Creating a mindset of quality n DE linkedinDebashish Naik
This document discusses implementing a quality and delivery excellence system at a new delivery center. The objectives were to achieve CMMI level 5 certification and ISO 9001 certification within 1.5-2 years, deliver high quality projects, achieve client satisfaction, and develop a quality culture. Some challenges included new staff unfamiliar with processes, increasing project volumes, and resistance to documentation. To overcome these, daily meetings were held with project managers, quality ambassadors were appointed, extensive training was provided, and recognition programs were implemented to develop empowered teams with a quality mindset. This resulted in sustainable processes without heavy quality team involvement and certifications being achieved with minimal problems.
Are you PMP aspirant and wants to Pass PMP in very 1st attempt?
Then Sing-up with SKILLOGIC Exclusive program to pass your PMP exam in very 1st attempt.
SKILLOGIC is providing classroom PMP training at Bangalore, Chennai, Hyderabad, Delhi, Pune and Mumbai.
If you are planning to Join PMP at Bangalore visit: https://in.skillogic.com/pmp-training/pmp-certification-bangalore/
All the best.
This document provides an evaluation report of a Qualipaths partnership meeting held in Besni. It summarizes the key discussions and feedback around planning, implementation, and areas for improvement. The evaluation found that planning and preparation was generally good, though communication from some partners was limited. While the seminar activities and materials were well received, it was noted that some partners could increase their involvement and input. Areas identified for strengthening included providing earlier information to partners, increasing communication and involvement of all partners, and clarifying expectations. Overall the meeting was deemed positive for networking, but it was felt more work is needed on developing common practices and standards.
MOOC Project - Definition and evaluationLeslie HUIN
This document aims to define the general characteristics of a MOOC project. It allows the team to reflect on the key points and evaluate the opportunity and feasibility of the project.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Developing an evaluation strategy to gain insights into the ROER4D multi-nati...SarahG_SS
Presentation at the OE Global Conference held in Banff, Canada in April 2015. This presentation introduces the development of the evaluation strategy, using Utilization Focused Evaluation (UFE), for the ROER4D Project (http://roer4d.org/).
You can access the abstract here: http://conference.oeconsortium.org/2015/presentation/developing-an-evaluation-strategy-to-gain-insights-into-a-multi-national-project-roer4d/
You should download the document to have a fine resolution.
This document presents a generic work plan that can be used to lead a MOOC project. Note that it is a macro view suitable for most MOOC projects and that the detailed work plan must be defined and adapted to a particular project. Indeed, there are many form of MOOCs and so, many ways to manage its production.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Derek Lawrence has over 15 years of experience in training and program management across academic and corporate environments. He has designed and delivered training programs for large government contractors and consulting firms. Lawrence holds a Doctorate in Musical Arts and has received several awards for his research, performance, and training contributions.
This 4-day instructor-led course provides 32 PDUs and prepares students to take the PMP certification exam. The course covers all 9 knowledge areas and 5 process groups from the PMBOK Guide, equipping students with essential terminology and exam-taking techniques through practice exams and workshops. At the end of the course, students will understand the PMP application process, be able to map inputs/outputs/techniques for each knowledge area, and create a self-study plan.
Creating a mindset of quality n DE linkedinDebashish Naik
This document discusses implementing a quality and delivery excellence system at a new delivery center. The objectives were to achieve CMMI level 5 certification and ISO 9001 certification within 1.5-2 years, deliver high quality projects, achieve client satisfaction, and develop a quality culture. Some challenges included new staff unfamiliar with processes, increasing project volumes, and resistance to documentation. To overcome these, daily meetings were held with project managers, quality ambassadors were appointed, extensive training was provided, and recognition programs were implemented to develop empowered teams with a quality mindset. This resulted in sustainable processes without heavy quality team involvement and certifications being achieved with minimal problems.
Are you PMP aspirant and wants to Pass PMP in very 1st attempt?
Then Sing-up with SKILLOGIC Exclusive program to pass your PMP exam in very 1st attempt.
SKILLOGIC is providing classroom PMP training at Bangalore, Chennai, Hyderabad, Delhi, Pune and Mumbai.
If you are planning to Join PMP at Bangalore visit: https://in.skillogic.com/pmp-training/pmp-certification-bangalore/
All the best.
This document provides an evaluation report of a Qualipaths partnership meeting held in Besni. It summarizes the key discussions and feedback around planning, implementation, and areas for improvement. The evaluation found that planning and preparation was generally good, though communication from some partners was limited. While the seminar activities and materials were well received, it was noted that some partners could increase their involvement and input. Areas identified for strengthening included providing earlier information to partners, increasing communication and involvement of all partners, and clarifying expectations. Overall the meeting was deemed positive for networking, but it was felt more work is needed on developing common practices and standards.
MOOC Project - Definition and evaluationLeslie HUIN
This document aims to define the general characteristics of a MOOC project. It allows the team to reflect on the key points and evaluate the opportunity and feasibility of the project.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Developing an evaluation strategy to gain insights into the ROER4D multi-nati...SarahG_SS
Presentation at the OE Global Conference held in Banff, Canada in April 2015. This presentation introduces the development of the evaluation strategy, using Utilization Focused Evaluation (UFE), for the ROER4D Project (http://roer4d.org/).
You can access the abstract here: http://conference.oeconsortium.org/2015/presentation/developing-an-evaluation-strategy-to-gain-insights-into-a-multi-national-project-roer4d/
You should download the document to have a fine resolution.
This document presents a generic work plan that can be used to lead a MOOC project. Note that it is a macro view suitable for most MOOC projects and that the detailed work plan must be defined and adapted to a particular project. Indeed, there are many form of MOOCs and so, many ways to manage its production.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Derek Lawrence has over 15 years of experience in training and program management across academic and corporate environments. He has designed and delivered training programs for large government contractors and consulting firms. Lawrence holds a Doctorate in Musical Arts and has received several awards for his research, performance, and training contributions.
This 4-day instructor-led course provides 32 PDUs and prepares students to take the PMP certification exam. The course covers all 9 knowledge areas and 5 process groups from the PMBOK Guide, equipping students with essential terminology and exam-taking techniques through practice exams and workshops. At the end of the course, students will understand the PMP application process, be able to map inputs/outputs/techniques for each knowledge area, and create a self-study plan.
This document provides information about a PgMP preparation course offered by ACEPROconsulting. It includes:
- The objective of the course is to gain knowledge about program management as described by PMI and to pass the PgMP certification exam.
- The PgMP exam contains 170 psychometric questions to be completed in 4 hours, requiring higher-level thinking skills than the PMP exam.
- The course will cover program management fundamentals, standards, critical thinking skills and experience required to pass the PgMP exam over several stages involving both online and offline work over 12-16 weeks.
This document discusses project management and related topics. It covers the project life cycle, tools and techniques, budgeting, implementation, communication, risk management, and determining project outcomes. It also discusses the importance of project closure, assessing success, continuous improvement, and aligning projects with organizational strategy. A variety of frameworks and models are presented for evaluating and improving project management practices.
The document outlines 12 steps for planning and implementing an education project:
1. Assess needs and capabilities
2. Establish a project planning team
3. Develop goals and objectives
4. Create a logical model to map out activities, outcomes, outputs, and inputs
5. Select and characterize the target audience
1st Training Course: Assessment- Success indicators and TipsHaivisio CSA project
This document discusses the importance of developing a dissemination and communication plan for research projects. It recommends deciding on measurable success indicators for dissemination activities and tracking them quantitatively and qualitatively, such as through a table of targets and objectives over time. A good dissemination plan should define messages, objectives, channels, timing and responsibilities to effectively spread project results. It is also important to tailor communication to different audiences and ensure the project logo is used on all materials.
This workshop provides advice on how to draft a programme specification, a systematic description of a programme or course of study in higher education.
The document introduces the Sustainable Projects Resource, which was developed to guide development agencies in designing and implementing sustainable development projects. It consists of a guideline manual, tools and templates, learning resources, and an induction workshop. The resource outlines a six-stage project process: 1) strategic alignment and identification; 2) conceptualization, design, and development; 3) planning; 4) implementation; 5) monitoring and evaluation; and 6) sustainability. It provides steps, quality standards, and outputs for each stage to help projects achieve lasting impact and ensure benefits continue after completion. The induction workshop introduces the resource and builds facilitation skills for participatory project design, implementation, and evaluation.
Wilfred Abraham's resume summarizes his education and professional experience. He has a diverse educational background including qualifications in IT, business, accounting and project management. Professionally, he has over 10 years of experience in project management and production support roles for technology companies, leading teams and managing projects, resources, deployments and infrastructure. Currently he is a Production Support Manager responsible for incident management, change management, problem management and deployments among other duties.
The document discusses the PgMP credential process which recognizes advanced experience in overseeing multiple related projects aligned with organizational objectives. The process involves 3 evaluations - application review, multiple choice exam, and multi-rater assessment. It then outlines the author's experience going through the PgMP credentialing process and details their program and project management experience.
This document provides an overview and agenda for an instructor-led PMP study program. The agenda includes introductions, a history of the program, a review of the program structure, and overviews of the 10 course presentations. It also covers instructor delivery tips, an instructor corner website, and addresses for questions. The goal of the program is to support Intel project managers in obtaining their PMP certification through a virtual 10-week series taught by Intel PMPs.
Student-generated videos: a model for developing written standard operating p...Melinda Box
Standard Operating Procedures (SOP’s) have an important role to play in laboratory operations, not only to maintain data consistency but also to ensure safe practice. Even so, development and use of them may be hindered by the perceived expense of time and effort relative to their expected benefit. While that cost can be minimized via the use of templates, this approach may produce documents that are not essential to practice if sufficient consideration is not given to the user’s experience. If, for example, the content does not have a clear beginning, middle, and end with regard to a process, users will not necessarily recognize their own successful (or unsuccessful) application of the information. Instead, SOP’s can be made more central in lab function by leveraging the experience of recent trainees. Their fresh awareness of carrying out the steps can shape the content into a more story-like format, thereby amplifying the power to connect with future users. In addition, unlike a template, this immediate navigation of the process tends to better focus the content on the most straightforward essentials. In our experience of producing and utilizing student-generated videos for instructional labs, we have observed the impact of these benefits. Our goal in this presentation is to identify and further explain those, based on human factors analysis, cognitive research, and instructional design principles, and to demonstrate how those aspects of procedural communication can be applied in making and utilizing SOP’s in academic research labs.
This document provides an overview of the logical framework approach to project planning. It discusses what a logical framework is and how it can be used throughout the project cycle. The key aspects of a logical framework include defining objectives in a clear hierarchy, identifying indicators and sources of verification for measuring progress, and considering assumptions and risks. The document also lists some common errors to avoid when constructing a logical framework, such as having vague indicators or defining endogenous assumptions. Overall, the logical framework is presented as a tool for systematically analyzing problems, formulating measurable objectives, and providing a basis for monitoring and evaluation of a project.
Stress free eu schools - final evaluation report - v01Ioannis Zarkadas
The final evaluation report of the "Stress-free E.U. Schools" project summarizes the results of the final project meeting and staff training event. Questionnaires were distributed to partner schools to evaluate the project on five criteria: impact, dissemination, coordination, implementation, and overall assessment. The implementation received the highest score of 99%, while impact received the lowest of 77%. Dissemination improved from the interim report. Coordination maintained a high score of 94%. The overall assessment increased to 96%, indicating partners' satisfaction with meeting expectations. In conclusion, the final evaluation demonstrated partners viewed the project and its implementation positively.
The document outlines a training workshop on project cycle management (PCM). The workshop objectives are to understand PCM methodology and apply it to analyze problems, identify strategies and draft an action plan. The document covers the definition and six steps of PCM, including participatory planning, monitoring and evaluation. It provides guidance on stakeholder analysis, problem analysis, objective analysis, project selection, formulation of the project design matrix and plan of operations, and monitoring and evaluation. The workshop aims to help participants draft the main components of an action plan applying PCM methodology.
Presentation given "off site" at EDUCAUSE and SGHE Summit meetings sponsored by Collegiate Project Services about best practices from the ERP implementations in the Tennessee Board of Regents
This document provides guidance for schools on developing an interdisciplinary program with coherence across curriculum, instruction, assessment, learning climate, and other elements. It outlines a 5-step process for teams to design proficiency maps and demonstrations of mastery for students by mapping standards to proficiencies and developing performance tasks. The goal is to create a program that fosters focus, coherence, relevance and equity while addressing needs in student data and priorities. Resources are provided for reference.
This document discusses the 4 Quadrants training design approach, which divides training into four sections: Open, Explain, Practice, and Reflect. The Open section involves introductory activities like icebreakers. Explain focuses on teaching methods like demonstration and examples. Practice provides opportunities for hands-on activities and role playing. Reflect allows for evaluating learning application and personal reflection. The document recommends tailoring activities in each quadrant to audience needs and providing different durations based on the training objectives of skill or knowledge building.
Impact of native nonnative speaker interaction through video-web communicatio...Kristi Jauregi Ondarra
This document summarizes a case study on the added value of implementing networked interaction with expert peers through video communication and Second Life in language courses. The study found that these environments provided more learning opportunities than traditional classrooms, including increased negotiation of meaning and cultural understanding. Interactions in Second Life elicited more participation due to its virtual world elements, while video communication allowed for visual information exchange. Future research will analyze topic development, pragmatics, and identity negotiation.
The document discusses challenges for teachers of modern languages in adult education. It outlines how society has become more globalized and dynamic, emphasizing lifelong learning, creativity, networking, collaboration and social media. This impacts language education, which should stimulate creativity, collaboration, and connection. It also discusses how education is moving from a top-down to a more student-centered approach. For language teaching, it's important to provide comprehensible input, opportunities for output, interaction, and focus on form and strategies. New technologies like video communication and virtual worlds can enrich learning and improve motivation by allowing interaction with experts. Research on such programs found they increased learning, motivation, and allowed negotiation of meaning.
This document provides information about a PgMP preparation course offered by ACEPROconsulting. It includes:
- The objective of the course is to gain knowledge about program management as described by PMI and to pass the PgMP certification exam.
- The PgMP exam contains 170 psychometric questions to be completed in 4 hours, requiring higher-level thinking skills than the PMP exam.
- The course will cover program management fundamentals, standards, critical thinking skills and experience required to pass the PgMP exam over several stages involving both online and offline work over 12-16 weeks.
This document discusses project management and related topics. It covers the project life cycle, tools and techniques, budgeting, implementation, communication, risk management, and determining project outcomes. It also discusses the importance of project closure, assessing success, continuous improvement, and aligning projects with organizational strategy. A variety of frameworks and models are presented for evaluating and improving project management practices.
The document outlines 12 steps for planning and implementing an education project:
1. Assess needs and capabilities
2. Establish a project planning team
3. Develop goals and objectives
4. Create a logical model to map out activities, outcomes, outputs, and inputs
5. Select and characterize the target audience
1st Training Course: Assessment- Success indicators and TipsHaivisio CSA project
This document discusses the importance of developing a dissemination and communication plan for research projects. It recommends deciding on measurable success indicators for dissemination activities and tracking them quantitatively and qualitatively, such as through a table of targets and objectives over time. A good dissemination plan should define messages, objectives, channels, timing and responsibilities to effectively spread project results. It is also important to tailor communication to different audiences and ensure the project logo is used on all materials.
This workshop provides advice on how to draft a programme specification, a systematic description of a programme or course of study in higher education.
The document introduces the Sustainable Projects Resource, which was developed to guide development agencies in designing and implementing sustainable development projects. It consists of a guideline manual, tools and templates, learning resources, and an induction workshop. The resource outlines a six-stage project process: 1) strategic alignment and identification; 2) conceptualization, design, and development; 3) planning; 4) implementation; 5) monitoring and evaluation; and 6) sustainability. It provides steps, quality standards, and outputs for each stage to help projects achieve lasting impact and ensure benefits continue after completion. The induction workshop introduces the resource and builds facilitation skills for participatory project design, implementation, and evaluation.
Wilfred Abraham's resume summarizes his education and professional experience. He has a diverse educational background including qualifications in IT, business, accounting and project management. Professionally, he has over 10 years of experience in project management and production support roles for technology companies, leading teams and managing projects, resources, deployments and infrastructure. Currently he is a Production Support Manager responsible for incident management, change management, problem management and deployments among other duties.
The document discusses the PgMP credential process which recognizes advanced experience in overseeing multiple related projects aligned with organizational objectives. The process involves 3 evaluations - application review, multiple choice exam, and multi-rater assessment. It then outlines the author's experience going through the PgMP credentialing process and details their program and project management experience.
This document provides an overview and agenda for an instructor-led PMP study program. The agenda includes introductions, a history of the program, a review of the program structure, and overviews of the 10 course presentations. It also covers instructor delivery tips, an instructor corner website, and addresses for questions. The goal of the program is to support Intel project managers in obtaining their PMP certification through a virtual 10-week series taught by Intel PMPs.
Student-generated videos: a model for developing written standard operating p...Melinda Box
Standard Operating Procedures (SOP’s) have an important role to play in laboratory operations, not only to maintain data consistency but also to ensure safe practice. Even so, development and use of them may be hindered by the perceived expense of time and effort relative to their expected benefit. While that cost can be minimized via the use of templates, this approach may produce documents that are not essential to practice if sufficient consideration is not given to the user’s experience. If, for example, the content does not have a clear beginning, middle, and end with regard to a process, users will not necessarily recognize their own successful (or unsuccessful) application of the information. Instead, SOP’s can be made more central in lab function by leveraging the experience of recent trainees. Their fresh awareness of carrying out the steps can shape the content into a more story-like format, thereby amplifying the power to connect with future users. In addition, unlike a template, this immediate navigation of the process tends to better focus the content on the most straightforward essentials. In our experience of producing and utilizing student-generated videos for instructional labs, we have observed the impact of these benefits. Our goal in this presentation is to identify and further explain those, based on human factors analysis, cognitive research, and instructional design principles, and to demonstrate how those aspects of procedural communication can be applied in making and utilizing SOP’s in academic research labs.
This document provides an overview of the logical framework approach to project planning. It discusses what a logical framework is and how it can be used throughout the project cycle. The key aspects of a logical framework include defining objectives in a clear hierarchy, identifying indicators and sources of verification for measuring progress, and considering assumptions and risks. The document also lists some common errors to avoid when constructing a logical framework, such as having vague indicators or defining endogenous assumptions. Overall, the logical framework is presented as a tool for systematically analyzing problems, formulating measurable objectives, and providing a basis for monitoring and evaluation of a project.
Stress free eu schools - final evaluation report - v01Ioannis Zarkadas
The final evaluation report of the "Stress-free E.U. Schools" project summarizes the results of the final project meeting and staff training event. Questionnaires were distributed to partner schools to evaluate the project on five criteria: impact, dissemination, coordination, implementation, and overall assessment. The implementation received the highest score of 99%, while impact received the lowest of 77%. Dissemination improved from the interim report. Coordination maintained a high score of 94%. The overall assessment increased to 96%, indicating partners' satisfaction with meeting expectations. In conclusion, the final evaluation demonstrated partners viewed the project and its implementation positively.
The document outlines a training workshop on project cycle management (PCM). The workshop objectives are to understand PCM methodology and apply it to analyze problems, identify strategies and draft an action plan. The document covers the definition and six steps of PCM, including participatory planning, monitoring and evaluation. It provides guidance on stakeholder analysis, problem analysis, objective analysis, project selection, formulation of the project design matrix and plan of operations, and monitoring and evaluation. The workshop aims to help participants draft the main components of an action plan applying PCM methodology.
Presentation given "off site" at EDUCAUSE and SGHE Summit meetings sponsored by Collegiate Project Services about best practices from the ERP implementations in the Tennessee Board of Regents
This document provides guidance for schools on developing an interdisciplinary program with coherence across curriculum, instruction, assessment, learning climate, and other elements. It outlines a 5-step process for teams to design proficiency maps and demonstrations of mastery for students by mapping standards to proficiencies and developing performance tasks. The goal is to create a program that fosters focus, coherence, relevance and equity while addressing needs in student data and priorities. Resources are provided for reference.
This document discusses the 4 Quadrants training design approach, which divides training into four sections: Open, Explain, Practice, and Reflect. The Open section involves introductory activities like icebreakers. Explain focuses on teaching methods like demonstration and examples. Practice provides opportunities for hands-on activities and role playing. Reflect allows for evaluating learning application and personal reflection. The document recommends tailoring activities in each quadrant to audience needs and providing different durations based on the training objectives of skill or knowledge building.
Impact of native nonnative speaker interaction through video-web communicatio...Kristi Jauregi Ondarra
This document summarizes a case study on the added value of implementing networked interaction with expert peers through video communication and Second Life in language courses. The study found that these environments provided more learning opportunities than traditional classrooms, including increased negotiation of meaning and cultural understanding. Interactions in Second Life elicited more participation due to its virtual world elements, while video communication allowed for visual information exchange. Future research will analyze topic development, pragmatics, and identity negotiation.
The document discusses challenges for teachers of modern languages in adult education. It outlines how society has become more globalized and dynamic, emphasizing lifelong learning, creativity, networking, collaboration and social media. This impacts language education, which should stimulate creativity, collaboration, and connection. It also discusses how education is moving from a top-down to a more student-centered approach. For language teaching, it's important to provide comprehensible input, opportunities for output, interaction, and focus on form and strategies. New technologies like video communication and virtual worlds can enrich learning and improve motivation by allowing interaction with experts. Research on such programs found they increased learning, motivation, and allowed negotiation of meaning.
Enhancing Intercultural Communicative Competence through cross-cultural inter...Kristi Jauregi Ondarra
A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
1. The document discusses a research project called NIFLAR that used virtual environments like video conferencing and Second Life to facilitate language learning through social interaction.
2. Over 400 students from several European universities participated in pilot activities in these virtual environments. Tasks focused on having natural conversations about topics like student life and travel plans.
3. Preliminary results found that the virtual interactions provided rich language input and practice, promoted learner-centeredness, and improved students' intercultural communication competence and willingness to communicate in the target language.
Social interaction through videowebcommunication and virtual worlds: An added...Kristi Jauregi Ondarra
1. The document discusses a project called NIFLAR that uses virtual worlds and video web communication to enhance language learning through social interaction and telecollaboration.
2. Over 400 students from several European universities participated in pilot activities in virtual environments like Second Life to complete collaborative tasks in target languages.
3. Initial research results found that students had very positive perceptions of the experiences and felt it improved their language skills, cultural awareness, and motivation through interacting with native speakers.
This is the presentation given at Eurocall 2010 about the experiences of implementing Second Life in Language teaching curricula within the NIFLAR project.
Workshopr Virtuele uitwisselingen met ICT, gehouden bij de landelijke studiedag voor TTO scholen georganiseerd bij het Netwerk TTO en het Europees Platform. 15 maart 2014
Integrating cross-cultural interaction through video-communication and virtua...Kristi Jauregi Ondarra
The document discusses a study that examined integrating cross-cultural interaction through video communication and virtual worlds in foreign language teaching programs. The study found that:
1) Foreign language learners generally had positive experiences with the virtual interactions and noted improvements in speaking skills and reduced anxiety.
2) Learners in experimental groups that participated in virtual interactions showed significant increases in perceived language competence and decreases in speaking anxiety compared to a control group.
3) Learners who participated in the virtual interactions showed more improvement from pre- to post-language tests than the control group, indicating the interactions added to learning.
4) Analysis of interaction recordings found learners received rich language input and used the language meaning
The EACEA invited the NIFLAR project to share experiences on ICT and Digital media for key competences at the International EDEN congress which was held in Valencia (9-12 June-2010)
This ppt belongs to the presentation Mabelle and I gave about the NIFLAR experiences so far on the 17th of June 2010 at the symposium "ICT and teaching at the Faculties of Humanities in the Netherlands", held at the University of Groningen.
- The document discusses a research project called NIFLAR that aims to enhance motivation for learning foreign languages through the use of video web communication and virtual worlds like Second Life.
- It describes how the project provides opportunities for meaningful interaction between native and non-native speakers through challenging and innovative online environments. This interaction is meant to promote collaborative learning and authentic language use.
- Research conducted as part of NIFLAR found that interaction through video web communication and tasks in Second Life had a positive impact on foreign language learners' willingness to communicate and their perceptions of their language learning process. Lower proficiency learners seemed to benefit more than higher proficiency learners.
Strategies to engage teachers in telecollaboration projects: insights from th...Kristi Jauregi Ondarra
The document discusses strategies for engaging teachers in telecollaboration projects based on insights from the TILA project. The TILA project aimed to (1) innovate foreign language teaching by encouraging telecollaboration, (2) empower teachers through training, and (3) study the benefits of telecollaboration for language learning and teacher development. The project involved over 200 students and 20 teachers from 8 schools collaborating across 5 languages. It highlighted challenges like scheduling meetings and technical issues, but students reported very positive experiences. Analyzing teacher needs and training was an important part of the project.
Project management for instructional designersKimberly Klotz
A presentation on project management principles and use in instructional design and how the project management phases and activities sync with the ADDIE Model. Presentation given by Kim Mckee and Kimberly Klotz at the Teaching with Technology Conference at UAMS.
Meeting and workshop project based learning february 4th 2014 by mr.samir bounabMr Bounab Samir
The document outlines an agenda for a time training session and workshop. It includes an opening session, video presentation, powerpoint presentation, and two workshop sessions. The first workshop involves planning project works for different levels. The second workshop covers project work delivery and discussion. The document then provides information on defining themes, outcomes, structuring, skills, gathering information, analyzing, presenting, and evaluating project work. It describes project work as involving multi-skill activities focused on a theme of interest. Learners work together over several days or weeks both inside and outside the classroom. The document also notes some common reasons why teachers may avoid project work, such as lack of time.
The document discusses project management frameworks and the components of managing an ICT project. It begins with defining what a project and project management are. It then discusses two prominent project management frameworks: PRINCE2 and PMBOK. The sessions cover the project management cycle including initiation, planning, execution, and closure. It also demonstrates project management software for documentation and work planning.
The document summarizes a kick-off meeting for a project aimed at improving training quality. It outlines 10 topics to be discussed, including project partners, concepts, management, results, and dissemination. The project will identify training needs, develop a quality assurance program, and create an online learning platform to increase access to training materials across Europe. Partners will work together, evaluate results, and disseminate information to improve vocational education.
The document discusses Project Communications Management as defined in PMBOK 10.0. It includes three key processes: Plan Communications Management, Manage Communications, and Monitor Communications. These processes fall within the Planning, Executing, and Monitoring & Controlling process groups. The document also covers concepts, trends, tailoring considerations, and considerations for agile environments.
The document outlines various change interventions and communication tools that can be used during a change project. It recommends tailoring communications to different audiences using a mixture of media. Senior management should visibly support the changes. The project team should have a shared understanding of key messages to avoid providing inconsistent information to stakeholders. Communication methods should be constantly reviewed for effectiveness. A number of interactive tools like workshops and town meetings are described to engage stakeholders in resolving issues and developing solutions. Regular updates via email, intranet etc. can keep people informed of progress.
Project based leaning a toolkit for teachersSTEPHEN ANDREW
Project Based Learning presents several challenges for implementation in schools. It requires more time and resources compared to traditional teaching methods. It can also be difficult to assess student learning in open-ended projects. Student groups may also struggle with collaboration, time management, and dividing work evenly. Finally, some teachers may lack training in facilitating open-inquiry student projects.
Projectmanagement Refresher for TraineesSiep Littooij
The document outlines an agenda for a training on project management. It discusses key concepts like defining project management, the project lifecycle, important project manager skills, and tools for planning, monitoring, and managing risk. It also describes an assignment where participants will work in cross-cultural groups to design a mock project using five project tools.
The summative evaluation report by Josélia Neves presents the final results of the project, assessing its overall evolution. It considers the totality and legacy of the project, its overall success and failures, the results of its transnational application and its final deliverables and dissemination.
The document introduces project management concepts. It defines a project as a complex, non-routine effort with defined time, budget and performance requirements to meet customer needs. It contrasts projects with routine work and programs. Key stakeholders in projects are identified as the project sponsor, project manager, project team and organization. Common causes of project failure include lack of executive support, unclear objectives and inexperienced team members. The project life cycle and importance of project management are discussed.
The document discusses key concepts in project management including defining a project, identifying stakeholders, developing a project plan, schedule, and status reports. It highlights the importance of planning, executing, monitoring, and controlling a project. Sample exercises are provided to help understand tasks such as writing a project scope, developing a schedule and risk management plan.
This document outlines the steps for developing an oral language project in Spanish class. The project aims to enhance student autonomy, interaction with authentic materials, and motivation. The 6 steps are: 1) Choosing an area of interest, 2) Specifying communicative objectives, 3) Planning final tasks, 4) Identifying necessary thematic and linguistic components, 5) Planning enabling and communicative tasks with recycling of prior content, and 6) Incorporating evaluation throughout the process and upon completion of the final project simulation. Examples are provided for developing a quiz show, weather forecast, or talk show project. Reflections note emphasizing different learning aspects, more advance planning, and increased student involvement.
Project work is an effective teaching method in English for Specific Purposes settings. It leads to authentic language use focused at the discourse level through multi-skill activities centered around a theme of interest. Students work together over several weeks, both inside and outside the classroom, to achieve a common goal such as creating a brochure, bulletin board, video, or article. The eight fundamental steps to developing a project include defining a theme, determining the final outcome, structuring the project, identifying language skills needed, gathering information, compiling and analyzing information, presenting the final product, and evaluating the project.
The document outlines a proposed project management strategy called the PALM Project aimed at developing teaching, learning and assessment capabilities within an organization. It involves a 5 phase approach over 5 months that includes developing learning plans, attending workshops, collaborating in project teams, and implementing and sharing outcomes. The goal is to take a holistic approach and design professional development from within the organization by integrating technology, facilitating social learning processes, and gaining support from stakeholders.
This document summarizes the tasks, work packages, teams, and timeline of the EUNAWE (European-South African Universe Awareness) project. The project aims to educate young children about astronomy and space science through teacher training and educational resources. Key activities include training teachers in 6 countries, developing multilingual educational materials, and establishing an online repository of resources. The project is led by an International Project Board and managed by an International Project Manager and National Project Managers. Major milestones in the first 12 months include kickoff and consortium meetings, a website launch, and teacher workshops.
This document provides an outline for a training course to prepare for the PMP certification exam. The course covers 5 modules: creating a high-performing team, starting the project, doing the work, keeping the team on track, and keeping the business in mind. Module 1 focuses on building the team through defining ground rules, empowering members, and establishing virtual teams.
The document outlines a proposed project to develop teaching and learning skills across TQR through a problem-based learning model. The project will be delivered in 5 phases from February to June 2010. It will involve participants developing personal learning plans, attending workshops, working in project teams to address issues, and sharing outcomes. The goal is to renew capabilities using educational technology, collaborative projects, and an inquiry-based approach.
This document outlines a project to train university instructors on using online communication tools in their courses. The project goals are to bridge the gap between instructors' current technology skills and what is needed to teach effectively online. It will improve student-student and student-instructor interaction through tools like voice emails, discussion boards, assignment feedback, and video conferencing. The project will use the ADDIE model of analysis, design, development, implementation and evaluation. It provides instructional objectives, a project plan and timeline, and describes each phase such as analyzing needs, designing lessons, developing materials, and evaluating the training.
Part II. Project Planning and Implementation
(Garcia Tixce, Nicole Denisse, Gudiño Villarreal, Marilyn Cristina y Lasluisa Baños, George Michael)
Make a power point with a summary of the information you got from the book (15 slides)
Send me the ppt by webmail.
Motivational factors in telecollaborative exchanges among teenagersKristi Jauregi Ondarra
The document summarizes a study on affective variables like anxiety and self-efficacy among teenagers participating in telecollaborative foreign language exchanges. The study involved over 200 secondary students from 5 European countries interacting in English, Spanish, Dutch, French and German through chat rooms and videoconferencing. Results showed interaction format and group type influenced anxiety levels and self-efficacy beliefs, with lingua franca groups and chat rooms associated with lower anxiety and higher self-efficacy. Students generally reported positive attitudes towards interacting with native speakers and learning from such exchanges decreased anxiety over time. Upcoming events related to the research are announced at the end.
TeCoLa project: Pedagogical differentiation through telecollaboration and gam...Kristi Jauregi Ondarra
The TeCoLa project aims to empower teachers to use telecollaboration and gamification through international school collaboration. It has created a task design model and prototypes, conducted a teacher needs analysis survey and focus groups, and developed Teacher Development Units. The project seeks to promote intercultural competence, support diverse learners, and integrate language and content learning through collaborative online and virtual activities. Upcoming events include a multiplier conference to disseminate project results.
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
This document summarizes a study on the role of coaching in telecollaborative language exchanges. It discusses how coaching was provided to 269 teachers through 550 hours of support before, during, and after telecollaborative sessions. Surveys of teachers found that coaching greatly improved their organizational, pedagogical, digital, and attitudinal competencies, especially in designing exchanges and using online tools. While the study had limitations due to sample size and being based on teacher perceptions, coaching was highly valued by teachers and helped provide necessary support for innovating their practices.
Aprender a través de la gamificación y la comunicación interculturalKristi Jauregi Ondarra
Este documento discute la gamificación y la comunicación intercultural. Explica que la gamificación implica usar elementos de juegos para motivar el aprendizaje. Luego describe cómo la telecolaboración gamificada puede superar las limitaciones de la cooperación y comunicación interculturales mediante proyectos y tareas que involucran mundos virtuales y videoconferencia.
This document provides an overview of virtual internationalization through telecollaboration. It discusses the TILA project, which aimed to innovate foreign language teaching in secondary schools across Europe through integrating telecollaboration activities. The document outlines the goals and activities of TILA, including teacher training, development of digital tools and tasks for telecollaboration, and studies of the impact on students and teachers. Requirements for successful telecollaboration projects are also addressed, such as developing meaningful tasks and ensuring adequate integration into school curricula.
This document summarizes a presentation given at a CLIL conference in Utrecht on November 10, 2015. The presentation discussed using digital tools to facilitate collaboration between students across borders. It addressed which tools are safe for minors, how to design meaningful interaction tasks, integrating projects into blended learning, and the effects of such projects on students and teachers. Criteria for successful telecollaboration projects and examples of tasks were also covered.
Cross-cultural discussions in a 3D virtual environment and their affordances ...Kristi Jauregi Ondarra
This document summarizes research on cross-cultural discussions conducted in a 3D virtual environment. 18 students from the Netherlands and Finland, aged 15-18 and at an intermediate English level, participated. They completed 5 discussion tasks in virtual groups. Data collection included tests, surveys, and interviews. Findings showed participation improved students' discussion skills and reduced anxiety about speaking English. Dutch students interacting with Finnish peers experienced greater gains in confidence and motivation than a control Dutch group. While virtual environments were found engaging, lower proficiency Finnish students benefited more from interacting with similar proficiency peers. The research concluded 3D virtual discussions can improve language skills but proficiency level matching may better support some learners.
Telecollaboration for Intercultural Language Learning: Lessons LearnedKristi Jauregi Ondarra
This document summarizes a presentation given at the EuroCALL conference in Padova, Italy in August 2015. It discusses the Telecollaboration for Intercultural Language Acquisition (TILA) project, which aimed to integrate telecollaboration activities into secondary school foreign language teaching across Europe. Over three years, the project involved 837 students in telecollaboration sessions using various online tools. Preliminary findings suggest telecollaboration had a positive impact on students' intercultural competence and motivation, with video communication stimulating richer discourse than text chat. However, chat and lingua franca exchanges seemed to produce less anxiety. The project continues researching sustainable ways to integrate telecollaboration into language curricula.
Betekenisvolle communicatie in de doeltaal met behulp van internet tools: kan...Kristi Jauregi Ondarra
Betekenisvolle communicatie in de doeltaal met behulp van internet tools: kansen en uitdagingen
Workshop bij de landelijke studiedag van Levende Talen op 7 november 2014
Investigación de procesos de telecolaboración aplicados a la enseñanza de seg...Kristi Jauregi Ondarra
Este documento resume los resultados parciales del proyecto europeo TILA sobre la investigación de procesos de telecolaboración aplicados a la enseñanza de segundas lenguas. El proyecto examinó el impacto de la telecolaboración en la motivación, competencia comunicativa y comprensión intercultural de estudiantes de secundaria. Los resultados mostraron que la telecolaboración aumentó la competencia comunicativa y redujo el miedo a hablar de los estudiantes. La mayoría de los estudiantes disfrutaron interactuando con herramientas de
(1) Telecollaboration is becoming increasingly popular in education as a way to enhance meaningful language acquisition, intercultural competence, and motivation, but most research has focused on tertiary education. (2) The TILA project aims to integrate telecollaboration activities in secondary schools across Europe to innovate foreign language teaching, empower teachers, and study the added value of telecollaboration. (3) Initial pilots involved 212 learners, 20 teachers, and 8 schools using synchronous communication tools, and showed telecollaboration has potential but also challenges around support, networks, and promoting independent learning.
El documento discute los retos de la enseñanza de lenguas en la era digital. Señala que las nuevas tecnologías pueden usarse para dinamizar y flexibilizar la enseñanza mediante el uso de herramientas como la videoconferencia y mundos virtuales. Estas herramientas pueden fomentar la interacción entre estudiantes de diferentes países y culturas, mejorando así la motivación y competencia comunicativa de los estudiantes.
This document summarizes a paper about using virtual 3D learning spaces to teach indigenous and minority languages. It discusses two case studies of the Basque and North Sámi languages in Europe. For Basque, a survey of 38 teachers found interest in using virtual environments but also challenges due to technical issues and workload. North Sámi, spoken by up to 30,000 people, faces threats as the language is underrepresented in virtual spaces. Overall, the document discusses the potential benefits of virtual worlds for language revitalization but also epistemological reasons why some indigenous groups may not want their cultures represented in such environments.
PowerPoint gebruikt voor de masterclass Moderne vreemde talen betekenisvol leren, gehouden in de MBO conferentie "Taal op Koers", op 29 oktober in Nieuwegein.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
11. Project management is the discipline of planning, organizing, securing and managing resources to bring about the successful completion of specific project goals and objectives (Wikipedia). determine the nature and scope of the project plan time, cost and resources adequately to estimate the work needed and to effectively manage risk during project execution processes used to complete the work defined in the project plan to accomplish the project's goals: - coordinating people &resources - integrating the activities according to project plan processes performed to observe project execution so that potential problems can be identified in time and corrective action can be taken includes the formal acceptance of the project and its ending: archiving of the files, deliverables and documenting lessons learned. Problems, changes
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14. Project management (2): Enhance collaboration to become an effective team by investing in team building ? Having the r esources needed Having clear & common goals Having the necessary blend of skills and roles Measuring progress towards the goals Sharing responsibility Allocating appropriate roles and tasks to each member Having agreed on basic rules for working together Having developed & agreed on practices & processes to get things done
15. Effective teams: Reflect frequently upon their working style and project processes Produce a collective output which achieves the set goals Use time to understand cultural diversity Use time to know the members in the team Recognise individual and team success Handle conflicts constructively & openly Support each other by listening, responding constructively and helpfully