Improving Instruction and Learning Outcomes Through Faculty Developmentcredomarketing
The causal link between developing faculty performance, to improving instruction, to boosting learning outcomes is an intuitive concept, but implementing a comprehensive strategy to do so can be challenging. Higher education faculty development expert Dr. Dee Fink will share effective practices that form the bedrock of an institution’s commitment to improving student learning outcomes.
Edward Anderson - combined sample syllabus and common addendumEdward Anderson
This document outlines the syllabus for an English Composition II course. The course objectives include analyzing, evaluating, and documenting various sources, as well as producing well-reasoned argumentative essays using appropriate research methods. Students will complete three major assignments responding to media and engage with computers, the internet, and social media in their work. To pass the course, students must maintain a passing average on all essays and complete a course notebook with two pages of notes for every class hour. Grading will be based on a scoring guide and focus on content over presentation. Regular attendance is required to pass.
This document discusses implementing a connected learning community (cLc) in a school. It provides an overview of opportunities that a cLc provides, such as blurring boundaries between formal and informal learning. It also discusses observations from cLc pilots, including how it is changing how students and teachers approach learning. The document then provides a roadmap for cLc implementation, including stages of familiarization, exploration, growth, integration and maturity. Key steps like developing policies, training teachers, and gaining support from leadership are discussed. Challenges like ensuring student access are also addressed.
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
Phase I of implementing K-12 distance learning programs involves:
1. Piloting content management systems and vendor courses to supplement face-to-face instruction on a small scale, starting with high school courses.
2. Choosing vendors that meet state, regional, and local standards and curriculum needs to provide online or hybrid courses with teacher support.
3. Providing teacher training during the summer and follow up sessions to help them modify vendor content and build local assessments for blended models.
Next steps in blended learning, Presentation at University of TampaTanya Joosten
This document discusses next steps for perfecting the blend of online and face-to-face teaching. It addresses five issues: 1) avoiding the "course and a half" problem of excessive workload by streamlining content and seeking help; 2) re-examining learning objectives to ensure activities align with goals; 3) developing strategies to build social presence and connectivity online through communication; 4) providing collaborative learning opportunities to build an online community; and 5) managing time carefully through scheduling, records, and clear expectations. Breakout groups discuss and respond to these issues on a wiki page with suggestions for enhancing social presence, collaborative learning, and addressing time management challenges.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
Make the Leap from Effective to Highly Effective Using the Danielson Framework Brad Currie
This slideshow gives viewers a tremendous working knowledge of how to move to highly effective status as a teacher. Emphasis is placed on technology integration within the Danielson Framework.
Improving Instruction and Learning Outcomes Through Faculty Developmentcredomarketing
The causal link between developing faculty performance, to improving instruction, to boosting learning outcomes is an intuitive concept, but implementing a comprehensive strategy to do so can be challenging. Higher education faculty development expert Dr. Dee Fink will share effective practices that form the bedrock of an institution’s commitment to improving student learning outcomes.
Edward Anderson - combined sample syllabus and common addendumEdward Anderson
This document outlines the syllabus for an English Composition II course. The course objectives include analyzing, evaluating, and documenting various sources, as well as producing well-reasoned argumentative essays using appropriate research methods. Students will complete three major assignments responding to media and engage with computers, the internet, and social media in their work. To pass the course, students must maintain a passing average on all essays and complete a course notebook with two pages of notes for every class hour. Grading will be based on a scoring guide and focus on content over presentation. Regular attendance is required to pass.
This document discusses implementing a connected learning community (cLc) in a school. It provides an overview of opportunities that a cLc provides, such as blurring boundaries between formal and informal learning. It also discusses observations from cLc pilots, including how it is changing how students and teachers approach learning. The document then provides a roadmap for cLc implementation, including stages of familiarization, exploration, growth, integration and maturity. Key steps like developing policies, training teachers, and gaining support from leadership are discussed. Challenges like ensuring student access are also addressed.
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
Phase I of implementing K-12 distance learning programs involves:
1. Piloting content management systems and vendor courses to supplement face-to-face instruction on a small scale, starting with high school courses.
2. Choosing vendors that meet state, regional, and local standards and curriculum needs to provide online or hybrid courses with teacher support.
3. Providing teacher training during the summer and follow up sessions to help them modify vendor content and build local assessments for blended models.
Next steps in blended learning, Presentation at University of TampaTanya Joosten
This document discusses next steps for perfecting the blend of online and face-to-face teaching. It addresses five issues: 1) avoiding the "course and a half" problem of excessive workload by streamlining content and seeking help; 2) re-examining learning objectives to ensure activities align with goals; 3) developing strategies to build social presence and connectivity online through communication; 4) providing collaborative learning opportunities to build an online community; and 5) managing time carefully through scheduling, records, and clear expectations. Breakout groups discuss and respond to these issues on a wiki page with suggestions for enhancing social presence, collaborative learning, and addressing time management challenges.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
Make the Leap from Effective to Highly Effective Using the Danielson Framework Brad Currie
This slideshow gives viewers a tremendous working knowledge of how to move to highly effective status as a teacher. Emphasis is placed on technology integration within the Danielson Framework.
This document provides the resume of Dr. Bruce A. Johnson, an expert in online teaching, curriculum development, and adult education. It outlines his educational background, including a PhD in Postsecondary and Adult Education from Capella University. It also details his extensive professional experience in roles such as online instructor, instructional designer, and administrator at various universities. The resume lists the many business and education courses he has taught online. It provides examples of projects he has led and positive feedback from students and colleagues.
Introducing the PASS program: Pre-arrival success strategies for studentsLearningandTeaching
PASS (Pre-Arrival Success Strategies) is a free online course for students who will be studying with the International College of Manitoba (ICM) in subsequent terms. The course is designed for students who wish to get a head start on their studies. The course is led by ICM alumni who mentor prospective students in navigating the complexities of their new education system.
Units are delivered over five weeks and cover a variety of topics, including overviewing the learning management system (Moodle), connecting students with their future classmates, understanding essential elements of course outlines, planning for weekly and term schedules, introducing concepts of academic integrity, and more. Students have flexibility in choosing which units they wish to complete as they accumulate points for each assessment completed - students who complete various achievements earn various rewards.
In these slides, Robert Daudet reviews the course content, shares lessons learned from its first iteration, and reveals what's next for the course.
Personalizing curriculum, pace, and support for learners can improve retention, satisfaction, and learning success while reducing time to completion and tuition costs. The successful implementation of personalized learning programs, however, requires careful coordination of data and communications and ongoing collaboration among faculty, enrollment managers, success coaches, and students.
The document summarizes the Walden University model for faculty development, which addresses faculty as adult learners. It incorporates principles of adult learning through new faculty orientation, mentoring, post-orientation training, monthly faculty meetings, and a monthly newsletter. These experiences foster collaboration, mentoring, application of knowledge, a sense of community, and reflective practice. The most important factor for course success is the instructor.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
The document outlines SUNY Oswego's process for developing its 2019-2022 Online Learning Strategic Plan. It began with focus groups with over 400 participants to identify themes to guide the plan's goals. The plan aims to sustainably grow high-quality online programs that reflect Oswego's values and ensure student and faculty success. Its goals are to advance online learning opportunities, maintain Oswego's distinctive approach, support student engagement and success, help faculty excel at online teaching, and provide effective technology resources. Next steps include prioritizing the implementation plan and forming working groups.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Transformational online and hybrid teaching module overviewprennertariev
This 7-module faculty development program teaches strategies for effective online and hybrid course design. The modules cover topics such as asynchronous and synchronous instruction, using multimedia, fostering social presence and community, and integrating quality standards. Faculty will learn how to design courses with clear objectives, varied assessments, and interactive learning experiences to engage students. The goal is to prepare educators to teach online using research-backed principles and tools.
This document outlines a 4-phase, 100-day action plan to align an educational program with state standards and prepare students for college. The plan involves identifying stakeholders, conducting a gap analysis between standards, providing professional development on model curriculum, developing a repository of lessons, and monitoring student needs throughout implementation. The goal is to create a consistent program that performs well on state tests while readying students for higher education.
This document provides guidance on planning a blended learning program that combines face-to-face and online instruction. It emphasizes the importance of pre-planning by understanding the community of students, instructor, and instructional resources. For students, the pre-planning should involve research like surveys and interviews to understand their characteristics, expectations, and needs. As the instructor, pre-planning requires revising traditional materials and facilitating engaging communication. Instructional materials should be selected based on goals and technology that caters to student learning needs. The document also recommends tools like blogs, social media and podcasts to enhance content and encourage communication during blended learning.
Un lugar donde profesores, estudiantes y padres de interactuar y comparten.
Fortalece los lazos de la comunidad escolar, proporcionando espacios seguros para grupos de estudiantes y profesores para interactuar fuera de las actividades normales de aula. Crea comunidades de estudiantes de clubes escolares y de aprendizaje profesional, comunidades de maestros para ayudar a desarrollar sus habilidades y promover la satisfacción en el trabajo.
Mantiene a los padres informados y motiva para participar en el desarrollo escolar de los niños viviéndolo a través de un portal para padres dedicado con actualizaciones automáticas en el progreso académico, el acceso a las asignaciones y más.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Flexible Curricula Viewpoints cards - Learning model, personalisation and stu...balham
The document discusses good practices for designing flexible curricula that employ technology-enhanced learning. It recommends (1) using technology to provide flexibility in learning styles and increase engagement, (2) personalizing learning activities to create autonomous learners, and (3) designing social and informal learning activities that exploit online media and support various pedagogical approaches. The goal is to continually engage in educational innovation, research, and change as part of quality enhancement and assurance efforts.
Introduction to Campus pack and the value of collaboration in HE
Information from Campus Pack
Research information Technology, Pedagogy and Education Journal
This document outlines an agenda for exploring challenges of online teaching transitions and improving online presence. It discusses the Community of Inquiry model and its three presences of social, cognitive, and teaching. It provides definitions and examples of teaching presence. The remainder discusses establishing an online persona and provides a rubric and examples of strategies to improve instructional and social presence in online courses.
The SLN Faculty Development Program provides comprehensive training and support to online faculty through a four-stage process. It aims to help faculty create robust online learning environments and develop online teaching skills. The program trains over 300 faculty per year and includes online conferences, workshops, exemplar courses, and a community of over 3,000 faculty. It also includes a team of 40+ instructional designers who provide course design support. The program applies theories of adult learning and is continually refined through research on effective online teaching practices.
The document discusses several topics related to education including:
1. Arranging learning environments and experiences to incorporate appropriate technologies to meet educational and administrative needs.
2. The purpose and components of a curriculum guide which outlines philosophy, objectives, learning experiences, resources, and assessments.
3. The role of assessment in providing feedback to improve teaching and learning from both the student and teacher perspectives.
4. How the author has worked to improve professional productivity and development through technology tools and staying up-to-date on innovations.
The document discusses the skills needed to be an effective online facilitator. It states that having an online presence in the classroom and engaging learners to create a sense of community are important skills. To develop these skills, facilitators must complete training that includes taking online courses themselves, obtaining education in online facilitation, and learning how to use technology platforms to engage students. The criteria for mastering an online presence includes taking an online course, managing time well, and consistently interacting with students. For engaging learners and building community, criteria include taking an online course, obtaining facilitation training, soliciting feedback, and committing to all students.
The Basics of Budgeting for a Tech CoordinatorLeigh Zeitz
The document discusses budgeting for educational technology. It emphasizes the importance of pre-budget planning, which involves understanding the district's budgeting process, identifying technology priorities based on the technology plan and curriculum, and using last year's expenditures to guide planning. The budget preparation process should be clear, organized, and detailed using the district's required forms and methods. Once implemented, the budget must be monitored systematically throughout the year. Potential funding sources discussed include E-Rate discounts, technology line items, bonds and levies, and partnerships.
The postmodern condition in educational researchEvelin Tamm
The document discusses key themes and critiques of postmodernism in educational research. It summarizes Jean-Francois Lyotard's analysis of how knowledge is shaped by technological changes and optimized for performance. Additionally, it outlines postmodern principles of research involving plural voices, flexible representations, and researcher reflexivity. A critique is that postmodern research in education lacks grand narratives, stable definitions, and definitive answers.
This document provides the resume of Dr. Bruce A. Johnson, an expert in online teaching, curriculum development, and adult education. It outlines his educational background, including a PhD in Postsecondary and Adult Education from Capella University. It also details his extensive professional experience in roles such as online instructor, instructional designer, and administrator at various universities. The resume lists the many business and education courses he has taught online. It provides examples of projects he has led and positive feedback from students and colleagues.
Introducing the PASS program: Pre-arrival success strategies for studentsLearningandTeaching
PASS (Pre-Arrival Success Strategies) is a free online course for students who will be studying with the International College of Manitoba (ICM) in subsequent terms. The course is designed for students who wish to get a head start on their studies. The course is led by ICM alumni who mentor prospective students in navigating the complexities of their new education system.
Units are delivered over five weeks and cover a variety of topics, including overviewing the learning management system (Moodle), connecting students with their future classmates, understanding essential elements of course outlines, planning for weekly and term schedules, introducing concepts of academic integrity, and more. Students have flexibility in choosing which units they wish to complete as they accumulate points for each assessment completed - students who complete various achievements earn various rewards.
In these slides, Robert Daudet reviews the course content, shares lessons learned from its first iteration, and reveals what's next for the course.
Personalizing curriculum, pace, and support for learners can improve retention, satisfaction, and learning success while reducing time to completion and tuition costs. The successful implementation of personalized learning programs, however, requires careful coordination of data and communications and ongoing collaboration among faculty, enrollment managers, success coaches, and students.
The document summarizes the Walden University model for faculty development, which addresses faculty as adult learners. It incorporates principles of adult learning through new faculty orientation, mentoring, post-orientation training, monthly faculty meetings, and a monthly newsletter. These experiences foster collaboration, mentoring, application of knowledge, a sense of community, and reflective practice. The most important factor for course success is the instructor.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
The document outlines SUNY Oswego's process for developing its 2019-2022 Online Learning Strategic Plan. It began with focus groups with over 400 participants to identify themes to guide the plan's goals. The plan aims to sustainably grow high-quality online programs that reflect Oswego's values and ensure student and faculty success. Its goals are to advance online learning opportunities, maintain Oswego's distinctive approach, support student engagement and success, help faculty excel at online teaching, and provide effective technology resources. Next steps include prioritizing the implementation plan and forming working groups.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Transformational online and hybrid teaching module overviewprennertariev
This 7-module faculty development program teaches strategies for effective online and hybrid course design. The modules cover topics such as asynchronous and synchronous instruction, using multimedia, fostering social presence and community, and integrating quality standards. Faculty will learn how to design courses with clear objectives, varied assessments, and interactive learning experiences to engage students. The goal is to prepare educators to teach online using research-backed principles and tools.
This document outlines a 4-phase, 100-day action plan to align an educational program with state standards and prepare students for college. The plan involves identifying stakeholders, conducting a gap analysis between standards, providing professional development on model curriculum, developing a repository of lessons, and monitoring student needs throughout implementation. The goal is to create a consistent program that performs well on state tests while readying students for higher education.
This document provides guidance on planning a blended learning program that combines face-to-face and online instruction. It emphasizes the importance of pre-planning by understanding the community of students, instructor, and instructional resources. For students, the pre-planning should involve research like surveys and interviews to understand their characteristics, expectations, and needs. As the instructor, pre-planning requires revising traditional materials and facilitating engaging communication. Instructional materials should be selected based on goals and technology that caters to student learning needs. The document also recommends tools like blogs, social media and podcasts to enhance content and encourage communication during blended learning.
Un lugar donde profesores, estudiantes y padres de interactuar y comparten.
Fortalece los lazos de la comunidad escolar, proporcionando espacios seguros para grupos de estudiantes y profesores para interactuar fuera de las actividades normales de aula. Crea comunidades de estudiantes de clubes escolares y de aprendizaje profesional, comunidades de maestros para ayudar a desarrollar sus habilidades y promover la satisfacción en el trabajo.
Mantiene a los padres informados y motiva para participar en el desarrollo escolar de los niños viviéndolo a través de un portal para padres dedicado con actualizaciones automáticas en el progreso académico, el acceso a las asignaciones y más.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Flexible Curricula Viewpoints cards - Learning model, personalisation and stu...balham
The document discusses good practices for designing flexible curricula that employ technology-enhanced learning. It recommends (1) using technology to provide flexibility in learning styles and increase engagement, (2) personalizing learning activities to create autonomous learners, and (3) designing social and informal learning activities that exploit online media and support various pedagogical approaches. The goal is to continually engage in educational innovation, research, and change as part of quality enhancement and assurance efforts.
Introduction to Campus pack and the value of collaboration in HE
Information from Campus Pack
Research information Technology, Pedagogy and Education Journal
This document outlines an agenda for exploring challenges of online teaching transitions and improving online presence. It discusses the Community of Inquiry model and its three presences of social, cognitive, and teaching. It provides definitions and examples of teaching presence. The remainder discusses establishing an online persona and provides a rubric and examples of strategies to improve instructional and social presence in online courses.
The SLN Faculty Development Program provides comprehensive training and support to online faculty through a four-stage process. It aims to help faculty create robust online learning environments and develop online teaching skills. The program trains over 300 faculty per year and includes online conferences, workshops, exemplar courses, and a community of over 3,000 faculty. It also includes a team of 40+ instructional designers who provide course design support. The program applies theories of adult learning and is continually refined through research on effective online teaching practices.
The document discusses several topics related to education including:
1. Arranging learning environments and experiences to incorporate appropriate technologies to meet educational and administrative needs.
2. The purpose and components of a curriculum guide which outlines philosophy, objectives, learning experiences, resources, and assessments.
3. The role of assessment in providing feedback to improve teaching and learning from both the student and teacher perspectives.
4. How the author has worked to improve professional productivity and development through technology tools and staying up-to-date on innovations.
The document discusses the skills needed to be an effective online facilitator. It states that having an online presence in the classroom and engaging learners to create a sense of community are important skills. To develop these skills, facilitators must complete training that includes taking online courses themselves, obtaining education in online facilitation, and learning how to use technology platforms to engage students. The criteria for mastering an online presence includes taking an online course, managing time well, and consistently interacting with students. For engaging learners and building community, criteria include taking an online course, obtaining facilitation training, soliciting feedback, and committing to all students.
The Basics of Budgeting for a Tech CoordinatorLeigh Zeitz
The document discusses budgeting for educational technology. It emphasizes the importance of pre-budget planning, which involves understanding the district's budgeting process, identifying technology priorities based on the technology plan and curriculum, and using last year's expenditures to guide planning. The budget preparation process should be clear, organized, and detailed using the district's required forms and methods. Once implemented, the budget must be monitored systematically throughout the year. Potential funding sources discussed include E-Rate discounts, technology line items, bonds and levies, and partnerships.
The postmodern condition in educational researchEvelin Tamm
The document discusses key themes and critiques of postmodernism in educational research. It summarizes Jean-Francois Lyotard's analysis of how knowledge is shaped by technological changes and optimized for performance. Additionally, it outlines postmodern principles of research involving plural voices, flexible representations, and researcher reflexivity. A critique is that postmodern research in education lacks grand narratives, stable definitions, and definitive answers.
This document discusses key concepts and determinants of education costs. It identifies the main components of education costs as direct and indirect, private and social, current and capital, and fixed and variable. Each cost component is defined. For example, direct costs are those solely for education production like teacher salaries while indirect costs are shared across multiple activities. The document also discusses mechanisms to monitor and reduce deficits, such as departmental accounting and sharing losses. It introduces the concept of the break-even point, where costs and revenues are equal, and how this can be computed using a boardwork formula.
The document discusses different types of planning including long-term, medium-term, short-term, and single purpose planning. It also discusses planning according to function, including physical/economic planning and allocative planning. At the institutional level, the document outlines reactive, negotiated, and systematic planning. Reactive planning occurs when events are addressed after they happen, which can lead to frustration. Negotiated planning is based on bargaining between parties and can result in programs being introduced without consideration. Systematic planning clearly identifies institutional needs and alternative solutions through careful analysis and evaluation.
The document presents a taxonomy of different types of costs that are relevant to inductive learning but often ignored in machine learning literature. It identifies costs of misclassification, tests, the teacher, intervention, unwanted achievements, computation, cases, and human-computer interaction. Constant and conditional forms of each cost type are discussed. The taxonomy is intended to organize the literature and inspire further research on cost-sensitive learning approaches.
Basic statistical tools in educational planningRai Blanquera
This document outlines the key data needed for effective educational planning and administration. It discusses collecting data on: student enrollment and graduation rates by level, field of study, and demographics; teacher statistics; educational facilities; costs; and economic and population factors that influence education systems. The goal is to have accurate, comprehensive data to inform educational policymaking, budgeting, and resource allocation over time.
Different types of costs PPT ON COST ACCOUNTANCY MBABabasab Patil
The document discusses different types of costs including fixed and variable costs, incremental and sunk costs, real and opportunity costs, explicit and implicit costs, and total, average, and marginal costs. Fixed costs remain constant while variable costs depend on the level of output. Incremental costs refer to the change in total cost from producing one additional unit, while sunk costs cannot be recovered. Real costs refer to physical inputs while opportunity costs represent forgone benefits of alternative uses of resources. Total cost is the sum of fixed and variable costs, average cost is total cost divided by units of output, and marginal cost is the change in total cost from one additional unit.
The document provides information about articulation and speech sounds. It discusses the importance of clear articulation and natural speech. It also covers the classification of consonant and vowel sounds, including their place and method of articulation. The document encourages exercises to improve articulation and recommends studying phonetic symbols to distinguish speech sounds.
BASIC STATISTICAL TOOLS IN EDUCATIONAL PLANNINGCheryl Asia
This document discusses basic statistical tools used in educational planning. It describes the types of data needed, including stock and flow data, individualized and aggregated data, demographic and manpower data. The document outlines how data on students, teachers, schools and levels of education can be classified and collected through censuses, surveys, and routine reporting. It also explains how the collected data is processed, stored and retrieved for use in educational planning and administration.
Educational Planning Process in Pakistanmystique2015
Educational planning in Pakistan involves 6 main stages: 1) pre-planning, 2) planning, 3) plan formulation, 4) plan elaboration, 5) implementation, and 6) monitoring and evaluation. Key types of plans in Pakistan include long-term (5+ years), short-term (1-3 years), mid-term (3-5 years), and rolling plans. Major bodies that approve projects emerging from the planning process are the Executive Committee of National Economic Council, Central Development Working Party, Provincial Development Working Party, and Departmental Development Sub-committees. Objectives in educational planning must balance idealistic and realistic goals as well as qualitative and quantitative targets, while constraints can arise from various sources including pl
This document discusses cost analysis in education. It defines different types of costs including individual/private costs incurred by students and families, and institutional/public costs incurred by governments and schools. It outlines various cost classifications like fixed vs variable, current vs capital, and average vs marginal costs. The purpose of cost analysis is to contribute to decision making, planning, and policy improvements in education.
This document discusses cost-effectiveness analysis (CEA) and cost-benefit analysis (CBA). It defines CEA as measuring the cost per unit of effect or outcome of a program. CEA is useful when there is one key outcome of interest, allowing comparison of programs' impact. CBA quantifies all outcomes in monetary terms, which can be difficult. Key considerations for CEA include standardized impact and cost estimates. CBA subtracts costs from benefits to determine if a project is worthwhile. The document provides steps for CBA including specifying the project, quantifying inputs/outputs, valuing costs and benefits, and comparing them.
Different Education Policies of PakistanAliza Zaina
This document provides an overview of the different education policies implemented in Pakistan since independence in 1947. It discusses the key recommendations and features of the First Education Conference in 1947, the National Education Commission in 1959, education policies introduced in 1970, 1972, 1979, 1992, 1998-2010, and the Education Sector Reforms initiated in 2005-2010. The ultimate objectives of Pakistan's education policies have been to develop the education system based on Islamic ideology and values, promote universal primary education, improve access to opportunities for learning, and strengthen technical and science education. However, many policies faced challenges in proper implementation due to lack of resources, political instability, and other administrative issues.
This document defines and provides examples of different types of costs that can be classified in various ways for accounting and management purposes. It discusses costs classified by nature (material, labor, expenses), functions (production, selling, distribution, etc.), identifiability (direct, indirect), variability (fixed, variable, step), controllability (controllable, uncontrollable), normality (normal, abnormal), and more. Key points covered include definitions of direct costs, indirect costs, fixed costs, variable costs, product costs, period costs, and common/joint costs.
The document provides an overview of the Ministry of Education in Pakistan including its constitution, functions, organizations, departments, and wings. Key points include:
- The Ministry is responsible for developing education policies, plans, curricula, and overseeing federal educational institutions.
- It has several wings that handle functions like policy and planning, projects, training, curriculum development, administration, and monitoring and evaluation.
- Attached departments include the Federal Directorate of Education and Department of Libraries. Autonomous bodies include examination boards and educational foundations.
This portfolio contains artifacts from Wilfredo L. De los Reyes Jr.'s practicum demonstrating his use of various modalities in delivering lessons during the COVID-19 pandemic. It includes Individual Learning Monitoring Plans, lesson plans, teacher-made learning resources, certificates of participation in professional development, and a reflective summary. The artifacts are annotated to show how they address standards related to learner monitoring, lesson planning, assessment, teaching resources, professional growth, and stakeholder engagement.
The “NEW” Wisconsin Comprehensive School Counseling Modelkkdiener
The document discusses the transition from the old Wisconsin Developmental Guidance Model (WDGM) to the new Wisconsin Comprehensive School Counseling Model (WCSCM). The WCSCM is based on national models and guidelines. Key differences include a shift from a position to a program approach focused on all students, implementation of a school counseling curriculum, use of student standards, and student/parent educational planning conferences centered around individual learning plans. The WCSCM aims to promote academic, career, and personal/social development for all students through its four delivery system components.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.
The document summarizes the Alliance High School model, which is designed to help increase student achievement and graduation rates, especially in low-performing schools. The model takes a comprehensive approach, focusing on creating a culture of high expectations and engagement, providing demanding curriculum and instruction, developing strong leadership and teaching, and using data-driven management. Key elements include establishing small learning communities, implementing college and career readiness programs, developing rigorous academic plans, and providing intensive support from an on-site Alliance Achievement team.
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
The document discusses a project at Macomb Community College that aims to increase the number and types of classes offered to students in both online and in-person formats. It provides details on the stakeholders involved, including students, professors, and administrators. It also outlines the goals of providing more flexible scheduling options and real-world learning experiences to better prepare students for their careers. A work breakdown structure is presented as a framework to organize the tasks required to implement an online enrollment system to support these goals.
This document discusses how curriculum mapping tools can be used to support personalized learning by making the curriculum visible and accessible to learners. It argues that for learners to personalize their education, they need to be able to see what is available to learn and have choices in their learning. The author created an ICT curriculum map to demonstrate how mapping tools can integrate skills development and provide a learner-facing view of the curriculum. Further development is needed to share the experience with other teachers and engage learners in accessing and using the curriculum maps.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
EDUCAUSE Annual Conference 2021: Mapping the Student Journey to Improve Post-...brightspot
brightspot led a Student Journey Mapping engagement with Metropolitan State University that identified obstacles for students from various demographic groups and developed an action plan based on best practices to strengthen our support for and interaction with post-traditional students.
Amanda Wirth Lorenzo, Maggie Walsh, and Elliot Felix (brightspot) and Virginia Arthur (Metro State) presented Mapping the Student Journey to Improve Post-Traditional Student Success at the 2021 EDUCAUSE Annual Conference.
Connecting student learning outcomes to skills that employers are seekingcrewcareercenter
This document discusses connecting student learning outcomes to skills employers seek. It provides background on Jefferson Community and Technical College's mission to support student achievement and workforce readiness. Statistics are presented on working students and adult learners. Suggestions are made for how faculty can help students make career connections, such as defining employability learning outcomes that demonstrate transferable skills developed in coursework. Examples of employability learning outcome statements are given.
Connecting student learning outcomes to skills that employerscrewcareercenter
This document discusses connecting student learning outcomes to skills that employers seek. It provides background on foundations of excellence in higher education and developing employability skills. Statistics are presented on the skills gap between classroom and workplace learning. The document also discusses employability learning outcomes and examples of how faculty can help students make connections between their coursework, current work, and future career pursuits.
The document outlines a midterm project to develop mission, vision, value, and goal statements for a school district. It provides examples of statements for the mission, vision, curriculum and instruction, staff and personnel, climate, community, and values and goals of the School District of Elmbrook. The strategic plan includes targets in three key areas: student learning, fiscal responsibility, and connected learning community. References are also provided.
This document proposes a First Year Experience program for Northern Virginia Community College. It identifies key issues with student retention based on an institutional research report, including communication of information to students, retention of Hispanic and Black students, programs to assist students with work/family obligations, financial barriers, lack of academic practices to promote retention, and importance of academic/social involvement. The proposal outlines components of an effective FYE program, including learning communities, workshops on academic success strategies, and extracurricular activities. It discusses the importance of faculty support and involvement for student success. Funding is proposed to allocate a portion of student activity fees to the FYE program based on the number of first-year students.
This document provides information about College Summit, a nonprofit organization that partners with high schools to help increase college enrollment rates among low-income students. College Summit trains student "Peer Leaders" and provides curricula and online tools to create a college-going culture in schools. Partner schools experience 12-20% increases in college enrollment. College Summit's comprehensive approach includes summer workshops for Peer Leaders, classroom lessons for grades 9-12, the online portal CSNav, educator training, and data reporting to track progress. The goal is to ensure all students graduate high school with a postsecondary plan.
Connecting student learning outcomes to skills that employerscrewcareercenter
This document discusses connecting student learning outcomes in higher education to skills sought by employers. It provides background on skills gaps between classroom and workplace learning and stats on working students. The document advocates defining employability learning outcomes for courses to help students recognize and articulate transferable skills developed. Examples are provided, and benefits outlined, such as assuring quality and efficiency while making education more relevant for working learners and transparent to employers. Questions are posed to facilitate discussion on how faculty can support career pursuits and find classroom-work connections through assignments, activities and service learning.
The document discusses Houghton Mifflin Learning Village, an application that allows educators and students to collaborate in an online learning community. It enables teachers to align lessons to state standards, track assignments, and collaborate with other educators. For students, it provides a way to work together on projects using technology. The application aims to improve learning through collaboration and by making curriculum easily accessible from any location.
This document discusses assessment and its role in the learning college. It provides 10 guiding principles for assessment in the learning college, including that assessment should be driven by college values, have long-term commitment and faculty leadership, clearly define learning outcomes, use sound research methods, and link to college planning. Assessment results should be used by faculty to improve learning. Overall, the document advocates for student outcomes assessment as a way to place learning at the center of the academic program and student experience in the learning college.
Similar to Learning Objects and Baldwin-Wallace Learning Impact Award Entry (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Learning Objects and Baldwin-Wallace Learning Impact Award Entry
1. Campus Pack and Baldwin-Wallace College:Encouraging student educational goal planning and facilitating life-long learning Derek Hamner, Learning Objects, Inc.John DiGennaro, Baldwin-Wallace College
2. Be THAT: B-W Action Plans College 101 course teaches students how to plan, create, reflect, collaborate and share action plans. Advisors create an environment for students to manage their own learning, discuss and give feedback on progress. Students set goals and plan across their 4 years, presenting achievements. Supports student retention leading to graduation and Be THAT!
3. Marcos Rivera Director Student Success Initiatives “First year students are more than ever arriving to college with diverse learning styles and needs for effective learning. Coming out of high school, there are many ways a student can be overwhelmed by the plethora of opportunities college life offers. Time management and understanding the importance of prioritizing is critical to their success in the first term and beyond- particularly if a student is a first-generation college student.”
4. Results Students at Baldwin-Wallace with Action Plans:15% improvement in retention rates Over 100 additional students were retained over the 5 year period (2005-2010) Of the 6 Carnegie Class schools surveyed, Baldwin-Wallace students’ responded having higher overall satisfaction with Baldwin-Wallace College and higher rates of out-of-class engagement Greater numbers of students are earning 3.0 GPA or higher
5. Implementation of the B-W Action Plan using Campus Pack has lead to a 15% increase in retention of at-risk freshman. Source: Baldwin-Wallace College
7. How we got there… Baldwin-Wallace integrates a traditional liberal arts education - with an emphasis on professional and career preparation. Students needed structure, guidance and mentoring to be prepared to pursue their personal and academic goals. College 101 course created to give special attention and focus on student outcomes and goals, put students in charge of their future. Students taught goal setting and personal development Integrate experiential learning into their education.
8.
9. Campus Pack integrates with the existing LMS so assignments leveraging Web 2.0 software tools live alongside other course content.
10. Campus Pack also provides every user a portfolio enabling students, instructors, and staff to share their work, both inside and outside the campus community.
14. Impact 1: Be THAT The process encourages a student to identify his needs and goals, such as choosing a major and charting a career. Students’ Action plans are portfolios that help them document their learning, while providing faculty with snapshots of their growth. Action Plans facilitate collaborative workflows and include papers, internships, service learning, goals and accomplishments in an easy to navigate environment. This collaboration and engagement leads to a stimulation of ideas, and personal reflection. Instructors have access to the portfolios with several ways to provide feedback. Accessibility
15. Impact 2: Be REAL Students use Campus Pack to organize and present their accomplishments in a progressive and inventive fashion. Students highlight their best work, summarize academic goals and plans of study, write about their selection of a major, capture cross-cultural experiences, and assess career readiness. They integrate essays, poetry, original artwork, annotated resumes, and a range of projects that represent who they are as students and emerging scholars. Quality
16. Marcos Rivera Director Student Success Initiatives “With the continued monitoring, support and encouragement provided by a faculty advisor, program coordinator, and fellow student leader, a student who uses and updates their AP permits them to stay on track and fulfill pre-set objectives critical to their major and career aspirations. ”
17. Impact 4: Be CONNECTED Campus Pack Integrates with many LMSs out of the box (Bb, D2L, eCollege, Moodle) Uses Basic Learning Tool Interoperability (BLTI) to allow other tools to plug in to the system Integrates with institution’s LDAP server and displays content in Facebook Campus Pack has been certified as both a BLTI producer and BLTI consumer Interoperability
18.
19. “What I hope to accomplish during my time at B-W is to gain knowledge in both my field of study and of the world around me. I hope to enforce the skills that I already possess and master new ones that will be beneficial to me in the future. ” B-W Student
20. Impact 5: Be SUCCESSFUL Baldwin-Wallace students’ performance improved, GPAs and retention increased By encouraging students to collect thoughts, goals, questions, ideas, to-dos and outcomes related to academic and co-curricular achievements, the B-W Action Plans empower students to better manage their own learning. Over 200 alumni have volunteered to be career mentors to share their success and bring full circle the lesson of life-long learning Innovation
21. Thank You Derek Hamner, CEO, Learning Objects, Inc. dhamner@learningobjects.com John DiGennaro, Director of Educational Technology, Baldwin-Wallace College jdigenna@bw.edu