Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
How COVID-19 forces us to re-think educationdvndamme
This document discusses how the COVID-19 pandemic has forced us to rethink education. It summarizes that school closures and disruption led to severe learning loss, especially among disadvantaged students, increasing inequalities. Remote learning failed to replace classroom learning due to unprepared teachers and digital divides. Moving forward, education systems must diversify, improve technology use, address social-emotional needs, rethink assessments, and prepare students with skills to overcome future crises. The pandemic also underscores that education plays a key role in building resilient, informed societies and individuals.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Opportunities of online education during Covid-19 PandemicBhavmeet Kaur
There are three fundamental components of tacit knowledge – standard teaching, lectures and discussions, and deep interactions. E-learning has begun sowing seeds of inspiration in the field of executive education as well.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
COVID 19: Analyzing the Impact on the Education SectorAlaina Carter
COVID-19 has caused an abrupt closure of learning institutions globally. The education center is facing various challenges during this pandemic, but thanks to the Digital transformation, things have been better because of it. Read more to know the impacts of COVID-19 on the education sector and how digital transformation can help.
School Education Post Lockdown By Dr Bijaya Kumar SahooBijaya K Sahoo
The document discusses the impact of lockdowns on schools and short and long term measures schools can take. In the short term, schools will focus on safety protocols, digitizing processes, counseling, and restructuring schedules. This may involve a hybrid model of some in-school and online learning. Long term measures include more online and personalized learning, assessments, and a transition to student-driven education. Teachers will need retraining and to provide customized support. Parents will need training on technology platforms and greater collaboration with schools. The future of schools is moving towards more online and virtual options to continue education.
This document discusses the changing landscape of higher education and the rise of distance learning options. It notes that over 6.7 million students took an online course in 2012, representing about a third of all postsecondary students. Distance learning is becoming more embedded in traditional programs and available as a standalone option. The document discusses how for-profit schools were early adopters of online education and helped drive demand. It also outlines different online and hybrid models that are available today and profiles Penn Foster as an example of an online career focused institution. The document argues that students' options should be framed more broadly than just traditional four-year colleges given the growth of alternatives like community colleges, vocational programs, certificates and apprenticeships.
Dr. Ana Pérez-Escoda Conference Session from The International Digital Conference 2020: Best Practices in Governance, Academic Leadership, Research and Quality Enhancement. 12 September 2020.
How COVID-19 forces us to re-think educationdvndamme
This document discusses how the COVID-19 pandemic has forced us to rethink education. It summarizes that school closures and disruption led to severe learning loss, especially among disadvantaged students, increasing inequalities. Remote learning failed to replace classroom learning due to unprepared teachers and digital divides. Moving forward, education systems must diversify, improve technology use, address social-emotional needs, rethink assessments, and prepare students with skills to overcome future crises. The pandemic also underscores that education plays a key role in building resilient, informed societies and individuals.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Opportunities of online education during Covid-19 PandemicBhavmeet Kaur
There are three fundamental components of tacit knowledge – standard teaching, lectures and discussions, and deep interactions. E-learning has begun sowing seeds of inspiration in the field of executive education as well.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
COVID 19: Analyzing the Impact on the Education SectorAlaina Carter
COVID-19 has caused an abrupt closure of learning institutions globally. The education center is facing various challenges during this pandemic, but thanks to the Digital transformation, things have been better because of it. Read more to know the impacts of COVID-19 on the education sector and how digital transformation can help.
School Education Post Lockdown By Dr Bijaya Kumar SahooBijaya K Sahoo
The document discusses the impact of lockdowns on schools and short and long term measures schools can take. In the short term, schools will focus on safety protocols, digitizing processes, counseling, and restructuring schedules. This may involve a hybrid model of some in-school and online learning. Long term measures include more online and personalized learning, assessments, and a transition to student-driven education. Teachers will need retraining and to provide customized support. Parents will need training on technology platforms and greater collaboration with schools. The future of schools is moving towards more online and virtual options to continue education.
This document discusses the changing landscape of higher education and the rise of distance learning options. It notes that over 6.7 million students took an online course in 2012, representing about a third of all postsecondary students. Distance learning is becoming more embedded in traditional programs and available as a standalone option. The document discusses how for-profit schools were early adopters of online education and helped drive demand. It also outlines different online and hybrid models that are available today and profiles Penn Foster as an example of an online career focused institution. The document argues that students' options should be framed more broadly than just traditional four-year colleges given the growth of alternatives like community colleges, vocational programs, certificates and apprenticeships.
Dr. Ana Pérez-Escoda Conference Session from The International Digital Conference 2020: Best Practices in Governance, Academic Leadership, Research and Quality Enhancement. 12 September 2020.
Transforming Higher Education in the Context of Covid 19 in Indiaijtsrd
The COVID 19 pandemic led to the need to adapt to teaching methodologies, due to the impossibility of having presential classes. Therefore, online teaching and learning have played an important role in Higher Education for the last year. Another way to increase student engagement is to involve and consult student representatives, students from specific communities, to better understand specific needs and ensure that solutions offered are suitable for all and leave nobody behind. The online platforms supply an avenue where users can get up to date information on upcoming educational conferences and seminars. These platforms provide detailed information about the conference like the quality of sessions for every conference, the speakers for every session, topics for discussion for every session and the duration for every session. The COVID 19 crisis focused a move towards online teaching and learning, thereby creating space for more flexible learning possibilities, exploring blended learning, and mixing synchronous learning with asynchronous learning. The govt is providing many E Learning platforms to develop the covid 19 pandemic period. during the covid 19 pandemic situation, many students can use the E learning platform different thanks to the teaching learning process. They have progressed rapidly from classroom instruction to online distribution model to the transition between multiple classes and services. Daily and modified information should be delivered to students and workers via emails and other means of communication. Nasim Mondal "Transforming Higher Education in the Context of Covid-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38525.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38525/transforming-higher-education-in-the-context-of-covid19-in-india/nasim-mondal
Education System during Pandemic Situation of COVID 19 in Indiaijtsrd
This is on the transformation of education system during pandemic situation of COVID 19 in India .COVID 19 is an infectious disease caused by corona virus .The first case of COVID 19 in India was reported on 30th January 2020,originating from china .the virus not only affected the human life ,economy and other living factors but also disturbed education system. for purpose of social distancing and human safetly various strong decisions are taken by government of India was announced on 24th march midnight by prime minister Narendra Modi which was of 21 days .On 14th April the prime minister extended lockdown up to 3 May ,the rising in corona virus cases the lockdown again extended till 17th may and there are chances of extension depending upon cases. The extension of lockdown and closures of school, colleges affected the education learning, classes ,economy as well as the academic year of 2020. Shreyal Darole "Education System during Pandemic Situation of COVID-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31030.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/31030/education-system-during-pandemic-situation-of-covid19-in-india/shreyal-darole
Due to the lockdown caused by COVID 19, education is moving fully online. COVID 19 has become a catalyst for educational institutions worldwide to search for innovative solutions to how students are educated around the world, embracing the”learning anywhere,anytime.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
-Move towards Blended Learning
-Rise in use of Learning Management Systems
-Enhance the use of soft copy of learning material
-Improvement in collaborative work
-Rise in online meetings
-Enhanced Digital Literacy
-Improved the use of electronic media for sharing information
-World wide exposure
-Better time management
-Demand for Open and Distance Learning (ODL)
The document discusses the impact of COVID-19 on India's education system. It led to the closure of schools and shift to online learning, which created difficulties for both teachers and students due to lack of resources and infrastructure. It impacted assessments, admissions, and the job prospects of recent graduates. While online learning helps improve digital skills, it is not as effective as traditional learning and has created greater disparities. Overall, the pandemic highlighted the need for greater investment in education to support online learning and better prepare for future crises.
Digitized Education: The New Normal in Learning – Ushered in By the GenXSPEC INDIA
Digitization of things becomes the new normal all across the world as the quest to engage the young learners & the millennials does not remain as simple as just with a smartphone. Services & industries have been digitized to a large extent or are on the way to complete digitization in the stable economies of the world. With the disruptive effects of technology on education in the millennial world, eLearning application solutions make a mark globally by replacing the traditional chalk & blackboard, pen & paper classrooms almost completely in many countries technically advanced and with others in strong pursuit. Digitized learning delivered by various electronic mediums take students to virtual classroom environments with engaging & flexible experiences.
Read more at: https://blog.spec-india.com/digitized-education-new-normal-learning-ushered-genx/
The coronavirus pandemic has disrupted traditional student recruitment and enrollment processes. Institutions must adapt their recruitment strategies to focus on digital channels like websites, online publishers, and virtual communication. Specifically, they should invest in building strong online presences, reworking fee structures to accommodate financial hardship, implementing video counseling and online application/payment systems, and developing communication strategies. Institutions also need to prepare for potential delays in exams and admissions by remaining flexible, and consider developing online learning capabilities in case extended closures require remote instruction. Overall, COVID-19 is accelerating the shift to digital in education and institutions must upgrade their technology and processes to engage effectively with students searching and enrolling from home.
The document discusses the impacts of COVID-19 lockdowns on education. It notes schools closing will cause major disruptions to learning and assessments. Internal assessments provide important student progress information and their cancellation can have long term consequences. Graduates may have poor career entry due to final year interruptions and recession. Solutions proposed include resources to rebuild lost learning and reconsideration of cancelling internal assessments.
Best practices in designing a blended learning courseDavid Asirvatham
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
- The COVID-19 pandemic has disrupted education systems around the world, with nearly 75 countries closing schools by mid-March 2020. This affected approximately 600 million learners.
- School closures are an important measure to limit transmission of the virus but they can negatively impact communities. They may lead to increased dropout rates and learning loss as well as parents missing work to care for children at home.
- Various alternatives are being explored to continue education during closures, including digital and online learning platforms, distance learning programs, and educational television or radio broadcasts.
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
The document discusses how COVID-19 led to school and university closures globally, affecting over 1.2 billion children. Online classes emerged as the perfect solution to continue education remotely using digital platforms. While online classes have advantages like flexible scheduling and improving technical skills, there are also challenges like not all students having access or connectivity, less interaction between teachers and students, and less interest from some students.
Yvonne Hawkins discusses the Higher Education Funding Council for England's (HEFCE) learning gain programme, which aims to develop methods for measuring student learning and improvement during their time in higher education. Some key activities of the programme include pilot projects at institutions, a national project measuring learning gain, and analyzing administrative data. HEFCE is also developing an online toolkit of peer-reviewed learning gain methodologies to help institutions select appropriate approaches. Finally, Hawkins notes the Office for Students will need to consider learning gain in relation to its new regulatory objectives.
This document provides a Learning Outcomes-based Curriculum Framework for undergraduate programs in Mass Communication and Journalism. It outlines the nature and aims of such programs, including imparting knowledge of the field and developing industry-ready professionals. Graduate attributes are defined, including disciplinary knowledge, understanding the role of press, communication skills, and leadership qualities. Learning outcomes are designed to start with clearly defining intended outcomes and aligning instruction and assessment accordingly. A variety of assessment methods are discussed, including formative and summative assessments. The framework is intended to help institutions design curricula that demonstrate students have achieved intended learning outcomes by program completion.
Contributor Personality Development Programroma_1986
The goal of the program is to inspire the students to develop a larger vision of their own career and become conscious of their role and contribution in the act of collective institution and nation building.
Transforming Higher Education in the Context of Covid 19 in Indiaijtsrd
The COVID 19 pandemic led to the need to adapt to teaching methodologies, due to the impossibility of having presential classes. Therefore, online teaching and learning have played an important role in Higher Education for the last year. Another way to increase student engagement is to involve and consult student representatives, students from specific communities, to better understand specific needs and ensure that solutions offered are suitable for all and leave nobody behind. The online platforms supply an avenue where users can get up to date information on upcoming educational conferences and seminars. These platforms provide detailed information about the conference like the quality of sessions for every conference, the speakers for every session, topics for discussion for every session and the duration for every session. The COVID 19 crisis focused a move towards online teaching and learning, thereby creating space for more flexible learning possibilities, exploring blended learning, and mixing synchronous learning with asynchronous learning. The govt is providing many E Learning platforms to develop the covid 19 pandemic period. during the covid 19 pandemic situation, many students can use the E learning platform different thanks to the teaching learning process. They have progressed rapidly from classroom instruction to online distribution model to the transition between multiple classes and services. Daily and modified information should be delivered to students and workers via emails and other means of communication. Nasim Mondal "Transforming Higher Education in the Context of Covid-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38525.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38525/transforming-higher-education-in-the-context-of-covid19-in-india/nasim-mondal
Education System during Pandemic Situation of COVID 19 in Indiaijtsrd
This is on the transformation of education system during pandemic situation of COVID 19 in India .COVID 19 is an infectious disease caused by corona virus .The first case of COVID 19 in India was reported on 30th January 2020,originating from china .the virus not only affected the human life ,economy and other living factors but also disturbed education system. for purpose of social distancing and human safetly various strong decisions are taken by government of India was announced on 24th march midnight by prime minister Narendra Modi which was of 21 days .On 14th April the prime minister extended lockdown up to 3 May ,the rising in corona virus cases the lockdown again extended till 17th may and there are chances of extension depending upon cases. The extension of lockdown and closures of school, colleges affected the education learning, classes ,economy as well as the academic year of 2020. Shreyal Darole "Education System during Pandemic Situation of COVID-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31030.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/31030/education-system-during-pandemic-situation-of-covid19-in-india/shreyal-darole
Due to the lockdown caused by COVID 19, education is moving fully online. COVID 19 has become a catalyst for educational institutions worldwide to search for innovative solutions to how students are educated around the world, embracing the”learning anywhere,anytime.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
-Move towards Blended Learning
-Rise in use of Learning Management Systems
-Enhance the use of soft copy of learning material
-Improvement in collaborative work
-Rise in online meetings
-Enhanced Digital Literacy
-Improved the use of electronic media for sharing information
-World wide exposure
-Better time management
-Demand for Open and Distance Learning (ODL)
The document discusses the impact of COVID-19 on India's education system. It led to the closure of schools and shift to online learning, which created difficulties for both teachers and students due to lack of resources and infrastructure. It impacted assessments, admissions, and the job prospects of recent graduates. While online learning helps improve digital skills, it is not as effective as traditional learning and has created greater disparities. Overall, the pandemic highlighted the need for greater investment in education to support online learning and better prepare for future crises.
Digitized Education: The New Normal in Learning – Ushered in By the GenXSPEC INDIA
Digitization of things becomes the new normal all across the world as the quest to engage the young learners & the millennials does not remain as simple as just with a smartphone. Services & industries have been digitized to a large extent or are on the way to complete digitization in the stable economies of the world. With the disruptive effects of technology on education in the millennial world, eLearning application solutions make a mark globally by replacing the traditional chalk & blackboard, pen & paper classrooms almost completely in many countries technically advanced and with others in strong pursuit. Digitized learning delivered by various electronic mediums take students to virtual classroom environments with engaging & flexible experiences.
Read more at: https://blog.spec-india.com/digitized-education-new-normal-learning-ushered-genx/
The coronavirus pandemic has disrupted traditional student recruitment and enrollment processes. Institutions must adapt their recruitment strategies to focus on digital channels like websites, online publishers, and virtual communication. Specifically, they should invest in building strong online presences, reworking fee structures to accommodate financial hardship, implementing video counseling and online application/payment systems, and developing communication strategies. Institutions also need to prepare for potential delays in exams and admissions by remaining flexible, and consider developing online learning capabilities in case extended closures require remote instruction. Overall, COVID-19 is accelerating the shift to digital in education and institutions must upgrade their technology and processes to engage effectively with students searching and enrolling from home.
The document discusses the impacts of COVID-19 lockdowns on education. It notes schools closing will cause major disruptions to learning and assessments. Internal assessments provide important student progress information and their cancellation can have long term consequences. Graduates may have poor career entry due to final year interruptions and recession. Solutions proposed include resources to rebuild lost learning and reconsideration of cancelling internal assessments.
Best practices in designing a blended learning courseDavid Asirvatham
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
How education system suddenly changes due to COVID-19. It's problem and solution faced by both teachers and students and how it's going to effect on future generation.
- The COVID-19 pandemic has disrupted education systems around the world, with nearly 75 countries closing schools by mid-March 2020. This affected approximately 600 million learners.
- School closures are an important measure to limit transmission of the virus but they can negatively impact communities. They may lead to increased dropout rates and learning loss as well as parents missing work to care for children at home.
- Various alternatives are being explored to continue education during closures, including digital and online learning platforms, distance learning programs, and educational television or radio broadcasts.
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
The document discusses how COVID-19 led to school and university closures globally, affecting over 1.2 billion children. Online classes emerged as the perfect solution to continue education remotely using digital platforms. While online classes have advantages like flexible scheduling and improving technical skills, there are also challenges like not all students having access or connectivity, less interaction between teachers and students, and less interest from some students.
Yvonne Hawkins discusses the Higher Education Funding Council for England's (HEFCE) learning gain programme, which aims to develop methods for measuring student learning and improvement during their time in higher education. Some key activities of the programme include pilot projects at institutions, a national project measuring learning gain, and analyzing administrative data. HEFCE is also developing an online toolkit of peer-reviewed learning gain methodologies to help institutions select appropriate approaches. Finally, Hawkins notes the Office for Students will need to consider learning gain in relation to its new regulatory objectives.
This document provides a Learning Outcomes-based Curriculum Framework for undergraduate programs in Mass Communication and Journalism. It outlines the nature and aims of such programs, including imparting knowledge of the field and developing industry-ready professionals. Graduate attributes are defined, including disciplinary knowledge, understanding the role of press, communication skills, and leadership qualities. Learning outcomes are designed to start with clearly defining intended outcomes and aligning instruction and assessment accordingly. A variety of assessment methods are discussed, including formative and summative assessments. The framework is intended to help institutions design curricula that demonstrate students have achieved intended learning outcomes by program completion.
Contributor Personality Development Programroma_1986
The goal of the program is to inspire the students to develop a larger vision of their own career and become conscious of their role and contribution in the act of collective institution and nation building.
The document outlines an implementation plan to develop online learning resources to complement an existing nursing course on contemporary Maori health issues. It involves creating resources like lecture recordings, cultural safety activities, and guest interviews to post on a Moodle site. An evaluation will assess if the plan improves learner flexibility and accessibility while meeting course aims.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Profile 5 lsis award for efficiency through effective use of technology in ...Association of Colleges
South Devon College developed programs to support students' core curriculum and help them achieve their full potential despite funding cuts. This included implementing a centralized tutorial system called LEAP to track student progress, and dedicating weekly periods for independent learning supervised by staff. Technology played a key role, including an online booking system for IT resources and a learning management system to deliver course materials. As a result, student success rates increased, retention improved, and the college saw higher enrollment and savings of over £126,000. The initiatives were shared with other colleges as an effective model for curriculum delivery.
Open Learning & OER Remix: Delivering a nationwide professional development p...Fereshte Goshtasbpour
The document summarizes the repurposing and localization of an open educational resource for a professional development program in Kenya. Key points:
- An existing 2018 OER course from The Open University was repurposed for the Skills for Prosperity Kenya project through a process of needs assessment, content revision, and localization through workshops.
- The repurposed course was delivered online to over 250 educators across 29 public universities in Kenya and addressed challenges like flexible scheduling and inclusion.
- Lessons learned include how reusing high-quality OERs can reduce production time and costs while enabling content updates and expansion to new audiences. The OER is now being further adapted and used by universities in Kenya.
Continuous professional development for secondary education teachers to adopt...Up2Universe
This document outlines a continuous professional development (CPD) program for secondary education teachers to help them adopt next-generation digital learning platforms. The CPD program was implemented across eight European countries as part of the Up2University project. The three module CPD program aimed to empower teachers to integrate student-centered teaching methods and technology. Initial results from Greece found that teachers found the first module helpful and applicable to their teaching, and would recommend it to others. The conclusions note that large-scale CPDs require a flexible approach when implemented across multiple countries.
The Building Blocks for College Completion: Student Success infographic shares 7 lessons learned on blended and personalized learning from a study of 29 NGLC grant recipients. Five innovations to watch from universities across the country are also showcased.
LIN is a network that supports academic professional development for staff in Irish higher education. It aims to enhance teaching and learning through collaboration. LIN has validated numerous special awards and a Postgraduate Diploma in Learning, Teaching and Assessment. LIN is well positioned to implement recommendations from the Hunt report on training teaching staff and providing flexible programs. The Postgraduate Diploma can be completed modularly with one mandatory and nine elective modules allowing practitioners to develop at all career stages.
The document discusses curriculum improvement and the curriculum development process. It covers several key points:
1. It defines curriculum improvement and describes it as the continuous modification and betterment of curriculum throughout the school year based on current students. This can be viewed as curriculum development or curriculum change.
2. It outlines the four phases of curriculum development: planning, content and methods, implementation, and evaluation and reporting. It provides details on the steps and processes involved in each phase.
3. It discusses different approaches to curriculum improvement, including technical/scientific, behavioral/rational, systems-managerial, intellectual/academic, and various non-technical approaches like humanistic/aesthetic and reconstructionism. It notes
The document discusses competency-based and outcomes-based education. It defines key terms like competency-based approach and outlines common components of competency-based models which include partnerships between community colleges and four-year programs. The document also discusses defining outcomes at the beginning of curriculum development rather than predetermined contents. It recommends five core competencies for health professionals and discusses limitations of outcome-based education like not providing understanding of why learning is important.
The document discusses competency-based and outcomes-based education. It defines key terms like competency-based approach and outlines common components of competency-based models which include partnerships between community colleges and four-year programs. The document also discusses defining outcomes at the beginning of curriculum development rather than predetermined contents. It recommends five core competencies for health professionals and discusses limitations of outcome-based education like not providing understanding of why learning is important.
University of Liverpool case study Developing Inclusive CulturesSarra_Saffron_Powell
The University of Liverpool is committed to ensuring that all students have access to a high quality, world-class education and remains determined to further develop an inclusive culture that is of benefit to all staff and students. Inclusive practice is institutionally defined as “acknowledging people with differing approaches to life, work and study as members of diverse communities. The evolution of an inclusive approach is underpinned by change processes that impact strategic and day to day activities across local, national and international contexts. The University of Liverpool aims to establish a culture where diversity is considered a distinct strength and viewed as a valuable resource for all, thus promoting education as a transformative process” (adapted from Booth and Ainscow, 2000).
Enabling and enhancing student learning and support through technologyJisc
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
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Island of Ireland symposium: Socio-emotional Skills and Graduate Employability
1. Socio-Emotional Skills for Work and
Graduate Employability
Paper Presented at the Island of Ireland Symposium: Partnership for Student Success,
Developing graduates for the 21st century
Theme: Collaborating with employers in lifelong learning and workforce development
June 23, 2021
By
Miriam O’Regan PhD, B.A.(Hons) | Aiden Carthy PhD | Philip Owende PhD, CEng, FIEI
2. Transform-EDU Project
The Transformative Student-Centred Learning Record Project (Transform-EDU) is a three-
year, €1.4 million project in TU Dublin, which aims:
• To develop and pilot an innovative approach to learning
• To integrate elements of structured programmes with co- and extra-curricular events
• To create a rich learning environment.
This agile learning ecosystem will support students:
• To achieve key programme learning outcomes of discipline-specific academic curricula
• To develop dynamic 21st century graduate profiles
• To meet or exceed the technical and employability skills demanded in a wide spectrum
of job-roles.
Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by:
Higher Education Authority Innovation & Transformation Programme 2018
3. The Transform-EDU Project aims to establish:
• Systemic linkage and interplay between teaching and learning
• Engagement with enterprise, civic and community bodies
• Synergy in developing the resources and infrastructure of the TU Dublin partners.
For students, it means:
• Opportunities to engage with Tenets of Transformative Learning
• Greater transformation from their learning
• An authentic Transformative Learning Record demonstrating transformative learning
against key graduate attributes
Transform-EDU Project…continued
Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by:
Higher Education Authority Innovation & Transformation Programme 2018
4. WP1: Project Management & Coordination
Lead: Dr Philip Owende, TU Dublin Blanchardstown Campus
WP1(a): Transform-EDU Programme Direction
Lead: Dr Cormac McMahon, TU Dublin Blanchardstown Campus
Information
WP2: Characterising the TU Dublin Transformative Education Framework
Lead: Dr Jen Harvey, TU Dublin City Campus
WP3: Developing the Framework for Transformative Learning
Lead(s): Dr Cormac McMahon, TU Dublin Blanchardstown Campus; Dr Aiden Carthy, TU Dublin Blanchardstown Campus; Dr Phil Mulvaney, TU Dublin Tallaght Campus
WP4: Developing Learning Resources & Staff Competencies
Lead(s): David Gaul, TU Dublin Blanchardstown Campus; Dr Larry McNutt, TU Dublin Blanchardstown Campus; Dr Kevin O’Rourke, TU Dublin City Campus
WP5: Developing Student-Centred Quality Assurance-Quality Enhancement (QA-QE) Processes & Procedures for Transformative Learning
Lead: Prof Brian Bowe, TU Dublin City Campus
WP6: Implementation & Sustaining Transformative Learning Record (TLR)
Lead(s): Sandra Thompson, TU Dublin Blanchardstown Campus
TU DUBLIN DISCIPLINE-
SPECIFIC PROGRAMMES
TENETS OF TRANSFORMATIVE LEARNING DRAWN FROM TU DUBLIN GRADUATE ATTRIBUTES
Leadership &
Teamwork
Sustainable
Development
Scholarly
Activity
Civic
Engagement
Entrepreneurial Global &
Cultural
Emotional
Intelligence
Academic
Integrity
Graduate Attribute-driven Co-Curricula and Extra-Curricula Learning Events
WP3 Workstreams: (1) Sustainable Development & Sustainability Science; (2) Social and Emotional Skills Development & Work Readiness; (3) Service Learning, Civic
& Community Engagement;(4) Leadership/people management/team working;(5) Research, Creative & Scholarly Activities; (6) Entrepreneurial Skills; (7) Global &
Cultural Competencies; (8) Academic Integrity. [Workstream (1) to (3) to be Priority in Transform-EDU Proposal]
WP4 Workstreams: (1) Standard for Transformative Learning Record (TLR); (2) Universal Design for Learning (UDL); Digital Campus Support for TLR
Transform-EDU Project Schematic¾ Submitted under HEA Innovation & Transformation Call 2018
Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by: Innovation & Transformation Programme 2018
5. Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by:
Higher Education Authority Innovation & Transformation Programme 2018
Social and emotional skills development
The emotional intelligence strand of Transform-EDU involves the design, delivery and
evaluation of modules for undergraduates, which develop key social and emotional skills
valued by employers in the modern workplace.
Modules are extra-curricular and offered on an opt-in basis.
• First year students are offered a module in Mindfulness.
• Second year students are offered group-based coaching in Emotional Intelligence.
• Final year students will be offered an employer-led work-readiness module in Socio-
Emotional Skills for Work (SES4Work).
The goal is to evaluate the effectiveness of each of these approaches.
6. Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by:
Higher Education Authority Innovation & Transformation Programme 2018
Mindfulness module: findings to date
A five-week mindfulness coaching module was delivered online to a cohort of first year
students (n = 25).
• Participants completed the Brief Resilience Scale and the Perceived Stress Scale before and
again one month after completing the coaching module.
• On the Perceived Stress Scale, there was a significant difference between the results from the
pre-test scores (M = 22.4; SD = 6.6) and post-test scores (M = 16.9; SD = 6.4), t(24df) = 4.61, p
= .000, effect size = 0.84.
• On the Brief Resilience Scale, there was a significant difference between the results from the
pre test (M = 17.09; SD = 4.22) and post test (M = 19.91; SD = 4.74), t(21df) = -3.29, p = .004,
effect size = .63.
• Preliminary qualitative findings reveal that students value the coaching, as it increased
awareness of mindfulness and encouraged development of personal mindfulness practice.
7. Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by:
Higher Education Authority Innovation & Transformation Programme 2018
Emotional Intelligence (EI) module: findings
to date
A five-week EI coaching module has been delivered online to a cohort of second year
students (n = 19).
• Participants completed the TEIque test of EI before coaching and again one month
after completing the module.
• There was a statistically significant increase in EI scores post coaching
(t = -5.194, p = .000 (two tailed), 95% CI = -.63 to -.26, effect size = .84.)
• Preliminary qualitative results reveal that students found this coaching beneficial in
terms of managing stress and their academic workload.
• Feedback for both modules showed that students found coaching online made it
easier to engage, but it stilted communication. Their preferred mode of delivery was
hybrid - online/onsite.
8. Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by:
Higher Education Authority Innovation & Transformation Programme 2018
Work readiness module – planning
An employer-led, tailored 5-week Social & Emotional Skills (SES) for Work will be designed,
delivered and evaluated for final year students in 5 disciplinary areas across all campuses.
.
•Online survey
•Interview
consultation
•Workshop
involvement
Phase 1: Employer
survey & input
•20-30 students per
discipline
•4 campuses
•Hybrid delivery
Phase 2: Student
engagement •SES4Work/WS4Work
•TEIque & EDP tests
•Mock competency-
based interviews
Phase 3:SES4Work
pilot module
9. Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by:
Higher Education Authority Innovation & Transformation Programme 2018
Phase 1 Employer survey- research questions
1. What type of socio-emotional (SE) skills are important in today’s workplace?
2. How do employers rate the SE skills of current graduates?
3. How has COVID-19 impacted SES at work? Long-term?
4. How will this impact new graduates’ recruitment, on-boarding, and training?
5. How willing are employers to engage with the SES4Work pilot programme?
The project considers that, whereas key programme learning outcomes are achievable within any structured discipline-specific academic curriculum, the 21st century graduate profiles espoused by employers are dynamic, requiring an equally agile learning ecosystem, to ensure consistency in producing graduate who meet and/or exceed the technical and employability skills demanded in a wide spectrum of job-roles
Strategically, the Transform-EDU Project aims to establish a systemic linkage and interplay between teaching and learning, engagement (enterprise, civic and community), resources and infrastructure development; building upon the history, experiences and achievements of the three partners.
Achievement of transformative learning against key graduate attributes depicted in a comprehensive and authentic Transformative Learning Record for individual learners.
Through exposure to identifiable Tenets of Transformative Learning, the project will enable students to experience greater transformations from their learning than they would otherwise gain from qualifications that do not explicitly attempt to create such opportunities.
This three-year project began in January 2019 and is currently in its final phase. PEEI are collaborative partners in the Transform-EDU project focussing on Work Package 3.2 - Social and Emotional Skills and Work Readiness.
Science, Engineering & Social/ECECare (Grangegorman)
Business (Aungier St),
Computing & Creative Digital Media (Blanchardstown), and
Pharmaceutical (Tallaght).
Phase 1: Employers’ survey and input
Employer survey about socio-emotional skills & impact of COVID-19
Employer consultation by online interviews
Employer involvement in workshops, interviews and student feedback
Phase 2: Recruitment of students
20-30 students per discipline
4 campuses
Phase 3: Delivery of 5-week SES4Work pilot module
Participants will:
Follow either SES4Work or a Professional Writing module for comparison
Complete the TEIque test of EI and the Employability Development Profile before the module and again one month after finishing their module.
Do a mock competency-based interview and receive employer feedback
The programme workshops will probably cover Teamwork, Communication skills (oral and written), and Interview skills (preparation and practice).
To gain the STLR award, participants will have to complete an e-portfolio, with video recordings of STAR stories and a ‘Why Me’ presentation, current job adverts, a CV and covering letter, a LinkdIn profile, regular feedback to peers via the online e-platform and writing up a final reflection piece
Survey aims to find out about any SES trends in the workplace – any changes since 2016 when PEEI’s Jameson asked some of these questions.
And particularly, in light of ongoing changes due to lockdown questions about acceleration of the remote working trend in different sectors.
Originally 6 sectors.
Poor response in Finance (n=10) => Professional sector
Poor response in Health & Social care (n=10) but a similar number in education so we extended the category to include all ‘caring’ professions.
Most companies were in the private sector (n=103), with 18 in the public sector, and 8 not-for-profits.
49 were small companies (<50 employees), 47 large companies (>500 employees) and the remainder were medium (>50 <500)/
Regarding emotional competencies, Motivation and Positive Outlook were rated as Important by on average as important/neutral by employers on a 5-point Likert scale, from 0= Not at all important to 5=Very important. Only the caring (Human Health, Social Work & Education) professions rated Empathy as slightly higher, unsurprisingly. No statistically significant thought
Regarding social skills, Communication, Teamwork and Adaptability were on average rated slightly higher by employers, with Conflict Management teetering on 3=neither important nor unimportant..
Looking at the emotional competencies of graduates entering the workplace, we can see the two important ones according to employers, Motivation & Positive Outlook, are rated on average as adequate/good on a 5-point Likert scale, from Very Poor, Poor, Adequate, Very Good, Excellent In general graduate SE skills were rated a point lower than the importance rating employers ascribed to them.
Turning to employer ratings of the social skills for graduates entering the workplace, Graduate Communication, Teamwork and Adaptability are. IT graduates’ communication skills rating were statistically significantly lower than others. p=.033, confirmed in posthoc tests as significantly lower than CEA & HHSWE. And also for Conflict Management p=.019, where IT were rated lower than all other sectors in post-hoc tests.
This will affect our tailoring for IT – perhaps we could include giving and receiving feedback as an element in the pilot programme, for example. This will form a question in the follow up consultative interviews.
Pre-pandemic over 76% had none to <10% remote working, with <4% having over 76% of the workforce working remotely.
2. Looking at individual sectors, we can see that IT had the largest numbers involved in remote work – only 5% companies had no remote workers. By contrast, Manufacturing had the least – no company were 76-100% remote work category.
3. At the time of the survey, over 70% were working remotely primarily, while nearly 29% were onsite, working in line with H&S guidelines.
4. Looking at it by sector, IT had the least in-person working, while manufacturing/pharmceuticals & construction had the most.
5. Future plans
1. In relation to the current situation, what employers found most difficult was supporting staff well being overall. 5-point Likert scale
5= Strongly agree to 0=Strongly disagree.
Statistically, staff illness affected the HHSWE and MP proportionately more p=0.06, confirmed by post hoc tests. While difficulties due to staff deaths was low, nonetheless, statistically, HHSWE was also significantly affected: p=0.013, confirmed by post hoc tests. These two sectors had slightly more issues with recruitment also.
Statistically, IT was significantly less impacted by the H&S guidelines: p=0.013 as post hoc tests confirmed.
2. Digging a little deeper into the emotional challenges staff were facing, according to employers the most challenging were stress, anxiety and fear of catching Covid-19, rated on a 5-point Likert scale, from 0=strongly agree to 5= strongly agree. HHSWE rated these challenges slightly higher, but not significantly so, statistically speaking. MP rated fear of catching COVID higher, but not significantly statistically.
1. What does this mean for new graduates joining a company to work remotely?
Employers are mainly concerned about social implications on a 5-point Likert scale, where 5 was Strongly Agree, new graduates’ lack of interaction with colleagues was more concerning than their isolation, loneliness and stress.
Statistically, difficulty collaborating was rated significantly higher by HHSWE p=0.03, primarily by comparison with PSC in post hoc tests.
Statistically, difficulty integrating in a team was of most concern among employers in MP, p=0.004, primarily in contrast with PSC in post hoc tests.
This suggests that Teamwork is of particularly importance to HHSWE and MP.
2. How are employers supporting new remote workers joining their company?
Here we can see what companies are most commonly doing.
The only statistically significant difference concerned turning on cameras: p=0.018. MP don’t, as post hoc testing revealed.
15 companies were not currently hiring graduates.
10 said none of the above: most were working onsite.
1. Email them to direct them to wellbeing app
2. We do training 'in office' days - we are operating a hybrid system with two separate teams
3. We set up their email & calendars in advance. Their first 8 weeks are fully calendared for them. mix of video trainings, live sessions and other self studies. Every session is ticked off an onboarding check-list so we can monitor progress. We calendar all new folks’ informal coffee sessions 1:1 with all our team members to form relationships. Moreover, our teams have daily huddles.
As you can see, hybrid or blended home/remote working is the preferred by the majority – nearly 55%.
Another 19% are also allowing remote work.
Onsite/No change make up only 26%.
New graduates are more likely to work in a hybrid environment in the future.
Changes to interviews – online
Changes to induction – using online elements – videos/workshops/mentors
Most are intending to keep some of the innovations of the last year, while adjusting office working.
Most were directors/managers – largest group had 11-25 years experience 40/128
2. Final comments revealed these as the most common words.
3. Delighted by willingness to engage further
43 +19 + 22 =84 willing to assist
78= Not participating further
On to some consultation!!