Teacher Work from Home with Learning Management SystemJohn Macasio
Teacher Works from Home -Distance Online Learning Classroom of Teaching and Learning Tasks.
We make a teacher do the familiar teaching and learner tasks by creating with ease an online classroom where a distance learner meets instruction and content of knowledge acquisition and creation.
We make a teacher recognize the common and basic features of a simple and easy to use the learning management system to do the familiar tasks of teaching and for the learner to acquire knowledge and create evidence of learning.
The teacher manages an online classroom with the agreed “learner learning plan” of achieving the most essential learning competency objectives.
Totara is a custom distribution of Moodle designed for the corporate sector. Totara partners have created customized training and development sites for Google, McDonald's, Nikon, BP, Tesco and Nike. Learn how Totara builds on Moodle, and offers additional features including individual learning plans, competency management and learning paths.
The objective was to create a reporting tool to obtain all the information provided by the course to get closer to the objective of the course. This tool is useful to the students, teachers and managers.
Rapid eLearning development helps Instructional designers and SMEs to complete the course design without having to depend on software programmers. Here is the presentation on "Rapid eLearning Development".
The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
Teacher Work from Home with Learning Management SystemJohn Macasio
Teacher Works from Home -Distance Online Learning Classroom of Teaching and Learning Tasks.
We make a teacher do the familiar teaching and learner tasks by creating with ease an online classroom where a distance learner meets instruction and content of knowledge acquisition and creation.
We make a teacher recognize the common and basic features of a simple and easy to use the learning management system to do the familiar tasks of teaching and for the learner to acquire knowledge and create evidence of learning.
The teacher manages an online classroom with the agreed “learner learning plan” of achieving the most essential learning competency objectives.
Totara is a custom distribution of Moodle designed for the corporate sector. Totara partners have created customized training and development sites for Google, McDonald's, Nikon, BP, Tesco and Nike. Learn how Totara builds on Moodle, and offers additional features including individual learning plans, competency management and learning paths.
The objective was to create a reporting tool to obtain all the information provided by the course to get closer to the objective of the course. This tool is useful to the students, teachers and managers.
Rapid eLearning development helps Instructional designers and SMEs to complete the course design without having to depend on software programmers. Here is the presentation on "Rapid eLearning Development".
The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.
Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
Running Head ADDIE Worksheet- HRMN 4061ADDIE Worksheet- HRMN 4daniatrappit
Running Head: ADDIE Worksheet- HRMN 406 1
ADDIE Worksheet- HRMN 406 2
ADDIE worksheet – HRMN 406
Student Name and Number
Institutional Affiliation
Course Name and Number
Instructor’s Name
Assignment Due Date
1. Analyze
What is the learning need? The main need for this learning is to subject employees to training on how to manage cyber threats within the organization. The rate of cyber threats has increased, and therefore it is important to develop proactive measures to protect the organization (Ross, 2019).
Who are your learners? What are their backgrounds? What do they already know? My learners are the organization’s employees. They understand their responsibilities within the organization. For instance, they know it is their duty to ensure they have achieved the organization's objectives.
What do the learners need to know? Summarize the content of your training program. Employees will get to know dozens of things at the end of this training. First, they will know the main cyber threats the organization is likely to face. Secondly, they will learn how to prevent these threats from occurring (Ross, 2019). For example, they will learn how to examine software and determine whether viruses infect them, install firewalls in the computer system, and store data in the cloud, among others.
Delivery/Resources/Timeline. What is the delivery method? What resources will you need? What is your timeline? There are two strategies I will use to deliver the training. The first method is a physical interview whereby I will interact with the trainees. Secondly, I will use virtual training for those who cannot attend a physical interview. In order to deliver the interview, resources such as internet connection, computers, and writing materials (Ross, 2019). The training program will run for one week.
2. Design
Outcomes. At the end of the training, the learners will be able to: 1) run antivirus software in the computer system to detect whether viruses have infected the system. 2) Develop antivirus software. 3) Install a firewall in the system in order to prevent unauthorized access. 4) Update computer software (Ross, 2019).
Instructional methods. Describe activities and how learners will engage with the material: learners will engage with training resources through practicing using computers. For example, they will use computers to develop firewall software which they will later install in the system to enhance the system's security.
Assessment: What can the learners do/show/present/submit to show they have learned the content? There are several things that learners will do to show they have learned the content. First, they will install software on the computer system 2) Install firewall 3) Penetration testing to determine whether the software developed has weaknesses or not 4) Run antivirus software in th ...
CDE-funded Teaching and Research Award project "Wake-up Calls for Learning: an Inclusive Approach to Supporting Students in Distance Education", as displayed at RIDE 2010 conference.
Lead researcher Adam Unwin (Adam Unwin
a.unwin@ioe.ac.uk, Institute of Education
Program DesignFor learning to occur, training programs require m.docxwkyra78
Program Design
For learning to occur, training programs require meaningful material, clear objectives, and opportunities for practice and feedback. However, even if a training program contains all these conditions, it still may not result in learning for several reasons. Proper equipment and materials may not be available during the session, trainers may be rushed to present content and fail to allow adequate time for practice, or the actual activities that occur in the training session may not relate to the learning objectives. Program design refers to the organization and coordination of the training program. A training program may include one or several courses. Each course may contain one or more lessons. Program design includes considering the purpose of the program as well as designing specific lessons within the program. Effective program design includes a design document template, a course or lesson plan, and a course or lesson plan overview.72
Keep in mind that although the responsibility for designing the training program may belong to the instructional designer, human resource professional, or manager, the "clients" of the program should also be involved in program design. As already discussed in Chapter 3, managers and employees should be involved in the needs assessment process. In addition, their role may include reviewing prototypes of the program, providing examples and program content, and participating in the program as instructors.73
The following explanations of each feature of effective program design are accompanied by an example that is based on a training program developed by a company to increase its managers' effectiveness in conducting performance appraisal feedback interviews. Performance appraisal feedback sessions are meetings between managers and subordinates during which the strengths and weaknesses of an employee's performance are discussed and improvement goals are usually agreed upon. Based on a needs assessment, this company discovered that its managers were uncomfortable conducting performance appraisal feedback sessions. These managers often were very authoritarian in the sessions. That is, they tended to tell employees what aspects of their job performance needed to be improved rather than allowing the employees to participate in the session or working with them to identify and solve performance problems.
Design Document
A design document can be used to guide the development of training and to explain the training to managers, subject matter experts, reviewers, or other trainers. Table 4.15 shows a design document template.74 Information for the design document is based on the information obtained from the needs assessment discussed in Chapter 3.
The level of detail in the design document can vary. Scope of project includes the goals, outcomes, or what trainees are expected to achieve; a description of the trainees; a description of how long it will take to develop the course and the checkpoints or tasks ...
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Learning tool M2T3: Conduct the specific work-based learning
1. Module II:
Coduct work based learning
PreparingTutorsfor
WorkBasedLearning
Developed in the framework of the Erasmus+ Project 2018-1-RO01-KA202-049191
TOTVET - Training of Tutors and VET professionals for high quality in Work
Based Learning and Dual Learning
This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
2. Summary
In these Learning Tools you will learn about the training process in the
workplace, how to design, plan and implement a mentoring process, and you
will be able to create your own tools for analyzing and evaluating the
mentoring process.
Main issues:
Workplace training process
Designing and planning the mentoring process
Implementation of the mentoring proces (simulation of the mentoring
process)
Record and analysis of the mentoring process
Evaluation of the mentoring process
3. Workplace training process
Workplace support is a key element for a young person
to enter the labor market later.
On-the-job training aims to match the methods and the
subject of the training to the specific needs of each
individual.
During the current unit will be discussed actions to be
taken to implement full and effective on-the-job
training.
4. Workplace training process
To perform tasks, invite another person(s) with
whom you will implement this module.
https://pixabay.com/pl/photos/
5. Workplace training process
Didactic map of the modular training program
Designing and planning the mentoring process
Implementation of the mentoring process
Record and analysis of the mentoring process
Evaluation of the mentoring process
6. Designing and planning the
mentoring process
During further teamwork, the participants will together
1. identify the student’s educational needs and goals,
2. develop and agree on the student’s plans,
3. implement individual learning programs.
7. Designing and planning the
mentoring process
Use the following guides to complete further exercises
1. GUIDE TO CREATING AN EFFECTIVE INTERNSHIP PROGRAM
https://career.vt.edu/content/dam/career_vt_edu/assets/docs/foremploy
ers/employer-guide-creating-internship-program.pdf
2. Employer Guide to Structuring a Successful Internship Program
https://career.bryant.edu/resources/files/RI%20Employer%20Guide%20
Good%20Internships%20are%20Good%20Business2%20(3).pdf
3. Student and Employers Guide to Internship
https://www.plattecountyschooldistrict.com/cms/lib/MO01909184/Centr
icity/Domain/1541/NCC%202017%20Internship%20Handbook%20Update
d.pdf
8. Identify the student's educational
needs and goals
Together with your exercise partner:
Identify the student's educational needs and goals and
use the method SMART goals to analyze educational
goals
Read information about method SMARTH goals:
https://www.mindtools.com/pages/article/smart-
goals.htm
You may use a questionnaire for analysis
9. Develop and agree on the student's
plans
Develop and agree together with a partner using known
applications:
1. the education program with the learner and people
in the organization or external stakeholders (school/
training organization).
https://pixabay.com/pl/photos/
10. Develop and agree on the student's
plans
Develop and agree together with a partner using known
applications
2. action plan and tasks to ensure achievement of
agreed learning goals, agreeing with the student on
the appropriate success measures for analysis and
assessment.
https://pixabay.com/pl/photos/
11. Develop and agree on the student's
plans
Develop and agree on the student’s plans together with a
partner using known applications:
3. a mentoring plan (educational activities, resources,
schedule).
https://pixabay.com/pl/photos/
12. Implement individual learning
programs
Read information about:
1. Individual Learning Plans
2. Mentoring program handbook for mentees and
mentors
https://pixabay.com/pl/photos/
13. Implementation of the mentoring
process
Exercise suggestions in team:
1. Prepare a list of specific organizational procedures
appropriate to the mentoring process.
2. Prepare a draft agreement with the learner of the
interaction, results and progress in relation to the
goals and intentions of the mentoring process.
3. Group simulation exercise presenting the process of
introduction and familiarization in the organization.
14. Record and analysis of the
mentoring process
Participants create rules, methods for assessing and
monitoring learner's progress and provide feedback,
develop a plan to measure the expected results and
progress of the learner, design activities to support
learning progress.
Read information on:
https://www.enei.org.uk/media/1308/mentoring.pdf
Discuss the above issues with your exercise partner using
the applications learned.
15. Evaluation of the mentoring
process
Based on the information read, materials developed
together with the partner and your own experience,
create:
1. a draft of the evaluation form,
2. a draft of the candidate feedback form,
3. a short consultation meeting plan,
4. a draft of the report on the applications and
evaluation of the mentoring process in terms of the
effectiveness of achieving the educational goals.