Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton YoungHazel Owen
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007.
Please cite as: Owen, H., & Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
End of an internal five-days Workshop/Faculty Development Program (FDP) on Outcome-Based Education (OBE). The ppt of the beginning session is also shared here (https://www.slideshare.net/ranjitg/workshop-of-outcomebased-education-obe-setting-the-tone)
Tools and Evaluation Techniques to Support Social Awareness in CSCeL: The AV...Niki Lambropoulos PhD
Tools and Evaluation Techniques to Support Social Awareness in CSCeL: The AVATAR
Niki Lambropoulos and Fintan Culwin presented at the Euro-CAT workshop in Barcelona 05/02/2010
Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton YoungHazel Owen
This is a presentation that Clayton Young and I gave at the LED conference at the University of Waikato, NZ in 2007.
Please cite as: Owen, H., & Young, C. (2007, November 21-24). Meeting diverse learner needs through blended learning. Paper presented at the Language, Education and Diversity Conference, The University of Waikato, Hamilton.
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
End of an internal five-days Workshop/Faculty Development Program (FDP) on Outcome-Based Education (OBE). The ppt of the beginning session is also shared here (https://www.slideshare.net/ranjitg/workshop-of-outcomebased-education-obe-setting-the-tone)
Tools and Evaluation Techniques to Support Social Awareness in CSCeL: The AV...Niki Lambropoulos PhD
Tools and Evaluation Techniques to Support Social Awareness in CSCeL: The AVATAR
Niki Lambropoulos and Fintan Culwin presented at the Euro-CAT workshop in Barcelona 05/02/2010
Workshop of Outcome-Based Education (OBE) - setting the toneranjitg
An internal workshop among faculty colleagues at Sharda University. Simplifying the jargons to myths or wrong notions about it...Tyler to Bloom to Spady...measurements and Christensen...to trying to have a regression model on outcome as a function of curricula, pedagogy and evaluation - but all factoring in admission quality as enrollment in HE increases (dumbing down criticism of Spady). Some learning for myself as well...
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
Rubric use in higher education from the online student perspective presentation given at the Iowa Conference on Higher Education held at Kirkwood's Linn County Regional Center on October 24, 2015; Research by Dr. Diane Hamilton, Dr. Kevin Kuznia, and Bill Davis, MA,CM.
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
Workshop of Outcome-Based Education (OBE) - setting the toneranjitg
An internal workshop among faculty colleagues at Sharda University. Simplifying the jargons to myths or wrong notions about it...Tyler to Bloom to Spady...measurements and Christensen...to trying to have a regression model on outcome as a function of curricula, pedagogy and evaluation - but all factoring in admission quality as enrollment in HE increases (dumbing down criticism of Spady). Some learning for myself as well...
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
Rubric use in higher education from the online student perspective presentation given at the Iowa Conference on Higher Education held at Kirkwood's Linn County Regional Center on October 24, 2015; Research by Dr. Diane Hamilton, Dr. Kevin Kuznia, and Bill Davis, MA,CM.
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
Culture, Network and Engagement - Presentation for BCPVPAChris Kennedy
Presentation slides for Chris Kennedy - October 1st and 2nd - Student And Adult Engagement - presented with Steve Cardwell for BCPVPA and Learning Forward in Richmond.
Abstract:
Proficiency in using educational technology tools is becoming increasingly important for all instructors and librarians. The question is which tools to use and how to make them a meaningful part of students’ experiences in classrooms and at reference desks. Educators should also be able to make the most of educational technology when providing services to distance education students.
This presentation will show some of the major types of educational technology tools used at the university level including screen-capture software, citation management software, research tools, course management systems, podcasting, presentation software, and Second Life. The presenter will give an overview of what technology exists, how it is used, and why it is worthwhile. Students expect more multimedia instruction both online and in-person. By using these tools professors and librarians can provide instruction that is more vibrant and interactive without sacrificing content.
I Want It All (Educational Tools) for Free!Jonathan Bacon
Budgets are tight, no one can afford to buy what you can get free. As educators, we want the best, most innovative tools but we want it all for free! This session is an exporation of Rich Internet Applications (Web 2.0/RIA) tools that are free (or low cost) and enable you to store research notes, store and edit images, set-up social networks and more. The participants were invited to bring their favorite tool to share during the concluding 15 minutes of the session.
STEM 2.0: Transformational Thinking About STEM for School Leaders, January 15...Jim "Brodie" Brazell
National School Boards Association
Meet the Experts brings the nation’s leading thinkers on cutting-edge innovations and trends in education to the home, desktop and board room of America’s school boards. During live webinar broadcasts, board members can interact with leading speakers and thinkers who are changing the educational landscape in our country today. The online library of Meet the Experts Archived presentations will provide access to insights on education innovation 24/7. This exclusive resource will Includes 8-10 web broadcasts annually which are available to the board, superintendent and staff of subscribing districts.
STEM 2.0: Transformational Thinking About STEM for School Leaders
Join technology forecaster and international consultant Jim Brazell as he offers a conceptual framework designed to help school board members understand STEM as it relates to educational transformation through innovation. Hear about successful districts and model programs that have embraced STEM and get a glimpse of the emerging trends that should inform the nature of any district’s future STEM strategies. Gain a deeper understanding of how these innovative STEM programs are transforming learning, impacting future careers, and contributing to economic development in their communities.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. Update on 10-12
• 10-12 Project Structure and Timeline
• Curriculum and Competencies
• Assessment
• Reporting
• Graduation Requirements
• Career Curriculum as a catalyst for change
4. Grade 10-12 Implementation
Integrated Planning Approach
- Grounded in planning principles and assumptions
- Roadmap and assumptions refreshed quarterly
Highlights from Recent Announcement:
- Timeline extended for 10-12 curriculum implementation
- New curriculum will be mandated in 2018/19
- Numeracy assessment to be trialed spring 2017 & implemented 2017/18
- Literacy assessment will be trialed spring 2018 & implemented 2018/19
- Language Arts 12 exam remains in place until the literacy assessment is implemented
The “Roadmap”
7. • Reduce the prescriptive nature of curriculum
• Allow for flexibility and choice for teachers and student
• Respect inherent logic in disciplines while supporting interdisciplinary
learning.
• Enable teachers to be creative and innovative in their design of learning
experiences
Guiding Principles
8. • Core competencies provide the foundation for the curriculum
• All core competencies are now posted
• Created on a continuum (not by grade level)
Curriculum – Core Competencies
Curriculum, Assessment & Reporting
9.
10. A place to start …
Competencies in the Classroom
Strategy:
• in your classroom, choose ONE core competency to notice
• watch for it (because it will be there)
• when you see it, call it by name (creative thinking, critical thinking) to the student
• begin to use the terms when teaching
• encourage more of it
• Use opportunities with students to self reflect and demonstrate core
competencies in the evidence of learning that they present
• Use language from the profiles in assessment and self reflection
11. • created on a developmental continuum (not by grade level)
• descriptive not evaluative; communicate where the student is without a
judgment
• positive and strength-based, describe what students can do, not what
they can’t do
• additive and progressive, profiles are joined by and not or, student
assessment never goes backwards
• use profile language for communicating student learning
• formative assessment, give students feedback and have students use for
self-reflection
Assessing Core Competencies
13. 10-12 Status Update - Assessment
Assessment
Grade 10 and 11 provincial exams discontinued and replaced by classroom
assessments
Classroom assessment resource tools are currently being developed
Principles for classroom assessment will be posted
New literacy and numeracy graduation assessments are under design and
development
14. Provincial Assessment Changes
Old New
Content-based
emphasis on knowing
Competency and Application-based
emphasis on doing
Aligned to Curriculum( Content Knowledge) Aligned to Curriculum (Knowing Doing Understanding)
Limited Feedback
letter grades and %s
Comprehensive Feedback
proficiency-based
descriptive information
Inflexible Format
One size fits all
Mainly multiple-choice
Flexible Format
collaboration
Some student choice
interactive and engaging
self-reflection
14
15. Assessment Definitions
Informed by AGPA and Assessment Think Tank discussions
Numeracy
• Numeracy is the willingness to interpret and the ability to apply mathematical
understanding to solve problems in complex situations, and the perseverance
to analyze and communicate these solutions in ways relevant to the given
context.
Note: Peter Liljedahl, SFU, is informing this work.
15
16. 16
Literacy
• Literacy is the ability to make meaning from text and express oneself in
a variety of modes. This includes comprehending, making connections,
critically analyzing, and creating and communicating for a variety of
purposes.
Note: We hope to have Leyton Schnellert, UBCO, inform this work.
Looking to have other key post-secondary experts inform the literacy and
numeracy work along the way.
17. Key Elements
• Assessments will remain rigourous
• Will include:
• Collaboration
• Choice
• Rich questions measuring complexity of thinking and higher conceptual level
expectations
• Engaging, interactive questions
• Self-reflection
• Will consist of real-world contexts/scenarios, including Aboriginal worldviews and
content
18. Key Elements Contd.
• Assessments are a grad requirement: Required to write assessments
for graduation
• Proposing the following for reporting performance:
• Reported on a scale across a range of proficiency
• Proficiency level reported on transcripts
• Proficiency levels to be set through rigourous standard setting process
• Students can rewrite to increase proficiency
Grad assessment update bulletin to be posted shortly providing
constructs and more detail.
20. 10-12 Status Update – Graduation Requirements
Graduation Requirements
2016-2017 and 2017-2018
Requirements remain the same
Grade 10 and 11 provincial exams discontinued
An opportunity to trial the career curriculum
80 credits of course work: 52 required, 28 elective
Planning 10 and Grad Transitions replaced with Career Education when 10-12
implemented (2018)
8 credits of Career Education required for graduation
Capstone opportunities will be found within the career curriculum
25. How do I acquire and
then make sense of all
of the information available
to me so I can make
choices that will benefit
me in the future?
26. Individual Challenge #2How do I find hope?
Once found, how do I build and
sustain the enthusiasm, energy
and just plain will
to be continuously
adaptive?
27. Individual Challenge #3Where do I fit in this world?
What is available to me? How
do I achieve a balance between
my needs and all of the forces
and influences around me?
28. Individual Challenge #4
How do I make all of these
decisions, and take all of
these actions, in a way that
allows me to maintain a
sense of who
I am? How do I take
pride in what I do?
37. Students deserve our best work based on
everything we know about learning and
about the future!!
– thanks for all you are doing – you are our
best hope!!!!