This document provides an overview of the process of creating an online Functional Skills course. Some key points:
- The course was created to widen accessibility for learners who cannot attend normal classes. It has proven effective for those who start in-person but later need to continue online.
- The initial course focused on Level 2 literacy and was hosted on Moodle. Resources were kept simple to maximize accessibility.
- Over 250 learners are now enrolled across various levels and subjects. The pass rate this year is 100%.
- Close tutor guidance is important as learners generally do not have opportunities for in-person engagement while completing exercises or receiving information. Feedback on exercises is the main method of teaching
The experience and ability of individual and groups will be different and these differences need to be accurately identified so that planning and the choice of training methods can closely match the learner’s needs.
The experience and ability of individual and groups will be different and these differences need to be accurately identified so that planning and the choice of training methods can closely match the learner’s needs.
Target groups are the grounds of people we are aiming our training at – the people we want to train.
Always begin your training planning by identifying who you are going to train
To emphasize this point consider the following situations;
Imagine you are asked to conduct a training session on the “conducting a hazard analysis” for the groups given below?
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...
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
Target groups are the grounds of people we are aiming our training at – the people we want to train.
Always begin your training planning by identifying who you are going to train
To emphasize this point consider the following situations;
Imagine you are asked to conduct a training session on the “conducting a hazard analysis” for the groups given below?
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...
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
This is a tongue-in-cheek look at effective online teaching practices, tips, and suggestions based on the SUNY Learning Network's experiences in effective online teaching and learning, online faculty development, and online course design.
Feel free to use this with attribution.
How can you use opportunities afforded by technology to improve the learning experience?
The whitepaper describes the blended classroom concept which is the thoughtful integration of the at-school, at-home and online learning arenas. The combination is a powerful theory that helps all teachers using itslearning (and teachers using web 2.0 tools) to frame their work in the context of 21st-century teaching.
The whitepaper looks at some of the possibilities offered by technology and shows how two teachers are applying them in a pedagogical setting, in something refered to as the blended classroom.
The ideal blended classroom is about using available technology to put learning first by combining blended learning, visible learning and formative assessment; three of today’s most popular teaching strategies.
Checklists that can be used to review online courses formatively, during the design of an online course, or summatively, to do a formal course review after an online course has been designed. It can also be used after the delivery phase to inform revisions to improve online course quality.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Michael terry: Online Delivery of Functional Skills (Theory and Practice)
1. ONLINE DELIVERY OF FUNCTIONAL
SKILLS-
(Theory and Practice)
An overview of the process of creating an online
Functional Skills course and both the
opportunities and challenges it provided.
By Michael Terry, Online Literary Tutor, Essex
ACL
2. INITIAL THEORY IN COURSE CONSTRUCTION
Plan was to create an online course that would widen
accessibility to learners for whom normal classroom attendance
was awkward or impossible.
Good for shift workers, people who have lost their qualification
evidence, those with tight deadlines who need qualifications
quickly, mothers of young children etc.
Over time, it has also proven a good option for those who start
a normal course but who become unable to attend. It gives
them an option to keep going instead of giving up.
Target is NOT necessarily those with heavy computer and/or
online experience. A priority was put on making the course as
accessible as possible.
3. EARLY DESIGN
Initial programme focussed on Level 2 literacy learners as they
were considered the safest group to work with.
Hosted via Moodle.
Initial resources designed by experienced literacy tutor with
sufficient ICT skills to create and operate course (also the writer
of this presentation).
Resources were kept simple to maximise accessibility. Consisted
of text documents (both factsheets and worksheets), audio files
and a series of videos (recorded at a college) explaining various
concepts.
Initial pilot programme of 25 learners
4. COURSE PROCESS
Learners can be assessed at their nearest centre or via an online
assessment available at the ACL website.
All applications are personally vetted by Sonia Clark (Functional
Skills Curriculum Manager for Essex) who asks a series of
questions to ensure learners are suitable (e.g. checking if learner
has adequate ICT skills, has online access, is not doing other
courses etc.)
Eligible learners are sent a learning agreement which they post
back to the college and are then emailed their log-in codes and a
set of guide explaining how the Moodle site works.
When a learner uploads a completed worksheet, the tutor
receives email notification. Sonia Clarke and the administrator for
the course at the office also receive copies so they can handle
the paperwork side of things.
5. COURSE PROCESS (cont.)
The tutor then marks the work and uploads the marked work and
feedback to the website.
The learner receives notification of this and can view their
marked work and feedback at their convenience.
Learners can contact the tutor via email for aid at any time. Face-
to-face tutorials can also be arranged.
If the learner has completed a reasonable amount of the course
and the tutor feels they are ready, the learner contacts the
college and organises to take an exam as normal. They can
attend whatever centre is convenient for them.
Learners have the whole year to complete the course and can
work at their own pace. Those under heavy time pressure can be
fast-tracked through with the aid of the tutor who will test the bare
minimum to check they are ready for the exams.
6. THE COURSE TODAY
The pilot was a success. The course has now been running for
nearly 5 years.
We currently have over 250 enrolled learners spread over Levels
1 and 2 in Literacy and Maths, and also Maths Entry 3. Literacy
courses are so far more popular than Maths.
A pilot E3 Literacy course begins this September.
Pass rate so far this year is 100%
Literacy course has been adjusted over years both based on
experience/feedback and also due to changing exam board
requirements (originally designed for National Tests where no
writing component was required. This is now a much bigger
focus).
7. IMPORTANT DESIGN CONSIDERATIONS
The course is NOT a resource bank. Close guidance by the tutor
is very important.
Unlike a normal classroom, there is generally no opportunity to
engage with the learners whilst they are receiving information or
whilst they are doing the exercises. The main point of contact for
the tutor is after learners have submitted the exercises, often with
elements done incorrectly. Exercises should be designed with
this in mind.
Incorrect answers must be seen as opportunities for explanation
and development- this is in fact the main process of teaching on
the course.
I use two systems for feedback. I have a set of fixed, detailed
notes explaining the answers to each exercise that learners
receive on completing the exercise. I also give personalised
feedback to each learner depending on their performance.
8. EXERCISE DESIGN
As there normally no direct contact with learners to explain
things, the temptation is to make exercises easy to avoid learner
frustration.
However, when exercises are all easy and nearly all learners are
getting every question right, it becomes very hard to establish
whether the learners are actually learning anything.
Exercises should be challenging (within reason). Learners getting
every question right should not be the norm. The process of
learning can best be seen in how learners' work improves after
feedback, either between units or in repetition of a particular unit.
Some learners get all questions right and need no help. The best
exercises are the ones that enable the average learner to
understand why they find something difficult and how to cope
with that in future.
9. EXAMPLE OF TARGETED EXERCISE DESIGN
The following is an extract from an exercise about Subject/Verb
agreement adapted from old National Test questions. The
questions have been answered by a learner, and I have noted if
the answer is correct or incorrect.
9. Either Robert or Duncan is/are coming tomorrow. (Correct)
10. None of the instructions you gave me is/are very useful!
(Correct)
11. The Star Trek fans' convention is/are just down the road.
(Incorrect)
12. It is important to understand that reading leaflets, books and
newspapers is/are a very good way to practise! (Correct)
This looks like a solid 3 out of 4 correct. However...
10. TARGETED EXERCISE DESIGN (cont.)
This part exercise was in part set up to try and catch people who
were trying to 'trick' the exercise.
Questions 9-12 of the exercise were demonstrating practical
difficulties of subject/verb agreement. The analysis of this in the
factsheets read by the learners demonstrated how the agreeing
verb was often the opposite of what 'sounds' correct.
Some learners latch onto this, and instead of actually thinking
through each answer they simply pick the opposite answer to
what sounds right each time if the question looks difficult.
However, question 11 was actually a straight question with an
easy answer. A learner who gets this one wrong but the other, far
more difficult ones right has very possibly demonstrated that they
are trying to trick things in this way. I can then address this via
feedback.
11. TARGETED EXERCISE DESIGN (cont.)
On the other hand, if a learner gets the easy question right and
the other three wrong, it is very likely that they have no read the
factsheet and are just answering every question based on how
they sound. This can also be addressed via feedback.
This example shows two things. First, the importance of constant
and attentive tutor feedback. Just as in a normal class, a tutor
gets a 'feel' for what learners can do over time. Feedback must
be much more than just saying 'correct' and 'incorrect'.
Second, it demonstrates how adapting an exercise to an online
course is not necessarily a matter of technical expertise but just
considering the way learners may approach and answer
questions delivered online.
The exercise has been designed to maximise both the
information it gives me about the learner and the quality of
feedback I can provide in return.
12. CHALLENGES AND LEARNED LESSONS
Learners must be self-motivated, which we have no control over.
It is not uncommon for learners to give up after the first set of
exercises or about halfway through. There is no way to know
whether a learner is suitable for online study before they try it, so
this just has to be lived with.
It has proven difficult to get learners to submit writing samples-
only about 50% of those who complete the rest of the course do
this. As well as being essential exam practice, writing samples
are also great opportunities to see how much of the course the
learner has taken in. I intend to work on ways to encourage more
learners to engage with the Writing section of the course.
Similarly, it is tremendously useful for learners to complete
practice exams before they take the real thing. Learners are
asked to do this but often do not (unlike in a physical classroom).
This also needs to be encouraged!
13. CHALLENGES AND LEARNED LESSONS
The course needs proper technical infrastructure and support.
Learners quickly become frustrated if the website is running
slowly. Website delays also greatly increase the time needed to
mark work. Lengthy website outages can cause learners to give
up entirely.
Good design will make the course run much more smoothly.
Currently I have to check each distinct unit separately to find
work. A single page that listed all learner submissions in
chronological order would be much more efficient.
Make sure all course materials are given precise file names! For
example, my early files had names like 'workb', indicating a
second worksheet inside a particular unit. However, whenever it
came time to change the file structure when updating the course,
I had a dozen other 'workb' files that caused great confusion!
14. CHALLENGES AND LEARNED LESSONS
The course structure needs to be very clear indeed! I designed
the course with distinct Punctuation. Grammar, Reading and
Writing sections, each split into several units. However, they
could not always be approached distinctly without reference to
the others.
For example, a very challenging punctuation unit about commas
at Level 2 required grammatical knowledge about clauses and
conjunctions. On the introduction to the unit, I made it clear that
learners should do the relevant Grammar unit first. Some 90% of
learners did not do this. Even after I later repeated the reminder
in bold text on the exercise itself, the majority of learners try this
exercise without the grammatical background needed and fail!
This is my failure, not theirs. Many learners clearly appreciate a
straight line course progression without jumping around.
15. CHALLENGES AND LEARNED LESSONS
Speaking & Listening remains the area least suitable for online
work. We do not have the technical infrastructure needed to run
Speaking & Listening sessions online.
Such technology does exist (as used by the Open University to
reach distant or disabled learners for tutorials). However, this
would require all learners to have stable, high speed net
connections and webcams/microphones. This is unlikely to be
practical for now.
All learners have to do Speaking & Listening exams the same
way those in physical classes do it- they come into the college
and make their presentations. Generally, this has not been a
major problem so far. However, it would be very difficult to aid
someone online who has issues with making such presentations.
16. THE FUTURE
The courses are constantly evolving. The most important things
to pay attention to are the things that are giving learners
difficulties on the exams- both online and offline. Specific units
can then be created to address the issue. This year's big issue is
'Compare/Contrast' and 'Bias' questions on the reading exam.
The next big step is the Entry 3 pilot. The lower down the levels
we go, the more challenging the design work is. My main concern
is whether my factsheets are at the right level of complexity for
giving information to online Entry learners that I cannot constantly
support.
Whilst simple document formats have worked well, I do want to
experiment with more adventurous formats to aid those who may
not find text files an ideal way to learn. The trick is to make sure
no learner is shut out by not being able to run a programme.