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The document is an intake questionnaire for an eLearning project that asks a series of questions to determine the approach, content, and requirements. It asks about the eLearning solution approach, whether the content will be derived from existing material or built from scratch, how much time learners will spend with the material, what content assets will be included, whether it will be translated, if it requires assessment, the critical learning objectives, the primary audience, and how interactive, individualized, and complex the content will be on a scale of 1 to 10.
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1) The document discusses how to conduct student surveys using Likert scales. It explains that Likert scales allow you to translate qualitative responses about preferences, opinions, or experiences into quantitative data by having students select a number that corresponds to their answer.
2) Likert scales were named after Rensis Likert and involve having students pick a number to indicate their level of agreement with a statement or experience.
3) The document provides examples of survey questions that use Likert scales and explains that surveys can help improve a school by gathering student input on what changes they would like to see.
Likert scale
1. The Likert scale is a psychometric scale commonly used in survey research that employs questionnaires with symmetric agree-disagree response options that indicate the intensity of respondents' feelings towards a statement.
2. A typical 5-point Likert item provides 5 response levels ranging from "Strongly disagree" to "Strongly agree" to capture the intensity of respondents' feelings.
3. Likert scale responses can be analyzed individually as ordinal data or summed to treat them as interval data, and different statistical tests can then be used depending on the analysis method.
Likert scales and statistics
The document discusses the Likert scale and provides an example. A Likert scale was used to rate user responses to the UI of Wikipedia from 1 to 5. The mean response of 3.6 was calculated, indicating that users almost agreed with the UI. Various types of variables are also defined, including categorical, ordinal, interval and ratio, and the appropriate statistical analyses for each are identified.
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Determining the Sample Size
Slovin's formula is used to determine sample size from a given population. The formula is n=N/(1+Ne^2) where n is the sample size, N is the population size, and e is the desired margin of error. For a population of 9,000 people with a 2% margin of error, the sample size would be 1,957 according to the formula. Stratified random sampling is then used to determine sample sizes from subgroups to ensure representation.
Likert Scale
I have given some simple information about the usage of likert scale :) ....I hope everyone understands it easily :)
Sample size
This document provides an outline for a presentation on determining sample size. It discusses key concepts like what sample size is, why determining an appropriate sample size is important, and factors that affect sample size calculations like available resources, required accuracy, and study design. The presentation aims to help audiences understand how to determine sample sizes and how to apply the concept in research and studies.
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A room with a Vyew: using problem based learning in collaborative real-time v...northerncollaboration
Northern Collaboration Conference 2015
Parallel session 13: Christine Stevenson & Leanne Young, University of SunderlandDesigning digital learning
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
Staff dev series
The document outlines a 3-part staff development series for elementary reading teachers that will introduce blogs, audio recordings, and QR codes as literacy tools, with each tool being the focus of a separate hands-on "creation session" to allow teachers to immediately implement them in their classrooms in order to motivate student reading and writing while integrating technology. The series will take place over 6 weeks with sessions every other week to allow time for implementation, and will include modeling, guided practice creating content with the tools, and qualitative evaluation of changes in teacher practice and perspectives.
11 eng semester 2 intro 2012
This document outlines the expectations and timeline for an English class in Semester 2. It discusses the topics that will be covered in each term, including Context Writing and Macbeth. Students will complete SACs and other tasks for assessment. The document emphasizes developing independent learning skills and using technology and digital resources to enhance the learning experience.
Preparing to teach online
This document summarizes a workshop on preparing to teach online. It discusses various topics covered in the workshop including pre-workshop preparation, the background of one of the instructors, questions to ask participants, moving course content online, creating an online syllabus, communication policies, making lectures interactive, assessments, and providing feedback. It also provides examples of creating interactive content using tools like Twitter, Prezi, and Poll Everywhere. The document discusses facilitating online discussions, building rapport, developing discussion prompts and feedback routines. Finally, it covers synchronous vs asynchronous learning and examples of active learning techniques for synchronous sessions.
Wicked Good Online Resources and Activities for ABE/ESOL Classroom
Covers many good sites and activities for usage in the adult basic literacy classroom and for teacher's Professional Development
E learning: blended learning
Co-presented (with Mrs A Botha) at the Education Induction week of the University of Pretoria, 9 July 2015.
econtent for effective learning
E-content generation involves creating digital educational content that can be accessed online. It is becoming increasingly important with more students learning remotely. Some key trends in e-content development include adaptive learning which allows students to set their own pace, gamification to boost engagement, and immersive learning using VR/AR. Microlearning breaks content into short bite-sized pieces and video-based learning has become more popular than text-based content. Social learning and interactive content also help engage students by applying concepts and receiving feedback. E-content experts must stay up to date on new technologies and tools to develop high-quality digital materials that appeal to different learning styles.
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More from Robin Heyden
Nacu.si talk
The document discusses how educational technology can be used to create, curate, and connect. It provides examples of how students can create digital content and curate collections like ePortfolios and digital badges. Students can connect by participating in online forums, connecting with peers globally, and working in international collaborative projects using cloud-based tools. The goal is for students to develop skills like critical thinking, collaboration, and developing digital identities through their work online.
NAC&U Innovators: Innovation Summit November 2013
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
Marloes deck
The document discusses population control policies of the past and future challenges. It outlines training in sexual and reproductive health research conducted in 2012 by the World Health Organization, Geneva Foundation for Medical Education and Research, and Boston University Medical School. The researchers thank representatives from those organizations for their contributions to the research on current population issues such as population aging, gender imbalance, and countries with high fertility rates.
Ch24 art.final
The document discusses an approach to creating illustrations for educational materials about anatomy and biological processes. The approach emphasizes using black line drawings, limited and strategic use of flat color, reusing base illustrations, and keeping designs consistent, simple and focused on conveying essential information. Examples show how illustrations are adapted to summarize different anatomical structures and biological processes involved in digestion. The approach aims to present key details clearly without unnecessary complexity or surface detail that could distract or overload students.
NACU.naperville
The document discusses trends in online learning in higher education. It notes that 29% of college students took an online course in Fall 2009 and that enrollment in online courses is expected to reach 3.9 million students by 2014. It also discusses the rise of for-profit colleges, noting that they have grown 95% over 30 years and now enroll 1.4 million students. However, for-profit colleges often have low graduation rates and high student debt defaults. The document proposes some potential pilot collaboration projects between nonprofit universities to leverage what online learning has to offer.
MI.smokingcme.cs2day
The document provides information about using motivational interviewing to help patients quit smoking. It discusses the key concepts of MI including expressing empathy, developing discrepancy, avoiding argumentation, and supporting self-efficacy. Treatment options that are discussed include pharmacotherapy, behavioral modification, and arranging follow-up to monitor progress.
Participatory Media, Learning and Literacy
The document discusses 10 student projects using participatory media including VoiceThread, Scrapblog, Animoto, Bookemon, Twitter, Google Earth, virtual worlds, Facebook, cartoons, and podcasts. It also provides information for finding out more about participatory media through the presenter's email, blog, Twitter, and a Diigo bookmark for session materials. The presenter suggests trying out participatory media tools like Audacity or Garageband themselves.
Nabt2010.baker.heyden
The document discusses using participatory media like blogs, Twitter, social networks, and Google Earth in education. Blogs allow students to publicly journal and comment on each other's work. Twitter allows micro-blogging and following experts to tap into professional development. Social networks can connect students where they are and facilitate class sites. Google Earth brings interactive mapping into the classroom. The workshop leaders demonstrate how these tools can engage students and make learning transparent while connecting with parents and other educators.
Motivational Interviewing: Nuts and Bolts
This document provides an overview of motivational interviewing (MI), including its definition, spirit, assumptions, tasks, goals, principles, and skills. MI is a collaborative communication method used to strengthen a person's intrinsic motivation for change. It assumes motivation is fluid and influenced by relationships and context. The main task is to guide conversations in a way that elicits motivation for change, with the goal of influencing health behaviors. Key principles include expressing empathy, amplifying ambivalence, avoiding arguments, supporting self-efficacy, and rolling with resistance. Skills involved are open-ended questions, affirmations, reflections, and summaries. The document also discusses ambivalence, change talk, commitment language, and behaviors related to health
Motivational Interviewing: Elicit Change Talk
This document discusses strategies for eliciting and strengthening change talk during a session with a patient. It recommends finding where the patient is in their readiness for change using importance and confidence rulers. The session aims to develop discrepancy, amplify ambivalence, and elicit change talk using empathic reflection and exploring goals, values, strengths and solutions. While the clinician guides the intervention, the ultimate outcome is not their responsibility. Examples are provided to distinguish resistance from change talk. The goal is to meet patients where they are on the continuum of ambivalence and increase their importance and confidence in making positive changes.
Participatory Media
This is a professional development talk, given to high school biology teachers in St. Louis, MO in July 2010.
Bloominbiology
This document discusses using Bloom's taxonomy to improve biology education. It finds that effective biology instruction should:
1) Address students' preconceptions
2) Build both a deep foundation of factual knowledge and a strong conceptual framework
3) Enhance students' metacognition or ability to monitor their own learning.
It describes how developing a "Blooming Biology tool" to categorize exam questions by their level in Bloom's taxonomy can help align teaching and assessment, improve student learning, and provide feedback to students on their performance at different cognitive levels.
Yikes Blc2010
1) The document discusses engaging students in developing writing rubrics and learning outcomes for their courses.
2) It suggests having students write learning objectives for assignments and presentations to increase engagement and empower students to take responsibility for their own learning through metacognition.
3) The challenge mentioned is how to scale this up to involve students in developing rubrics and learning outcomes for large introductory level courses.
Blc2010 Undergrad Research Heitz
There is considerable support from studies for involving undergraduates in mentored research with faculty. This experience provides numerous benefits to both students and mentors. However, some studies note concerns that higher-order inquiry skills and getting students involved earlier, such as in their freshman/sophomore years, may not be fully developed. The University of Wisconsin's program addresses these concerns by preparing sophomore students for independent research through developing necessary skills and providing support throughout the research process.
Using Many Minds To Enhance Learning
The document discusses using informal study groups to enhance learning. It describes how the study groups work, with voluntary participation in groups of 3 to 7 students who meet at least twice before exams. Group members take a roster and determine their own agenda. On exam days, the groups create an energetic atmosphere and students can immediately review questions again. Most students find the groups an effective and fun way to learn, and participation rates remain high even without rewards. The study groups turn isolated learning into collaborative efforts that may boost individual performance and reduce test anxiety.
Biology Leadership Conference 3 19 2010
This document outlines a biology leadership conference focused on building mentoring networks. It discusses traditional hierarchical mentoring models and introduces the concept of mutual mentoring networks. Mutual mentoring involves developing diverse mentoring partnerships to address specific expertise needs, provides benefits to both mentors and mentees, and allows for multiple points of entry and exit from mentoring relationships. Evidence suggests mutual mentoring is associated with greater career success, satisfaction and inclusiveness.
For Kylee
Students will learn 21st century skills like creating and navigating their own learning networks safely and responsibly. They will learn how to find teachers, read linked environments, edit collaboratively, search and organize information, understand social media and digital footprints, and evaluate online sources. Some suggested participatory media projects for students include creating five-photo stories, geotagging images, using Animoto, storytelling through lab reports or field trip documents, note-taking blogs, and using QR codes.
Nabt09
PPT deck for my presentation at this year's National Association of Biology Teachers' Meeting (Denver, 2009)
The College Tour
The document describes a college tour during the summer of 2009 that visited several universities including UMass Amherst, Georgetown University, University of Maryland, UNC Chapel Hill, and Duke University. At each campus, brief notes were made about dorm life, traditions, and landmarks like a lucky drinking fountain and the Duke Chapel where one visitor found religion.
College Tour
The document discusses screen shots from the EPA website showing data for Wellesley, MA. The EPA's "My Environment" feature provides local environmental data and information. Screen shots from the site give a snapshot of pollution data available for a specific location.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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IT WILL BE HELPFULL FOR THE NUSING STUDENTS
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HIGHLIGHTS ON HEALTH EDUCATION.
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N Sight Deck
- 11. What are your most critical learning objectives?
- 12. Who is your primary audience?