution, with 1 being the
most important.
Ranking
Employability agenda
Student expectations
Staff champions on the ground
Internal initiatives or projects
External funding and policy drivers
Dealing with a more diverse student population
Changing technologies available
Changing contexts for learning and teaching e.g. more blended learning
Other (please give details)
7.8 Your views
Is there anything that has not been covered in this audit which you think is important for understanding your institution and its support for learners in a digital
age?
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12. 7.9 Next steps: priority actions
What should the institution prioritise in the next 3 months, year, and 3 years, to take forward digital literacy as an agenda?
7.10 Next steps: evaluating benefits
What would count as measures of success, in digital literacy provision, for your institution?
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