LRT Talks 201611209 GCU Learning and Teaching CelebrationMark Stubbs
This document discusses efforts at Manchester Metropolitan University to enhance the student experience through digital learning and transformational change. Key points include developing a new curriculum with fewer but clearer learning outcomes and more formative assessment. A learning technology review led to migrating courses to a single virtual learning environment for consistency. Student voice was embedded through surveys and giving program/module leads and personal tutors access to analytics dashboards. The goal was a joined-up, personalized, consistent student experience wrapped around the learner through integrated cloud services and a data warehouse collecting usage data. Continuous monitoring and improvement was emphasized to systematically address student dissatisfaction.
This document provides an overview of Manchester Metropolitan University's efforts to lay the foundations for learning analytics. It discusses establishing a strategic context focused on recruitment, satisfaction, and informing decision-makers. It also describes integrating responses through student surveys and focus groups. Finally, it outlines building the necessary infrastructure like a data warehouse and reporting tools to enable learning analytics and facilitate research.
Tube map metaphor for Manchester Metropolitan University's data warehouse, illustrating different lines of enquiry that the data warehouse will support. “Stations” that join lines of enquiry highlight where common identifiers are needed in the data. Map has been updated recently to reflect plans to integrate with HR Analytics work.
EUNIS 2014 Congress Elite Award-winning talk given about the unprecedented pace and scale of change undertaken at Manchester Metropolitan University to transform the student experience through the Enhancing Quality and Assessment for Learning (EQAL) project
Data Warehouse Map for MMU's Continuous Monitoring & Improvement Project BoardMark Stubbs
Metaphor for the lines of enquiry currently supported by the data warehouse powering MMU's new Continuous Monitoring and Improvement (CMI) system. Used to explain to members of the CMI Board the interconnections between different lines of enquiry, e.g. going from the Curriculum Hierarchy line to the Student line via Enrolment.
This document discusses the University of the Highlands and Islands' efforts to create a single operating framework for its diverse higher education programs, including those involving the Scottish Qualifications Authority (SQA). It notes that UHI holds maximum devolvable powers from SQA for key quality assurance functions. The challenges of coordinating SQA programs across 13 academic partners are discussed. Changes made to streamline SQA quality assurance processes and oversight are outlined, such as combining roles, establishing committees, verifying systems, and revising procedures. Improvements to mitigating circumstances policies, core reporting, and network progression boards are also summarized.
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
This document proposes a professional development plan for Eastern Wisconsin Middle School to address low scores in design process, evaluation process, and reading levels. The plan aims to create collaborative staff development opportunities focused on improving reading scores and staff assessment through committees using the Measure of Academic Progress (MAP) and Read 180 programs. MAP is an adaptive, computer-based student assessment that provides convenient, efficient, cost-effective and effective testing. The proposal also includes a timeline for MAP and Read 180 implementation and associated professional development workshops on strategic comprehension, vocabulary, using data, and developing independent readers.
LRT Talks 201611209 GCU Learning and Teaching CelebrationMark Stubbs
This document discusses efforts at Manchester Metropolitan University to enhance the student experience through digital learning and transformational change. Key points include developing a new curriculum with fewer but clearer learning outcomes and more formative assessment. A learning technology review led to migrating courses to a single virtual learning environment for consistency. Student voice was embedded through surveys and giving program/module leads and personal tutors access to analytics dashboards. The goal was a joined-up, personalized, consistent student experience wrapped around the learner through integrated cloud services and a data warehouse collecting usage data. Continuous monitoring and improvement was emphasized to systematically address student dissatisfaction.
This document provides an overview of Manchester Metropolitan University's efforts to lay the foundations for learning analytics. It discusses establishing a strategic context focused on recruitment, satisfaction, and informing decision-makers. It also describes integrating responses through student surveys and focus groups. Finally, it outlines building the necessary infrastructure like a data warehouse and reporting tools to enable learning analytics and facilitate research.
Tube map metaphor for Manchester Metropolitan University's data warehouse, illustrating different lines of enquiry that the data warehouse will support. “Stations” that join lines of enquiry highlight where common identifiers are needed in the data. Map has been updated recently to reflect plans to integrate with HR Analytics work.
EUNIS 2014 Congress Elite Award-winning talk given about the unprecedented pace and scale of change undertaken at Manchester Metropolitan University to transform the student experience through the Enhancing Quality and Assessment for Learning (EQAL) project
Data Warehouse Map for MMU's Continuous Monitoring & Improvement Project BoardMark Stubbs
Metaphor for the lines of enquiry currently supported by the data warehouse powering MMU's new Continuous Monitoring and Improvement (CMI) system. Used to explain to members of the CMI Board the interconnections between different lines of enquiry, e.g. going from the Curriculum Hierarchy line to the Student line via Enrolment.
This document discusses the University of the Highlands and Islands' efforts to create a single operating framework for its diverse higher education programs, including those involving the Scottish Qualifications Authority (SQA). It notes that UHI holds maximum devolvable powers from SQA for key quality assurance functions. The challenges of coordinating SQA programs across 13 academic partners are discussed. Changes made to streamline SQA quality assurance processes and oversight are outlined, such as combining roles, establishing committees, verifying systems, and revising procedures. Improvements to mitigating circumstances policies, core reporting, and network progression boards are also summarized.
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
This document proposes a professional development plan for Eastern Wisconsin Middle School to address low scores in design process, evaluation process, and reading levels. The plan aims to create collaborative staff development opportunities focused on improving reading scores and staff assessment through committees using the Measure of Academic Progress (MAP) and Read 180 programs. MAP is an adaptive, computer-based student assessment that provides convenient, efficient, cost-effective and effective testing. The proposal also includes a timeline for MAP and Read 180 implementation and associated professional development workshops on strategic comprehension, vocabulary, using data, and developing independent readers.
In this session we welcomed first time visitors to the AUA conference. This was an ideal opportunity to network with other newcomers, see what’s in store for the two days, and find out how to get the most out of the conference.
-Overview of St Andrews and the case for change
-The wider context of improvement
Changing the business
Definitions and methods
-Daily kaizen
Kaizen theory
Daily kaizen tools
Visual management
Daily huddle
Universe of work
The University of Bath integrated their online unit evaluation tool with their student records system and virtual learning environment to improve the course evaluation experience. This addressed issues like a lack of standardization, duplication, and poor feedback loops. The changes increased core evaluation questions, included individual staff evaluations, improved closing the feedback loop, and increased response rates by 10-12%. Further developments included a mobile-friendly version. The goal was to better inform academic development and promotions while enhancing the student experience.
This document discusses the changes to the administration team and partnerships at a School of Education over multiple shifts. It describes:
1) How the administration team structure changed with careers and placements merging and new roles like partnership managers being created.
2) How partnerships with schools, academic colleagues, internal departments, and trainees evolved as government policies shifted programs to a school-centered model.
3) The lessons learned around nurturing internal partnerships through communication, inclusion, and flexibility being essential to managing changes successfully and continuing to support partnerships externally.
2010 Developing high quality online doctoral programs2WCET
The document summarizes Keiser University's meticulous preparation for a no findings accreditation visit of their new Doctoral Program in Educational Leadership. Key aspects of their preparation included establishing a pre-program advisory board, developing syllabi with clear program and student learning outcomes, creating comprehensive assessment plans and related documents, and conducting meticulous practice visits. The schedule and facilities were also carefully planned and practiced.
The document also summarizes Texas Christian University's quality improvement model for their online Doctor of Nursing Practice program. They implemented extensive faculty development training, developed standards for online teaching, utilized an online self-assessment tool to collect data and report on course evaluations, student progress, and student learning outcomes. This data was used to identify
The document summarizes a research restructure at Edinburgh Napier University undertaken to support the university's strategic goals of growing its research profile and reputation. A wide consultation was conducted and recommendations were made to consolidate research support functions into a new Directorate of Research and Innovation. Key steps included appointing academic leadership, establishing a Research and Innovation Office, and creating a Research 'College'. The restructure process incorporated regular communications, demonstrated the university's values, and aimed to develop the new research team.
This document summarizes a presentation on using student evaluations (MEQ surveys) at different universities. It discusses approaches at universities in the Netherlands and Belgium visited on a study tour, as well as two London institutions. The presentation covers reflections on survey formats, question types, timing of administration, and how results are disseminated and used for improvement at different schools. It also describes a student-led survey project at one university and considerations for effective survey delivery and use of data. The discussion focuses on integrating surveys with other processes and challenges of online data collection.
This document discusses Newcastle University's approach to module evaluation as a tool to improve teaching quality. It provides an overview of the university and the context for module evaluations. It describes the process of implementing online module evaluations across the university using a centralized system with common questions. It discusses challenges engaging both staff and students, and strategies used. It concludes by reflecting on lessons learned and plans for continued improvements.
This document summarizes the progress and recommendations for restructuring HCC's learning support program. It discusses establishing learning centers across all campuses with consistent hours of operation. It outlines plans to certify tutors and provide training. A tutor retreat was held to provide formal training on tutoring best practices. Evaluation and tracking systems have been implemented to collect usage data and student feedback. Recommendations include expanding learning emporia at major campuses, ensuring proper staffing and infrastructure, and continuing certification efforts to improve tutoring services across HCC.
This document discusses course evaluation at a university with over 24,000 students across 19 schools and 9 research institutes. It summarizes the current state of course evaluation, including piloting a new online system, and establishes a working group to review course evaluation practices. The working group identified multiple purposes of course evaluation, from summative reporting to facilitating continuous improvement. They reviewed hundreds of existing evaluation questions and developed a standardized set of 5 core questions, with optional supplementary question sets. The working group aims to provide clearer guidance on the purpose and use of course evaluation to improve both teaching and course design across the university.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
The Eagle Alert program is Houston Community College's early alert system to identify students struggling academically or personally. A committee reviewed the existing program and recommended keeping the current tool in PeopleSoft but developing training and standards. They formed a subcommittee to determine enhancements for faculty, advisors, and students. In spring 2016, over 5,000 alerts were issued across the colleges. The top reasons for alerts were poor class performance, missing classes, and personal issues. Most alerted students did not improve their grades or complete the semester successfully. The presentation outlines next steps like communicating data, providing training, and recognizing high performers.
TLC2016 - Learning Analytics - One Universities Journey BlackboardEMEA
Presenter: Sandra Stevenson-Revill
Organisation: University of Derby
Description: Over the years there have been lots of discussions on using data to understand learning content. UDOL are taking the next step, using analytics to understand their online provision and the impact that has on learners. This presentation will outline why the Blackboards Analytics tool, how we implemented and timescales involved. Focusing on the use of the tool within UDOL which is responsible for Derby's online provision. We will show you some of the reports and discuss how we are using them. This is continuing our sequence of presentations on UDOL's use of Blackboard Learning Analytics tools.
The SEGUE project at UMUC aimed to redesign the curriculum to provide more consistent learning experiences for students and a seamless pathway for completing programs worldwide. It involved aligning courses and programs using Program Outcome Groups (POGs) and Course Outcome Groups (COGs) to maximize student success. This large collaborative effort across departments required communicating changes, addressing scale and standardization issues. Lessons learned included benefits of sharing resources and embedding skills across courses. It impacted instructional services, course development processes and templates, and faculty training. Keys to successful management included planning, resource allocation, flexibility and measuring success.
The document discusses a restructuring of the administration structures at the University of Wolverhampton from 8 schools to 4 faculties. Key points:
- The previous structures had grown inconsistently and led to duplication, lack of clarity and tensions. A review aimed to streamline processes and increase consistency.
- Principles of the restructure included achieving consistent structures, improving services, introducing process changes, and creating a unified university approach.
- After consultation, new faculty-based structures and 30 job descriptions were developed. Staff were matched to roles through a slotting process, with some roles advertised competitively.
- The restructure aimed to provide career opportunities through the new consistent structures across the university's facult
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
Building Powerful People discusses developing personal power through purpose, energy, presence, and enabling others. It addresses whether powerful people are born or made and explores the mindset of the powerful auditor. Types of power and personality are examined, including performer, connector, and thinker styles. Effective questioning, dealing with behaviors, and thinking win-win are covered.
In this session we welcomed first time visitors to the AUA conference. This was an ideal opportunity to network with other newcomers, see what’s in store for the two days, and find out how to get the most out of the conference.
-Overview of St Andrews and the case for change
-The wider context of improvement
Changing the business
Definitions and methods
-Daily kaizen
Kaizen theory
Daily kaizen tools
Visual management
Daily huddle
Universe of work
The University of Bath integrated their online unit evaluation tool with their student records system and virtual learning environment to improve the course evaluation experience. This addressed issues like a lack of standardization, duplication, and poor feedback loops. The changes increased core evaluation questions, included individual staff evaluations, improved closing the feedback loop, and increased response rates by 10-12%. Further developments included a mobile-friendly version. The goal was to better inform academic development and promotions while enhancing the student experience.
This document discusses the changes to the administration team and partnerships at a School of Education over multiple shifts. It describes:
1) How the administration team structure changed with careers and placements merging and new roles like partnership managers being created.
2) How partnerships with schools, academic colleagues, internal departments, and trainees evolved as government policies shifted programs to a school-centered model.
3) The lessons learned around nurturing internal partnerships through communication, inclusion, and flexibility being essential to managing changes successfully and continuing to support partnerships externally.
2010 Developing high quality online doctoral programs2WCET
The document summarizes Keiser University's meticulous preparation for a no findings accreditation visit of their new Doctoral Program in Educational Leadership. Key aspects of their preparation included establishing a pre-program advisory board, developing syllabi with clear program and student learning outcomes, creating comprehensive assessment plans and related documents, and conducting meticulous practice visits. The schedule and facilities were also carefully planned and practiced.
The document also summarizes Texas Christian University's quality improvement model for their online Doctor of Nursing Practice program. They implemented extensive faculty development training, developed standards for online teaching, utilized an online self-assessment tool to collect data and report on course evaluations, student progress, and student learning outcomes. This data was used to identify
The document summarizes a research restructure at Edinburgh Napier University undertaken to support the university's strategic goals of growing its research profile and reputation. A wide consultation was conducted and recommendations were made to consolidate research support functions into a new Directorate of Research and Innovation. Key steps included appointing academic leadership, establishing a Research and Innovation Office, and creating a Research 'College'. The restructure process incorporated regular communications, demonstrated the university's values, and aimed to develop the new research team.
This document summarizes a presentation on using student evaluations (MEQ surveys) at different universities. It discusses approaches at universities in the Netherlands and Belgium visited on a study tour, as well as two London institutions. The presentation covers reflections on survey formats, question types, timing of administration, and how results are disseminated and used for improvement at different schools. It also describes a student-led survey project at one university and considerations for effective survey delivery and use of data. The discussion focuses on integrating surveys with other processes and challenges of online data collection.
This document discusses Newcastle University's approach to module evaluation as a tool to improve teaching quality. It provides an overview of the university and the context for module evaluations. It describes the process of implementing online module evaluations across the university using a centralized system with common questions. It discusses challenges engaging both staff and students, and strategies used. It concludes by reflecting on lessons learned and plans for continued improvements.
This document summarizes the progress and recommendations for restructuring HCC's learning support program. It discusses establishing learning centers across all campuses with consistent hours of operation. It outlines plans to certify tutors and provide training. A tutor retreat was held to provide formal training on tutoring best practices. Evaluation and tracking systems have been implemented to collect usage data and student feedback. Recommendations include expanding learning emporia at major campuses, ensuring proper staffing and infrastructure, and continuing certification efforts to improve tutoring services across HCC.
This document discusses course evaluation at a university with over 24,000 students across 19 schools and 9 research institutes. It summarizes the current state of course evaluation, including piloting a new online system, and establishes a working group to review course evaluation practices. The working group identified multiple purposes of course evaluation, from summative reporting to facilitating continuous improvement. They reviewed hundreds of existing evaluation questions and developed a standardized set of 5 core questions, with optional supplementary question sets. The working group aims to provide clearer guidance on the purpose and use of course evaluation to improve both teaching and course design across the university.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
The Eagle Alert program is Houston Community College's early alert system to identify students struggling academically or personally. A committee reviewed the existing program and recommended keeping the current tool in PeopleSoft but developing training and standards. They formed a subcommittee to determine enhancements for faculty, advisors, and students. In spring 2016, over 5,000 alerts were issued across the colleges. The top reasons for alerts were poor class performance, missing classes, and personal issues. Most alerted students did not improve their grades or complete the semester successfully. The presentation outlines next steps like communicating data, providing training, and recognizing high performers.
TLC2016 - Learning Analytics - One Universities Journey BlackboardEMEA
Presenter: Sandra Stevenson-Revill
Organisation: University of Derby
Description: Over the years there have been lots of discussions on using data to understand learning content. UDOL are taking the next step, using analytics to understand their online provision and the impact that has on learners. This presentation will outline why the Blackboards Analytics tool, how we implemented and timescales involved. Focusing on the use of the tool within UDOL which is responsible for Derby's online provision. We will show you some of the reports and discuss how we are using them. This is continuing our sequence of presentations on UDOL's use of Blackboard Learning Analytics tools.
The SEGUE project at UMUC aimed to redesign the curriculum to provide more consistent learning experiences for students and a seamless pathway for completing programs worldwide. It involved aligning courses and programs using Program Outcome Groups (POGs) and Course Outcome Groups (COGs) to maximize student success. This large collaborative effort across departments required communicating changes, addressing scale and standardization issues. Lessons learned included benefits of sharing resources and embedding skills across courses. It impacted instructional services, course development processes and templates, and faculty training. Keys to successful management included planning, resource allocation, flexibility and measuring success.
The document discusses a restructuring of the administration structures at the University of Wolverhampton from 8 schools to 4 faculties. Key points:
- The previous structures had grown inconsistently and led to duplication, lack of clarity and tensions. A review aimed to streamline processes and increase consistency.
- Principles of the restructure included achieving consistent structures, improving services, introducing process changes, and creating a unified university approach.
- After consultation, new faculty-based structures and 30 job descriptions were developed. Staff were matched to roles through a slotting process, with some roles advertised competitively.
- The restructure aimed to provide career opportunities through the new consistent structures across the university's facult
This document outlines recommendations from a Developmental Education Task Force (DETF) for redesigning developmental education programs in Colorado community colleges. It identifies issues like low completion rates for students requiring developmental courses and proposes accelerating students through the developmental sequence by reducing time, credits, and courses. The recommendations include adopting corequisite models, using multiple measures for placement, expanding support services, and providing faculty training. Colleges are asked to develop implementation plans addressing curricular redesign, testing changes, student supports, staffing, and evaluation metrics to improve student outcomes.
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
Building Powerful People discusses developing personal power through purpose, energy, presence, and enabling others. It addresses whether powerful people are born or made and explores the mindset of the powerful auditor. Types of power and personality are examined, including performer, connector, and thinker styles. Effective questioning, dealing with behaviors, and thinking win-win are covered.
LXL Ideas is the new corporate identity of EduMedia India.
For over 18 years EduMedia has influenced learning in schools with path-breaking innovation in life skills training & development, events for students and publishing for educators.
This manual recounts the evolution of the new identity - LXL Ideas and how we look to impact learning with Lessons of Life.
HORMONAL CONTRACEPTION & NEWER CONTRACEPTIVES BY DR SHASHWAT JANIDR SHASHWAT JANI
This document provides information on hormonal contraceptives. It discusses the world population growth and India's population statistics. It then focuses on oral contraceptives, describing the different types including combined, progestin-only, and extended/continuous use pills. The document outlines the mechanisms of action, administration, effectiveness, advantages, side effects, drug interactions, and follow-up for oral contraceptive use.
This report has focused on certain minority communities, such as the Christian, Hindu and Ahmadi communities, because they are the most visible and most targeted communities for discrimination and violence. However, we recognise all minority communities in Pakistan as sovereign citizens of the state who deserve equality, justice and dignity.
My research indicates that minorities identify strongly with a Pakistani national identity, even as they are persecuted on the basis of their religious identity. Minorities who have a historical connection to this land and have been contributing members of society are now being targeted for their beliefs. Alongside, Pakistan needs to address and take measures to rectify the wide spread prejudice and intolerance within the government, the judiciary, law enforcement, the media, as well as society at large. Ultimately and fundamentally, transition from Pakistan’s currently institutionalised “two-tiered” citizenship, i.e., Muslim and non-Muslim, into one that ensures equality of all citizens and the plurality that was envisioned by Mohammad Ali Jinnah should be supported.
Pregnancy increases the risk of venous thromboembolism (VTE) due to physiological changes that cause a hypercoagulable state. The risk is highest in the first trimester and up to 6 weeks postpartum, and further increased with caesarean sections. VTE is a leading cause of maternal death in the UK. Risk factors include previous VTE, thrombophilia, immobility, and obesity. Thromboprophylaxis is recommended for high risk women. Diagnosis involves Doppler ultrasound or CT scan, and treatment involves low molecular weight heparin for 6 months. Amniotic fluid embolism and air embolism are rare but life-threatening complications of pregnancy
Reflecting on a 29 year career with Manchester Metropolitan University to present a case for becoming a Principal Fellow of the Higher Education Academy
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
Moodle Update for MMU's EQAL Programme, Feb 2011Mark Stubbs
These slides summarize progress and plans for Manchester Metropolitan University's deployment of Moodle to support it's Enhancing the Quality of Assessment for Learning (EQAL) initiative
The document summarizes the responsibilities of a Learning Portal Coordinator role at Think Education from October to November 2014. As a Learning Portal Coordinator, key responsibilities included maintaining current courses by coordinating with managers, populating course materials, managing student and staff enrollments, and ensuring consistency. Additional duties were troubleshooting user issues, monitoring student engagement, and resolving queries in a timely manner.
Grantham College implemented a strategy to increase usage of its virtual learning environment (VLE) across the organization. By 2009, only 65% of courses were using the VLE, but usage was inconsistent. The college developed guidelines for mandatory and recommended VLE content. It also created a VLE awards scheme to recognize and incentivize high quality VLE course development. As a result of these efforts, VLE usage grew substantially between 2010-2011, with increased student and staff interaction on the VLE platform. Close collaboration between managers and support for staff skills development were key factors in the successful implementation of the college's VLE strategy.
Progressive Professional Development of Teachers in Higher Education- IndiaSameer Babu M
Professional Development, Teachers Training, In-service Teacher Education, Teaching in Higher Education, MOOC, Strategies of Professional Development, Innovation in Faculty Development, Teaching at Tertiary Level, Innovations through MOOC, Flexible blended Training for Teachers, MOOCx for Teachers, Human Resource Management and Training, Teachers for a better classroom, Course Era, edX, Udacity, Online Training, Clinics for Teachers, Higher Education and Experiments, Future of Indian Teacher Training, Cost Effectiveness in Teachers' Professional Development, Ideal Inservice teacher education, NCTE and future possibilities.
Creating Abertay University's own "Sticky Campus"
Speakers:
Alastair Robertson, director of teaching and learning enhancement, University of Abertay Dundee
Liam Hutchinson, learning enhancement coordinator, University of Abertay Dundee
This session will provide the audience with an overview of Abertay's efforts to create a new "sticky campus" through new learning spaces and embracing digital technologies that enhance students' learning and engagement. There will be particular reference to the staff development aspects of this strategic initiative.
Conversational platforms as an alternative to the LMS - the results of the Aula pilot at Ravensbourne
Speakers:
Rosemary Stott, associate dean, learning innovation, Ravensbourne
Anders Krohn, co-founder and CEO, Aula
Building on Jisc and Educause’s work on ‘next generation digital learning environments’, this presentation explores the theory and its practical implications at institutional scale. The rationale for and results of the Ravensbourne pilot of the conversational platform Aula, used as an alternative to the LMS and emails, are discussed.
This document outlines a model for flexible delivery of vocational education courses. The key elements of the model include developing a delivery and assessment strategy, setting up individual student plans and contracts, using a learning management system like Moodle to provide a mix of online and face-to-face learning modes, reviewing and developing interactive resources, maintaining student engagement through blogging and feedback, and clearly defining student and tutor responsibilities. Critical success factors are having a solid strategy, interactive content, support for students, and maintaining momentum through deadlines.
EQAL Access : Driving VLE Adoption Through Curriculum and Business Process Re...navhundal
1) Manchester Metropolitan University implemented a new integrated virtual learning environment (VLE) called Moodle as part of its EQAL initiative to remodel the undergraduate curriculum.
2) The process involved a comprehensive curriculum and business process review along with choosing systems like Moodle that support seamless integration between technologies.
3) Over 95% of level 3 and 4 units in the remodeled curriculum met the technology enhancement threshold standard, and student perceptions of course organization and learning resources improved.
This document provides an agenda for an AI LD 2023 workshop on using artificial intelligence for learning design. The full-day workshop will cover topics like using ChatGPT to build asynchronous learning plans, using AI tools to generate videos, images and activities for instructional content, and composing lessons using the Rise 360 platform. Participants will work hands-on to create three asynchronous lessons incorporating learning outcomes, activities and assessments that can be inserted into a learning management system. The workshop aims to provide participants with three completed asynchronous lessons to use in their teaching, demonstrating how AI can aid in instructional design and content creation processes.
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
Strategies for renewal of eLearning environmentsVDIT
Deborah Jones, Program Manager, LMS Academic Support, University of Melbourne
The University of Melbourne is currently reviewing strategies for our learning environment options, in the context of a university-wide LMS renewal process. Alongside this is an external review of eLearning at Melbourne, and workshops with stakeholders from faculties, learning and teaching centres and ITS. This presentation will provide an overview of the process, and highlight some key areas of interest.
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
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LRT Talks 20161012 Jisc Student Experience Experts Group
1. Transforming the Student Experience
at Manchester Met
Birmingham | Oct 2016
Professor Mark Stubbs
Head of Learning & Research Technologies
http://twitter.com/thestubbs
http://slideshare.net/markstubbs
2. Strategy for Enhancing the Student Experience
Listen to Student Voice
Be Bold & Joined-up
Balance Consistency & Ownership
Address Dissatisfaction
Embed Student Voice
Empower Programme & Module Leads
with Actionable Learner Analytics
Empower Students & Personal Tutors
with Actionable Learning Analytics
3. A Coordinated Response to Improving the Student Experience
NSS Analysis,
Focus Groups, Surveys
4. Enhancing Quality and Assessment for Learning
• A coordinated ‘strike’ for step-change improvement
In the current climate
Diminishing unit of resource
Everything depends on everything else
We are large and risk averse
New Curriculum
• Designing new modules, …
New Admin Systems & Processes
• Personal timetabling, …
New Virtual Learning Environment
• Moodle & myMMU web/mobile, Talis Aspire…
New QA & QE Processes
• Facilitating curriculum transformation
B
5. Early 2010 Late 2010 Early 2011 Late 2011 Early 2012 Late 2012 Early 2013 Late 2013
Plan Prepare L4 Set Up L4 Live L5 Set Up L5 Live L6 Set Up L6 Live
Setting Up the New Curriculum
Design
New
Curriculum
Review
New
Curriculum
Approve
New
Curriculum
Set up
Curriculum
in SRS
Design
Teaching
Schedules
Produce
Timetables
Publish
Timetables
Design
Assessment
Schedules
Set up
Submission
System
Publish
Deadlines
Set up
Courses in
VLE
Build
Courses in
VLE
Great
Online
Experience
(Seamless,
Personalised,
Consistent)Set up
Reading
Lists
Pedagogic
Input
Learning Technology
Input
Library Input
Curriculum Design Course Admin/Setup
Learning, Teaching & Assessment Resources & Facilities
Publish
Reading
Lists
B
6. Balancing Consistency with Ownership
• Learning Technology Review (Mar 2010)
– Migrate from WebCT to “Core+ VLE” (Moodle)
for all modules & progs
• Joined-up, personalised, consistent
Recognised: watch & learn how staff use tech
Core: we set up & train staff and tell students to
expect a consistent ‘front door’
Arranged: we set up institutional accounts & train
staff to use
Recommended: staff set up & we train to integrate
B
12. Student Engagement Monitoring (SEM) Dashboard
An early warning system to improve retention, progression & success
Data
Warehouse
Student
Enrolments
Moodle
Usage
Submissions
& Marks
Attendance
13. Strategy for Enhancing the Student Experience
Listen to Student Voice
Be Bold & Joined-up
Balance Consistency & Ownership
Address Dissatisfaction
Embed Student Voice
Empower Programme & Module Leads
with Actionable Learner Analytics
Empower Students & Personal Tutors
with Actionable Learning Analytics
Wrap University Around Learner
Editor's Notes
My name is Mark Stubbs and I’m Professor and Head of Learning and Research Technologies at Manchester Metropolitan University in the UK. In this short presentation, I will attempt to summarise work undertaken by colleagues across my institution over the last five years that have laid foundations for learning analytics on a university-wide scale.
In 2010 we set about pooling insights from across the institution on what was working and what wasn’t. Statistical analysis of our NSS scores revealed that course organisation was our Achilles heel. Student focus groups set up to discuss requirements for a new online learning environment came back not with scenarios of catching podcasts on the bus but of getting a definitive, up-to-date schedule for classes and assignments, not rumours about changes and extensions. This triangulated with comments from student surveys and the NSS, so we realised we had some priority work to do on so-called hygiene factors to ensure our courses felt more organised. We knew this work needed to dove-tail with and complement a major 350M GBP investment in our estate and initiatives designed to celebrate great teaching, such as our student-led teaching awards. Some soul-searching revealed that our size and complexity were apparent in an undergraduate curriculum that had grown unwieldy over time, and would benefit from a refresh so we set about doing this in concert with delivering the seamless, online experience our students were seeking. We also set up a series of projects to ensure our intended step-change was followed up with data-driven ongoing improvement.
In 2010, MMU’s Deputy Vice-Chancellor for Student Experience set up the EQAL Change Programme to Enhance Quality and Assessment for Learning with a Programme Board comprising the Pro-Vice-Chancellor Curriculum Innovation, Pro-Vice-Chancellor Students, Registrar and Director of Learning and Research Information Services, supported by the Head of MMU’s Business Improvement Team. Planning sessions with staff had highlighted complex interdependencies between, for instance, the way curriculum was represented in the student records system and the ability to deliver personalised information to students. As everything depended on everything else the EQAL Programme Board decided that four parallel strands needed to move forward in concert: a new undergraduate curriculum; new administrative systems and processes; a new personalised virtual learning environment; and new quality assurance and enhancement processes that could launch the new curriculum and ensure it was steered on a path of continuous improvement.
Change on this scale is unprecedented for UK HE – rewriting the entire undergraduate curriculum, while introducing a new VLE, personalised timetabling, library reading lists and ensuring that quality approval processes could cope with scrutinising 800+ new modules a year required some serious programme and project management. This slide shows the kind of dependencies that had to be managed to design, set up and deliver new undergraduate modules, and the role played by our Learning Technologists, the Centre for Learning and Teaching and Library colleagues in supplying specialist expertise at different stage. We had to build a custom curriculum workflow support system pull this off, but the real work was undertaken by academic colleagues in designing and delivering the new undergraduate curriculum. I am pleased to report that an incredible whole-university effort meant we delivered to the ambitious timeline from initial planning in 2010, through launch of the new first year in September 2011 to launch of the new second year in September 2012 and, finally, launch of the new final year in September 2013.
Throughout this process, my team was wrestling with the philosophical challenge of how to balance student desire for consistency with academic desire for creativity in the digital domain. Some of this audience may have seen our public blog of the Learning Technology Review we undertook and our decision to move away from an in-house WebCT VLE to a Core+ VLE built around a hosted Moodle that would deliver a joined-up, personalised and consistent experience for all modules and programmes. Central to that decision was a layered model used to set and manage expectations appropriately. At the heart of everything would be a core, integrated VLE driven by our student records system – it would be set up centrally; all staff would be trained in its use and all students would expect it to be a consistent ‘front door’ to online materials. Around that core, we would arrange tools that some, but not all, staff might choose to use. Institutional accounts would be set up for these tools and staff would be trained in their use, but their use was not mandatory – Turnitin is not well suited to dance or sculpture. Around these, we know that there are tools, such as Twitter, that staff were keen to set up for themselves, using their own accounts – we concentrated on providing guides for these so that they could be integrated into the Core+ VLE experience in the seamless way our students had requested. Finally, we recognised that some staff would be exploring new tools that might or might not be suitable to be recommended more widely. For these, we focussed on evaluation, partnering with and watching and learning how innovative staff used with technology to understand its wider potential.
This slide attempts to show how we deliver the seamless, personalised student experience by using Moodle to wrap the institution around each learner. Our Moodle reflects enrolments in our Student Records System. Areas within Moodle are set up with the codes from the Student Records System, which means these codes can be used along with the Student ID to present personalised information in the VLE. My team created a “mega-mashup” web-service to query university systems on behalf of the student and serve up the information students had asked for in those focus groups: deadlines, provisional marks, timetable, single-sign-on to email, module reading lists, recommended videos and past examination papers. Having delivered this into Moodle as promised for September 2011, we then surfaced the mega-mashup on our CampusM smartphone and tablet App, so that students could access high-level study information (such as deadlines, marks, reading and timetable) on the go and single-sign-on into the full Moodle environment if they needed more. We then followed up this work with further work around online assessment.
Each of the integrations was built in partnership with the area of the business that had responsibility for the data. Library colleagues had undertaken a great piece of student consultation to identify what makes a good reading list and had reflected best practice in a new List Policy, which distinguished a maximum of 3 items recommended for purchase from 10 essential starting points (that would ideally be digitised) from further reading. These tags were used in the creation of lists in Talis Aspire, and the open architecture of the Talis Aspire platform meant that these could be used, along with the consistent module identifiers, to surface the lists in Moodle, structured to reflect the List Policy and giving students seamless access to well-structured resources to support their studies and improve the sense of course organisation.
With so many major initiatives happening simultaneously, it is difficult to distinguish the effects of individual interventions, however the release of the seamless, personalised VLE to final year undergraduates coincided with step-change improvements in perceptions of course organisation and learning resources in the NSS, and subsequent cross-university work on assessment has seen similar improvement. These charts track changes in NSS satisfaction and response rates from 2008, comparing Manchester Met to the sector mean.
To give a sense of how the Data Warehouse is organised I have produced this visual, which uses the metaphor of a tube-map to highlight different lines of enquiry we’re opening up for academic colleagues to drive continuous improvement.
We have produced the first Dashboards for Programme and Unit Leaders powered by the Data Warehouse that enable colleagues not only to see trends and search student feedback, but to capture and track improvement actions planned in response. We are currently working on a new Dashboard for Heads to give an oversight of their Department’s Programmes and Units, and hope to refine this technology in partnership with academic colleagues.
We are also developing a Dashboard for Personal Tutors to give them a colour-coded summary of how their Tutees are progressing and a visual overview of their week-by-week engagement – red indicates no engagement, amber is partial, green is full.
These developments are at an early stage, but we hope that they will become powerful tools to enhance quality and help students realise their full potential at Manchester Met.