The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Changing Perceptions: Reconceptualizing Museums’ Training Programs for Season...West Muse
Museum educators have a variety of roles and duties, and may fill volunteer, part-time, full-time, seasonal, or permanent positions. These educators often come from a variety of backgrounds and experiences, including teacher education, museum studies, the museum's content specialty, and the performing arts. With all the different background educators come from, museums must develop training that helps these educators offer engaging, entertaining, and high-quality programming. To meet this end, museum educators require training in the museum's content and pedagogical and educational practices to facilitate learning and enjoyment for the wide variety of visitors that come to museums. The literature on training museum educators is limited, but research on seasonal museum educators is particularly sparse. This study aimed to address this gap.
Online tutoring towards a signature pedagogy in higher education settingsmhallissy
This presentation was made to faculty in the National College of Ireland as part of a lunch time series of seminars they are running on the use of digital technologies in the College.
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Changing Perceptions: Reconceptualizing Museums’ Training Programs for Season...West Muse
Museum educators have a variety of roles and duties, and may fill volunteer, part-time, full-time, seasonal, or permanent positions. These educators often come from a variety of backgrounds and experiences, including teacher education, museum studies, the museum's content specialty, and the performing arts. With all the different background educators come from, museums must develop training that helps these educators offer engaging, entertaining, and high-quality programming. To meet this end, museum educators require training in the museum's content and pedagogical and educational practices to facilitate learning and enjoyment for the wide variety of visitors that come to museums. The literature on training museum educators is limited, but research on seasonal museum educators is particularly sparse. This study aimed to address this gap.
Online tutoring towards a signature pedagogy in higher education settingsmhallissy
This presentation was made to faculty in the National College of Ireland as part of a lunch time series of seminars they are running on the use of digital technologies in the College.
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
SNHU | 2013 Faculty Professional Development ShowcaseAndy Lynch
The 2013 Showcase was developed as an is an opportunity for the SNHU community to discuss current faculty professional development activity with colleagues and explore the numerous on-campus resources faculty can utilized to enhance student learning.
RESULTS
13 Faculty Exhibits
12 On-Campus Resource Exhibits
Quantitative and Qualitative Feedback from Exhibitors and Guests to Improve 2014 Showcase
Presentation given at ALDinHE (Association of Learning Developers in Higher Education) Conference, University of Huddersfield, April 2014. It outlines the Digital Dates programme at the University of Leeds in which a range of staff and students provide short presentations on their use of different digital tools and technologies.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
Presentation from Open Educational Resources Day at Leeds Beckett University, June 2015, outlining how Skills@Library has used OERs to support its work with academic staff to embed academic skills development in the curriculum- sharing teaching resources and making online tutorials easily embedded.
Flying Start: supporting student transitionHelen Howard
Presentation given at the University of Limerick's seminar on the Academic Library's Role in Supporting New Students: Transition Success and Retention. It outlines the Flying Start programme at the University of Leeds which introduces students pre-arrival to the key academic skills they will need to success at University.
Creating Learning Communities and Developing Critical Thinking Through Online...CIEE
As we seek to reinvent study abroad for the 21st century, a more meaningful use of digital learning, including online courses, is a logical approach. From predeparture to re-entry, online instruction has great potential to deeply inform and even transform the study abroad experience on multiple levels. This session provides a framework for creating online discussion-board activities to encourage learning communities and critical thinking. Optimal instructor engagement also will be addressed. Data from our own courses and a bibliography will be included. Attendees will investigate the implications for their own programs through a guided discussion.
Net(work) yourself a job? CETL student engagement and employabilitycilass.slideshare
Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008
SNHU | 2013 Faculty Professional Development ShowcaseAndy Lynch
The 2013 Showcase was developed as an is an opportunity for the SNHU community to discuss current faculty professional development activity with colleagues and explore the numerous on-campus resources faculty can utilized to enhance student learning.
RESULTS
13 Faculty Exhibits
12 On-Campus Resource Exhibits
Quantitative and Qualitative Feedback from Exhibitors and Guests to Improve 2014 Showcase
Presentation given at ALDinHE (Association of Learning Developers in Higher Education) Conference, University of Huddersfield, April 2014. It outlines the Digital Dates programme at the University of Leeds in which a range of staff and students provide short presentations on their use of different digital tools and technologies.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
Presentation from Open Educational Resources Day at Leeds Beckett University, June 2015, outlining how Skills@Library has used OERs to support its work with academic staff to embed academic skills development in the curriculum- sharing teaching resources and making online tutorials easily embedded.
Flying Start: supporting student transitionHelen Howard
Presentation given at the University of Limerick's seminar on the Academic Library's Role in Supporting New Students: Transition Success and Retention. It outlines the Flying Start programme at the University of Leeds which introduces students pre-arrival to the key academic skills they will need to success at University.
Creating Learning Communities and Developing Critical Thinking Through Online...CIEE
As we seek to reinvent study abroad for the 21st century, a more meaningful use of digital learning, including online courses, is a logical approach. From predeparture to re-entry, online instruction has great potential to deeply inform and even transform the study abroad experience on multiple levels. This session provides a framework for creating online discussion-board activities to encourage learning communities and critical thinking. Optimal instructor engagement also will be addressed. Data from our own courses and a bibliography will be included. Attendees will investigate the implications for their own programs through a guided discussion.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Presentation of online and blended studies at Vytautas Magnus University. Virtual mobility (as type of online studies) characteristics and different cases implemented, together with usefull public links
Flexible Delivery - what does it mean for students? (2006)JamesDunphy
Presentation to student officers in Scotland on the work of the Quality Enhancement Theme on Flexible Delivery and on the types of flexibility which might be desirable in terms of providing high quality and accessible student experiences.
Developing 21st Century Learning and Teaching SkillsLooksteinVirtual
Learn why students and teachers need to develop 21st century teaching and learning skills, and how online courses can support that skills development. The presenters, experts in online course development and delivery, guide participants through the identification of quality online courses, with demonstrations of online course lessons, activities and discussions. Examples are taken from courses developed by Lookstein Virtual Jewish Academy.
A description of the BlendKit2012 open online course offered as part of http://BlendedLearningToolkit.org. For information about the most recent version, BlendKit2014, please see: http://youtu.be/662kaPyzde0
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
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.
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.
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
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
4. In a nutshell
• Extra-curricular Honours Programme.
• Predominantly online programme supported by two very short
physical mobility periods
• Each university selects 15 to 20 students in any study field
• Student-driven. Students define content within a given central
theme, and shape their own multidisciplinary research project.
• International, interdisciplinary academic team of coaches
• Regular work sessions,
including video conference
sessions with invited speakers
• Two campus visits
5. Previous editions
2017
Art & Science: An Enduring Relationship
2016
Brave New World? Merging Technology and
Society: Opportunities, Challenges and Threats for
the Quality of Life.
2015
Making the City of the Future. Spatial Planning,
Diversity, Sustainability, System Inputs and
Outputs, and Adaptability
2018
The Voice of the People
8. Objectives
• Students deepen and share knowledge of discipline, and broaden
it by outstepping boundaries own field of study
• Students share insights and perspectives in direct dialogue with
students and experts from various disciplines
• Students are forced to look at own context and points of view in
different way, when confronted with students with different daily
reality and cultural context.
• Students are challenged to think out of the box
• Development of transferable skills
• Gain experience in communicating experiences to broad audience
10. Structure
• February to May: Evening work sessions, including invited speakers and
video conference sessions
• Easter Break: Intensive Focus Week on campus 1
• July – August:
• Students organise collaboration autonomously
• Present progress report and comprehensive content statement
• September - November:
• Feedback phase
• Continuous progress reports on projects and preparing Workshop Week.
• Finalising texts and other material
• End of November: Workshop Week with concluding event on campus 2
E.g.: 2015 and 2016: presentation and public debate.
2017: exhibition. 2018: documentary film.
11. Academic coaches
Role:
• Guidance. Being available and supportive.
• Evening work sessions: moderation of discussions
• Supervising content and timeline
• Providing necessary contacts (e.g. ethical committee, experts
in topic, etc.)
• Evaluation of students’ participation
12. Academic coaches
• Team: 4 faculty members at KU Leuven.
2 at Stellenbosch University. Volunteers.
• Workload:
• Evening sessions: 3 hours (including preparation)
• Follow-up: 1 hour per week. Coaching via email.
• Focus Week and Workshop Week: intense coaching
13. Non-academic support staff
Role:
• Communication: preparing call, website, sessions, students,...
• Liaison between both teams.
• Organising selection committee meeting, evening sessions,
campus visits, participation in events,…
• Following up on students’ progress and briefing academic team
• Budget
Team: 1 administrative staff at KU Leuven.
2 at Stellenbosch University.
15. Profile of students
• Master’s student at KU Leuven at start
programme
• Excellent academic record
• Intrigued by theme
• Motivated to engage in 10-month
multidisciplinary research project
• Motivated to invest in intercultural
cooperation
• Demonstrate social commitment and interest in social issues
• Good working knowledge of English and excellent communication skills
• Looking for extra challenge
• Open to self-reflection
16. Profile of students
• Engage themselves to participate in evening sessions, Focus
Week and Workshop Week.
• Make clear effort to contribute to project and collaborate with
fellow students.
17. Application and Selection
• Application
• Mid-October: Call. Deadline: 30
November.
• Application file
• CV
• Motivation letter
• Copy transcript Bachelor’s studies
• If applicable: copy transcript
previously completed Master's degree
• Selection criteria
• Academic record Bachelors/Honours/Masters.
• Motivation letter (affinity with proposed theme)
• Study progress
18. Evening sessions
• Only KU Leuven group / Stellenbosch University group
• Brainstorm session
• Invited speaker with open discussion
• Visits to organisations, events, lectures, etc. related to central
theme
• Evening sessions for all students
• High-quality video conferencing
• Presentations and documents are shared on screen
• Discussions moderated by students. Coaches intervene when
necessary.
19. Focus Week
• Content development with joint lectures, workshops and
discussions,..
• Decisions on substantive focal points and structure of papers
• Consensus on content of sub projects to be developed
• Consensus on format of output to be delivered
• Clarification of South-African and Belgian context
• Community-building and facilitating communication
• Stimulating collaboration and substantive process
20. Focus Week
• 60% work sessions + on-topic activities
• 30% teambuilding and leisure activities
• 10% free time
21. Workshop Week with concluding event
• Content and formal elaboration of concluding presentation of
results
• Formal public presentation: symposium, posters, exhibition,
debate, etc.
• Cultural activities and trips
22. Workshop Week with concluding event
• 55% work sessions
• 35% leisure activities
• 10% free time
25. Evaluation of students’ participation
• Permanent, continuous evaluation
• Each team of academics evaluates own students
• Show clear effort to contribute to the project and to collaborate
with fellow students at KU Leuven and Stellenbosch University.
• Presence and active participation during evening sessions, Focus
Week and Workshop Week.
27. Recognition of students’ participation
• Extra-Curricular I-Portfolio.
Officially KU Leuven Honours Programme
28. Feedback from Participants
“I learned a lot about teamwork across borders – not only
challenging due to geographical distance but also due to
variations in regard of cultural-specific values, working attitudes,
and personalities. One of the most pleasant, yet hardest
teamwork so far – I almost feel like I could handle any kind of
teamwork I will encounter in the future. A nice by-product: I am
now confident that I want to pursue a research career after my
graduation.”
- Charlotte, Think Tank 2018
29. Feedback from Participants
“Also after my graduation my Think Tank experience came in
handy. When I started working, my employer organized
leadership training for the team of young starters. It was
unbelievable how much I could go back to what I experienced
and learned during the Think Tank program. It is now very useful
in the workplace and I often think back to all the challenges we
encountered back then and how we dealt with them.”
- Matthias, Think Tank 2018
30. Feedback from Participants
“The Think Tank is truly an environment to think and grow
without the pressures of having to perform. It is that freedom of
thought and the interactions with so many different students
that provided a space where students were not afraid to say
what they really thought.
The Think Tank is a unique experience as it challenges one in
different ways than the challenges faced in one’s studies or
everyday life. You are sometimes challenged out of your comfort
zone and to find a balance between doing things your way and
allowing other people to take the lead.”
- Think Tank 2017 group
31. Feedback from Participants
“Personally, I learned more than I expected from the whole Think
Tank experience. It was a wonderful opportunity to leave my
comfort zone and challenge the limits of my knowledge and
capabilities. You can build me a time machine and send me back
in time, and I will do the Think Tank over and over again!”
- Nicholas, Think Tank 2017
33. Lessons Learnt
• Additional mid-term campus visit
• improved quality of collaboration and results
• reduced academic coaches’ workload
• Clear goals for each phase and adjusted overall timeline
• Coaching: giving students freedom, managing conflicts,
motivating students on permanent basis, way of consulting
other students and team,…
• Consistency team of coaches