iNACOL Southeastern Cmte (November 2013) - What Do We Really Know? What Does ...Michael Barbour
Barbour, M. K. (2013, November). What do we really know? What does the research say about K-12 online learning? A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
Barbour, M. K. (2014, February). Changing role of the teacher in K-12 online and blended learning. A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
NYSCSS 2014 - Plug Nickels, Snake Oil, And Charlatans: What We Really Known A...Michael Barbour
Barbour, M. K. (2014, March). Plug nickels, snake oil, and charlatans: What we really known about K-12 online learning? An invited keynote presentation to the New York State Council for Social Studies annual meeting, Albany, NY.
IDEAL-NM 2010 Keynote - Rural Virtual Schooling: Research on the Teaching and...Michael Barbour
Barbour, M. K. (2010, September). Rural virtual schooling: Research on the teaching and learning experience. A keynote presented to the second annual Innovative and Digital Education and Learning – New Mexico eTeacher and Site Coordinator conference, Albuquerque, NM.
Humanities Center - Opposing the Dominant K-12 Online Learning Narrative of E...Michael Barbour
Barbour, M. K. (2012, October). Opposing the dominant K-12 online learning narrative of educational reformers. A brown bag presentation to the Humanities Center at Wayne State University, Detroit, MI.
View the actual presentation at http://www.youtube.com/watch?v=GZQMe_djyys
iNACOL Southeastern Cmte (November 2013) - What Do We Really Know? What Does ...Michael Barbour
Barbour, M. K. (2013, November). What do we really know? What does the research say about K-12 online learning? A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
INACOL Southeast Cmte (2014) - Changing Role of the Teacher in K-12 Online an...Michael Barbour
Barbour, M. K. (2014, February). Changing role of the teacher in K-12 online and blended learning. A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
NYSCSS 2014 - Plug Nickels, Snake Oil, And Charlatans: What We Really Known A...Michael Barbour
Barbour, M. K. (2014, March). Plug nickels, snake oil, and charlatans: What we really known about K-12 online learning? An invited keynote presentation to the New York State Council for Social Studies annual meeting, Albany, NY.
IDEAL-NM 2010 Keynote - Rural Virtual Schooling: Research on the Teaching and...Michael Barbour
Barbour, M. K. (2010, September). Rural virtual schooling: Research on the teaching and learning experience. A keynote presented to the second annual Innovative and Digital Education and Learning – New Mexico eTeacher and Site Coordinator conference, Albuquerque, NM.
Humanities Center - Opposing the Dominant K-12 Online Learning Narrative of E...Michael Barbour
Barbour, M. K. (2012, October). Opposing the dominant K-12 online learning narrative of educational reformers. A brown bag presentation to the Humanities Center at Wayne State University, Detroit, MI.
View the actual presentation at http://www.youtube.com/watch?v=GZQMe_djyys
League of Women Voters Lansing Area (2021) - What Does the Research Tell Us? ...Michael Barbour
Barbour, M. K. (2021, February). What does the research tell us? How should research shape policy? [Online Presentation]. League of Women Voters Lansing Area.
Sabbatical (University of Auckland) - Making a Difference with Educational Re...Michael Barbour
Barbour, M. K. (2011, March). Making a difference with educational research: A new methodological paradigm. An invited presentation to the College of Education at the University of Auckland, Auckland, New Zealand.
OIE Project Director's Meeting 2021 - Remote Teaching and Online Learning in ...Michael Barbour
Barbour, M. K. (2021, April). Remote teaching and online learning in an emergency: Understanding pandemic pedagogy [Keynote]. Our History. Our Story. Our Way: Office of Indian Education Project Director’s Meeting.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
Barbour, M. K. (2007, October). Lessons learned in researching virtual schools: The Newfoundland and Labrador experience. An invited presentation by the Canadian Institute of Distance Education Research. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/513/990
SITE 2017 - K12 Online and Blended Learning: Current Research and Challenges ...Michael Barbour
Jackson, B., Barbour, M. K., Parks, R., & Kennedy, K.
(2017, March). K12 online and blended learning: Current research and challenges into implementation and teacher education. A panel presentation at the Society for Information Technology and Teacher Education conference, Austin, TX.
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...Michael Barbour
Barbour, M. K. (2011, May). Primary and secondary e-learning - What we know and where we should go. An invited presentation to the College of Education at University of Otago, Dunedin, New Zealand.
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...Michael Barbour
Barbour, M. K. (2011, May). Examining research into primary and secondary e-learning. An invited presentation to Te Aho o Te Kura Pounamu – The Correspondence School, Wellington, New Zealand.
MUN 2011 - What Do We Really Know? Examining Research into K-12 Online LearningMichael Barbour
Barbour, M. K. (2011, November). What do we really know? Examining research into K-12 online learning. An invited presentation in the Doctoral Speaker Series in the Faculty of Education at Memorial University of Newfoundland, St. John’s, NL.
AERA 2012 - Countering a Dominant Narrative of Educational Reformers: Examini...Michael Barbour
Barbour, M. K. (2012, April). Countering a dominant narrative of educational reformers: Examining the research on the effectiveness of virtual schooling. A paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
This proposal examines the rhetoric used by proponents of educational reform and the use of online learning as a solution for K-12 education. Using the research into K-12 online learning, I argue that those educational reformers use methodologically flawed research or promote an inaccurate understanding of research results to promote a corporate agenda in K-12 online learning. The proposed session will examine the limited amount of research into virtual schooling in an effort to better understand what this research indicates about the effectiveness of K-12 online learning.
G D Goenkau University Webinar -The Pandemic, Remote Learning, and the Future...Michael Barbour
Barbour, M. K. (2021, August). The pandemic, remote learning, and the future of online learning in schools [Webinar]. UP Learning Academy, School of Education, G.D. Goenka University.
SITE 2018 - K-12 Online Learning: Trends From Two Decades of ScholarshipMichael Barbour
Arnesen, K. T., Hveem, J., Short, C. R., West, R., & Barbour, M. K. (2018, March). K-12 online learning: Trends from two decades of scholarship. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
AERA 2017 - Examining the International Association for K–12 Online Learning ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2017, April). Examining the International Association for K–12 Online Learning (iNACOL) standards for K–12 online course design. A poster presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.
SD DL Academy 2017 - Best Practices in Blended and Distance Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2017, October). Best practices in blended and distance learning in Canada. A presentation at the Building Student Engagement in Blended and Distance Environments, North Battleford, SK.
SITE 2014 - Multiple Roles of the Teacher in the K-12 Online Learning Environ...Michael Barbour
Barbour, M. K. (2014, March). Multiple roles of the teacher in the K-12 online learning environment: Cautions for teacher education. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Jacksonville, FL.
HKERA 2017 - Designing and Delivering Inviting Online EducationMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, November). Designing and delivering inviting online education. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
League of Women Voters Lansing Area (2021) - What Does the Research Tell Us? ...Michael Barbour
Barbour, M. K. (2021, February). What does the research tell us? How should research shape policy? [Online Presentation]. League of Women Voters Lansing Area.
Sabbatical (University of Auckland) - Making a Difference with Educational Re...Michael Barbour
Barbour, M. K. (2011, March). Making a difference with educational research: A new methodological paradigm. An invited presentation to the College of Education at the University of Auckland, Auckland, New Zealand.
OIE Project Director's Meeting 2021 - Remote Teaching and Online Learning in ...Michael Barbour
Barbour, M. K. (2021, April). Remote teaching and online learning in an emergency: Understanding pandemic pedagogy [Keynote]. Our History. Our Story. Our Way: Office of Indian Education Project Director’s Meeting.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
Barbour, M. K. (2007, October). Lessons learned in researching virtual schools: The Newfoundland and Labrador experience. An invited presentation by the Canadian Institute of Distance Education Research. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/513/990
SITE 2017 - K12 Online and Blended Learning: Current Research and Challenges ...Michael Barbour
Jackson, B., Barbour, M. K., Parks, R., & Kennedy, K.
(2017, March). K12 online and blended learning: Current research and challenges into implementation and teacher education. A panel presentation at the Society for Information Technology and Teacher Education conference, Austin, TX.
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...Michael Barbour
Barbour, M. K. (2011, May). Primary and secondary e-learning - What we know and where we should go. An invited presentation to the College of Education at University of Otago, Dunedin, New Zealand.
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...Michael Barbour
Barbour, M. K. (2011, May). Examining research into primary and secondary e-learning. An invited presentation to Te Aho o Te Kura Pounamu – The Correspondence School, Wellington, New Zealand.
MUN 2011 - What Do We Really Know? Examining Research into K-12 Online LearningMichael Barbour
Barbour, M. K. (2011, November). What do we really know? Examining research into K-12 online learning. An invited presentation in the Doctoral Speaker Series in the Faculty of Education at Memorial University of Newfoundland, St. John’s, NL.
AERA 2012 - Countering a Dominant Narrative of Educational Reformers: Examini...Michael Barbour
Barbour, M. K. (2012, April). Countering a dominant narrative of educational reformers: Examining the research on the effectiveness of virtual schooling. A paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
This proposal examines the rhetoric used by proponents of educational reform and the use of online learning as a solution for K-12 education. Using the research into K-12 online learning, I argue that those educational reformers use methodologically flawed research or promote an inaccurate understanding of research results to promote a corporate agenda in K-12 online learning. The proposed session will examine the limited amount of research into virtual schooling in an effort to better understand what this research indicates about the effectiveness of K-12 online learning.
G D Goenkau University Webinar -The Pandemic, Remote Learning, and the Future...Michael Barbour
Barbour, M. K. (2021, August). The pandemic, remote learning, and the future of online learning in schools [Webinar]. UP Learning Academy, School of Education, G.D. Goenka University.
SITE 2018 - K-12 Online Learning: Trends From Two Decades of ScholarshipMichael Barbour
Arnesen, K. T., Hveem, J., Short, C. R., West, R., & Barbour, M. K. (2018, March). K-12 online learning: Trends from two decades of scholarship. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
AERA 2017 - Examining the International Association for K–12 Online Learning ...Michael Barbour
Adelstein, D., & Barbour, M. K. (2017, April). Examining the International Association for K–12 Online Learning (iNACOL) standards for K–12 online course design. A poster presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.
SD DL Academy 2017 - Best Practices in Blended and Distance Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2017, October). Best practices in blended and distance learning in Canada. A presentation at the Building Student Engagement in Blended and Distance Environments, North Battleford, SK.
SITE 2014 - Multiple Roles of the Teacher in the K-12 Online Learning Environ...Michael Barbour
Barbour, M. K. (2014, March). Multiple roles of the teacher in the K-12 online learning environment: Cautions for teacher education. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Jacksonville, FL.
HKERA 2017 - Designing and Delivering Inviting Online EducationMichael Barbour
Barbour, M. K., Palacios, L., Wong, P., & O’Connor, J. (2017, November). Designing and delivering inviting online education. A paper presentation at the Hong Kong Education Research Association International Conference, Hong Kong.
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
The most notable primitive invented is Captcha, which distinguishes human users from computers by presenting a challenge, i.e., a puzzle, beyond the capability of computers but easy for humans. Captcha is now a standard Internet security technique to protect online email and other services from being abused by bots.
Sabbatical (Massey University) - An Introduction to a New Research Paradigm: ...Michael Barbour
Barbour, M. K. (2011, April). An introduction to a new research paradigm: Design-based research. An invited presentation to the National Centre for Teaching and Learning at Massey University, Palmerston North, New Zealand.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
This presentation covers the major principles of Andragogy as outlined by Malcolm Knowles and ideas and best practices for incorporating these principles in an eLearning environment.
NRCRES Keynote - Supporting K-12 Students Online: Local Schools, Virtual Sch...Michael Barbour
Barbour, M. K. (2009, November). Supporting K-12 students online: Local schools, virtual schools & teacher education. Paper presented at the National Research Center on Rural Education Support's Supporting Rural Schools and Communities Research Conference, Chapel Hill, NC.
Level the Playing Field for Employability Skills in Communities Using Adventure-Based Learning
Inclusive Excellence (IE) is the recognition that a community or institution's success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators, and alumni constituents.
Junell McCall, CWDP, M.S., M.Ed.
Associate Director, Office of Career Services
Learning Experience Designer, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
Raphael Isokpehi, Ph.D
Director, Trans-Disciplinary Data Scholars Development Program
Bethune-Cookman University
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
Similar to IVHS Summer 2007 PD - Researching Virtual Schools (20)
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - L’état de l’apprentissage électronique de la maternelle à la 12e ...Michael Barbour
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). L’état de l’apprentissage électronique de la maternelle à la 12e année au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations fo...Michael Barbour
Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
BOLTT 2023 - CANeLearn Research: Applications for Practice (EnglishMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
TUC Research Day 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). State of the nation: K-12 e-learning in Canada [Poster]. Touro University California Research Day, Vallejo, CA.
Barbour, M. K., Moore, S., & Veletsianos, G. (2023, April). Questionable-cause logical fallacy and modality scapegoating: Synthesis of research on mental health and remote learning [Paper]. A part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
AERA 2023 - Teaching During Times of Turmoil: Ensuring Continuity of Learning...Michael Barbour
Barbour, M. K., & LaBonte, R. (2023, April). Teaching during times of turmoil: Ensuring continuity of learning during school closures [Paper]. As part of the “Examining the Impact of COVID-19 on Education Systems Around the World” at the Annual Meeting of the American Educational Research Association, Chicago, IL.
CIDER 2023 - State of the Nation: K-12 E-learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, March). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
LaBonte, R., Barbour, M. K., McCallum, F., Laumann, D., Procter, J., & Pierre-Louie, C. (2023, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - Design Principles for Digital Learning and NSQOL Standards: Commo...Michael Barbour
LaBonte, R., & Barbour, M. K. (2023, February). Design principles for digital learning and NSQOL standards: Commonalities & differences [Contributed Talk]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2023, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Agenda
• Literature & research on virtual schooling
• Web-based design for secondary students
• Student perceptions of useful & challenging
characteristics of virtual schooling
• What students actually do during synchronous &
asynchronous class time
3. Part One
What Do We Know?
Literature and Research on
Virtual Schooling and
K-12 Online Learning
5. Barbour, 2007 - Literature
• Benefits of virtual schooling
– expanding educational access
– providing high quality learning
opportunities
– improving student outcomes
and skills
– allowing for educational choice
– administrative benefits,
particularly administrative
efficiency
6. Barbour, 2007 - Literature
• Challenges of virtual
schooling
– the high start- up costs
associated with virtual
schools
– access issues surrounding
the digital divide
– the approval or accreditation
of virtual schools
– student readiness issues
– retention issues
7. Rice, 2006 - Research
• versus student performance
in traditional, face-to-face
classrooms
• studies examining the
qualities and characteristics
of the teaching/learning
experience
– learner characteristics
– learner supports
– affective learning domains
8. Cavanaugh, 2007
• rates of successful completion
of distance education courses
have improved over time as
course design, instructional
practice, support services, and
student screening have been
refined
• knowledge of factors that
contribute to student success in
virtual courses has implications
for the types of support
services provided to students,
particularly counseling and
study skill development, and for
course design
9. Cavanaugh, 2007
• teacher preparation,
professional
development, and
instructional practices are
significant elements of
effective virtual courses
• new technologies and
tools are adopted in
virtual courses to
decrease the constraints
of the online environment
and increase affordances
for learning
10. Cavanaugh, 2007
• virtual school effectiveness
is influenced by
administrative practices
from the school level to the
individual student level
11. Bibliography
Barbour, M. K. (2007). What are they doing and how are
they doing it? Rural student experiences in virtual
schooling. Unpublished Dissertation, University of
Georgia, Athens, GA.
Cavanaugh, C. (2007). Effectiveness of K-12 online
learning. In M. G. Moore (Ed.), Handbook of Distance
Education (2nd ed.). Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.
Rice, K. L. (2006). A comprehensive look at distance
education in the K-12 context. Journal of Research on
Technology in Education, 38(4), 425-448.
14. Why?
• there has been much research on web-based course
design
– Collis, 1999; Gallini & Barron, 2001-2002; Gunawardena & McIsaac,
2004; Kanuka, 2002; McLoughlin & Oliver, 2000; Stein, 2004
• however, this research conducted in online learning has
focused upon post-secondary institutions and corporate
America
– Gunawardena & McIsaac, 2004; Hill, Wiley, Nelson & Han, 2004; Kolbe
& Bunker, 1997;
• the problem with this focus upon an adult population is
that there is a difference between how adults learn
compared to the way adolescents learn
– Bright, 1989; Cavanaugh, Gillan, Kromrey, Hess & Blomeyer, 2004;
Knowles, 1970; Moore, 1973; Vygotsky, 1962, 1978
15. The Studies
• Three studies
– Teachers and developers
in Newfoundland (Canada)
• Jun – Aug 2004
– Developers in Illinois
• Nov 2004 – Feb 2005
– Students in Newfoundland
(Canada)
• May – Jun 2005
16. The Studies
• Teachers and developers in
Newfoundland (Canada)
– interviews with 6 individuals
• Developers in Illinois
– 17 completed surveys
– interviews with 4 individuals
• Students in Newfoundland
(Canada)
– interviews with 2 students
– focus group with 4 students
22. Planning and preparation
Course developers
should prior to
beginning development
of any of the web-
based material, plan
out the course with
ideas for the individual
lessons and specific
items that they would
like to include.
23. KISS, but not the same way all the time
Course developers
should keep the
navigation simple
and to a minimum,
but don’t present the
material the same
way in every lesson.
24. Useful and personal
Course developers
should provide a
summary of the
content from the
required readings or
the synchronous
lesson and include
examples that are
personalized to the
students’ own context.
25. Clear directions and expectations
Course developers
should ensure
students are given
clear instructions
and model
expectations of the
style and level that
will be required for
student work.
26. Text, text and more text
Course developers
should refrain from
using too much text
and consider the
use of visuals to
replace or
supplement text
when applicable.
27. Appropriate selection of tools
Course developers
should only use
multimedia that
will enhances the
content and not
simply because it
is available.
28. Who’s your audience
Course developers
should develop
their content for
the average or
below average
student.
29. Do I know this
Course developers
should provide
opportunities for
student to review
what they should
have learned.
30. Bibliography
Bright, B.P. (1989). Epistemological vandalism: Psychology in the study of adult
education. In B.P. Bright (Ed.), Theory and practice in the study of adult
education: The epistemological debate (pp. 34-64). London: Routledge.
Cavanaugh, C., Gillan, K.J., Kromrey, J., Hess, M., Blomeyer, R. (2004). The
effectes of distance education on K-12 student outcomes: A meta-analysis.
Naperville, IL: Learning Point Associates. Retrieved on November 24, 2004
from http://www.ncrel.org/tech/distance/k12distance.pdf
Collins, B. (1999). Designing for differences: Cultural issues in the design of
WWW-based course-support sites. British Journal of Educational
Technology, 30(3), 201-215.
Gallini, J. & Barron, D. (2001-2002). Participants’ perceptions of web-infused
environments: A survey of teaching belies, learning approaches, and
communications. Journal of Research on Technology in Education, 34(2),
139-156.
Gunawardena, C.N. & McIsaac, M.S. (2004) Distance education. In D.H.
Jonassen (Ed.), Handbook of research on educational communications and
technology (pp. 355-395). Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers.
Hill, J.R., Wiley, D., Nelson, L.M. & Han, S. (2004). Exploring research on
Internet-based learning: From infrastructure to interactions. In D.H.
Jonassen (Ed.), Handbook of research on educational communications and
technology (pp. 433-460). Mahwah, NJ: Lawrence Erlbaum Associates,
Publishers.
31. Bibliography
Kanuka,H. (2002). Guiding principles for facilitating higher levels of web-based
distance teaching and learning in post-secondary settings. Distance
Education, 23(2), 163-182.
Knowles, M.S. (1970). The modern practice of adult education: Andragogy vs.
pedagogy. New York, NY: Association Press.
Kolbe, M.A. & Bunker, E.L. (1997). Trends in research and practice: An
examination of The American Journal of Distance Education 1987 to 1995.
American Journal of Distance Education, 11(2), 19-38.
McLoughlin, C. & Oliver, R. (2000). Designing learning environments for cultural
inclusivity: A case study of indigenous online learning at tertiary level.
Australian Journal of Educational Technology, 16(1), 58-72. Retrieved on
July 31, 2006 from http://www.ascilite.org.au/ajet/ajet16/mcloughlin.html
Moore, M.G. (1973). Toward a theory of independent learning and teaching.
Journal of Higher Education, 19(12), 661-679.
Stein, D. (2004). Course structure: Most important factor in student satisfaction.
Distance Education Report, 8(3), F1.
Vygotsky, L. S. (1962). Thought and language (E. Hanfmann & G. Vakar,
Trans.). Cambridge, MA: The M.I.T. Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychologist
processes (M. Cole, V. John-Steiner, S. Scribner, E. Souberman, Eds.).
Cambridge, MA: Harvard University Press.
34. Sample
• eighteen schools
• a total of 38 rural
school students
completed the
survey between
February and May
2005
35. Findings
• when asked, if they were satisfied with taking virtual
school courses, 86.8% indicated that they were satisfied
• when asked if they were satisfied with all of their
experiences in their virtual school courses, only 5.3%
selected either of the two dissatisfaction options
• this was consistent with the low number of students
(7.9%) who indicated that they were less satisfied with
their virtual school courses compared to their
classroom-based courses
• 63.2% of students indicated they were more satisfied
with their virtual school courses
• a little surprising, given that 50% of students stated that
their virtual school courses were more difficult than their
classroom-based courses
36. Findings
• students reported to spending between three to
six hours per course each week
• only 10.5% of the students indicated that they
could access the Internet at home, while 34.2%
said they could accessed at a public library and
76.3% could accessed at a friend’s home
• 81.6% stated that the reason they took the
course through the virtual school was because it
was the only way the course was offered, 47.4%
wanted to try one, and 26.3% of the students
indicated it was a required course
37. Findings
Helpful tools in their virtual school course
Internet tool Mean response (1-5)
Virtual Classroom 4.82
E-mail 4.00
Discussion Forums 3.24
Interactive Items 3.03
File Transfer Protocol (FTP) 3.03
Audio Clips 2.84
Chat 2.74
Video Clips 2.50
38. Findings
Problems encountered in their virtual school course
Problem Percentage of students
who selected this problem
Technical problems 71.1
Lack of time 50.0
Difficulty understanding goals/objectives of the 34.2
course
Can’t find the information I need in order to be 15.8
successful
Lack of sense of community 13.2
Other – can’t always get in contact with the 7.6
instructor
Lack of adequate Internet knowledge 2.6
Other – slow Internet connection 2.6
Other – large classes 2.6
39. Findings
Factors important for success in a virtual school course
Percentage that responded Mean
Factor (1-4)
Not Somewhat Important Very
important important Important
Clear objectives 11.1 36.1 52.8 3.42
Well-organized content 2.6 7.9 33.3 67.7 3.67
Exercises 5.3 13.2 50.0 36.8 3.24
Quizzes 7.9 34.2 44.7 34.2 3.11
Tutor Feedback 7.9 18.4 34.2 2.83
Motivation of the student 21.6 70.3 3.62
Time management of the 10.5 21.1 76.3 3.78
student
Technology comfort level 42.1 44.7 3.35
40. Ramifications
• the ability of adolescents to learn in
independent learning environments is less
than that of adult learners because of
differences in their development
• the reality of the challenges being faced
by rural schools is forcing more and more
secondary school students into these
independent learning environments
41. Ramifications
• secondary student perceptions of the
helpful and challenging characteristics of
learning in this type of environment is the
consistency between what they have
indicated are the important factors for
success and what the various adult
populations have identified
42. Ramifications
• there may be differences in the things that
secondary students find useful and the
things that they find challenging compared
to their older counterparts
• how to best situate them for success
remains relatively the same: ensure that
learners are provided with well designed
and organized content, and provide them
with time management and motivational
skills to be able to work effectively in this
independent environment
43. Conclusions
• many adolescent learners probably won’t
possess these two skills
• more will need to be done at the secondary
school, and even middle school level, to prepare
students for learning in these environments
• this is particularly true in rural jurisdictions,
where many students do not have a choice on
whether or not to enroll in these virtual school
courses because this is the only means that
they have to access, in some cases, these
required courses
45. Part Four
What are they doing and
how are they doing it?
Rural student experiences
in virtual schooling
46. Case Study - Beaches All Grade
• K-12 school
• student body of 108
• teaching staff of 15
• 12 students taking 8 different virtual school
courses
– some taking one, others taking two or three
47. Dissertation Study
1. What are the students’ experiences
during their synchronous time online?
2. What are the students’ experiences
during their asynchronous time online?
3. When students require content-based
assistance, where do they seek that
assistance and why do they choose
those sources?
48. Data Collected
• January to June 2006
• 4 monthly interviews
• 15 weeks of journal responses
• 4 different surveys
• 38 in-school classes observed
• 27 synchronous classes from 13
different courses observed
• 13 asynchronous course
management systems observed
49. Trends – Question 1
Synchronous Time
• majority of formal instruction
Image from http://www.cdli.ca/index.php?PID=AnnounceFull&NewsID=6352&PHPSESSID=f523be334ba73a54eab5707f738b18be
50. Trends – Question 1
Synchronous Time
• majority of formal instruction
• students tended to stay on task during this
time
Image from http://www.cdli.ca/index.php?PID=AnnounceFull&NewsID=6352&PHPSESSID=f523be334ba73a54eab5707f738b18be
51. Trends – Question 1
Synchronous Time
• majority of formal instruction
• students tended to stay on task during this
time
• students tended to communicate using text
rather than audio
Image from http://www.cdli.ca/index.php?PID=AnnounceFull&NewsID=6352&PHPSESSID=f523be334ba73a54eab5707f738b18be
52. Trends – Question 2
Asynchronous Time
• mostly seat work or time to
work on assignments
Image from http://www.waet.uga.edu/canada/canada.htm
53. Trends – Question 2
Asynchronous Time
• mostly seat work or time to
work on assignments
• students decided to work
less than half of the time
Image from http://www.waet.uga.edu/canada/canada.htm
54. Trends – Question 2
Asynchronous Time
• mostly seat work or time to
work on assignments
• students decided to work
less than half of the time
• students would complete
work in a collaborative effort,
particularly in the
mathematics and sciences
Image from http://www.waet.uga.edu/canada/canada.htm
55. Trends – Question 3
Turning for Help
• students did not use sources
of support provided
56. Trends – Question 3
Turning for Help
• students did not use sources
of support provided
• students primarily relied upon
each other for support
57. Trends – Question 3
Turning for Help
• students did not use sources
of support provided
• students primarily relied upon
each other for support
• students used their e-teacher
58. Trends – Question 3
Turning for Help
• students did not use sources
of support provided
• students primarily relied upon
each other for support
• students used their e-teacher
• students used their in-school
teachers
59. Implications for Practitioners
• to provide more engaging and
challenging asynchronous
activities to try and encourage
more on-task behaviors
Image from http://www.prism-magazine.org/nov00/briefings/teacher.jpg
60. Implications for Practitioners
• to provide more engaging and
challenging asynchronous
activities to try and encourage
more on-task behaviors
• to devise strategies that allow
students to get to know their online
classmates better in an attempt to
develop a sense of community
online
Image from http://www.prism-magazine.org/nov00/briefings/teacher.jpg
61. Implications for Practitioners
• to provide more engaging and
challenging asynchronous
activities to try and encourage
more on-task behaviors
• to devise strategies that allow
students to get to know their online
classmates better in an attempt to
develop a sense of community
online
• to inform students of, and when
and how to use, all of the various
sources of academic support that
are made available to them
Image from http://www.prism-magazine.org/nov00/briefings/teacher.jpg
63. Contact Information
Michael K. Barbour
Assistant Professor
Department of Administrative and
Organizational Studies
Wayne State University
mkbarbour@gmail.com
http://www.michaelbarbour.com