This document outlines the key stages and tasks involved in planning and conducting online assessments, including: planning the assessment with steps for requirements, support, staff skills, scheduling, and allocating resources; developing materials such as assessment guides and conducting trials; delivering the assessment by informing learners, providing support, and recording results; analyzing results by describing learners, context, and resources; evaluating the assessment process, tasks, and resources; and designing documents and reports.
Developing online courses is only the first step in a much longer process. In this session, we explored how to create a culture to support continuous improvement and looked at new tools to visualize the process.
This document evaluates the effectiveness of an online HTML course. It asks questions to determine if the course provides clear grading criteria and feedback, sufficient time for assignments, and an engaging learning environment. The evaluation covers topics like instructor response time, test quality, accommodations for late work, and support services to assess the overall student experience.
The document discusses an RTO creating a new course by selecting appropriate elective units, ensuring compliance, and summarizing the new course configuration. It then mentions the RTO inviting students to join, examples of course options, and selecting a student for enrollment in a construction course. The student draws up a learning plan, submits it for approval, uploads evidence, and receives assessment outcomes from the assessor.
The document discusses using ePortfolios to assess student outcomes in education courses at Lehman College. Students create ePortfolios to document their academic and professional development, organize their work, and reflect on artifacts related to program goals and standards. Next steps include developing reflective prompts, common rubrics, student evaluations of ePortfolios, faculty professional development on ePortfolios, and research on using ePortfolios for assessment.
This document outlines the tasks for developing a hybrid yoga teacher training course, including analyzing the current program and target audience, designing the online model with content and structure, developing course materials and modules, and implementing an evaluation strategy to measure reaction, learning, and performance. It discusses analyzing business objectives, resources, and risks, as well as the importance of a structured approach, realistic timelines, and managing the online components given the difficulty of the project.
CIEE program evaluation consists of participant surveys at the end of the program, annual staff reports reviewed by the Academic Consortium Board, and site visit reviews every 3-5 years where reviewers examine documents, contact sending institutions, conduct interviews and observations, and make recommendations. The evaluation measures quality, satisfaction, and compliance and provides recommendations to improve the program. Recommendations for CBAH include student surveys before and after the program to measure skills and development, a post-orientation survey, and surveys or interviews with alumni, culture partners, faculty, NGO partners, and parents.
This document outlines the key stages and tasks involved in planning and conducting online assessments, including: planning the assessment with steps for requirements, support, staff skills, scheduling, and allocating resources; developing materials such as assessment guides and conducting trials; delivering the assessment by informing learners, providing support, and recording results; analyzing results by describing learners, context, and resources; evaluating the assessment process, tasks, and resources; and designing documents and reports.
Developing online courses is only the first step in a much longer process. In this session, we explored how to create a culture to support continuous improvement and looked at new tools to visualize the process.
This document evaluates the effectiveness of an online HTML course. It asks questions to determine if the course provides clear grading criteria and feedback, sufficient time for assignments, and an engaging learning environment. The evaluation covers topics like instructor response time, test quality, accommodations for late work, and support services to assess the overall student experience.
The document discusses an RTO creating a new course by selecting appropriate elective units, ensuring compliance, and summarizing the new course configuration. It then mentions the RTO inviting students to join, examples of course options, and selecting a student for enrollment in a construction course. The student draws up a learning plan, submits it for approval, uploads evidence, and receives assessment outcomes from the assessor.
The document discusses using ePortfolios to assess student outcomes in education courses at Lehman College. Students create ePortfolios to document their academic and professional development, organize their work, and reflect on artifacts related to program goals and standards. Next steps include developing reflective prompts, common rubrics, student evaluations of ePortfolios, faculty professional development on ePortfolios, and research on using ePortfolios for assessment.
This document outlines the tasks for developing a hybrid yoga teacher training course, including analyzing the current program and target audience, designing the online model with content and structure, developing course materials and modules, and implementing an evaluation strategy to measure reaction, learning, and performance. It discusses analyzing business objectives, resources, and risks, as well as the importance of a structured approach, realistic timelines, and managing the online components given the difficulty of the project.
CIEE program evaluation consists of participant surveys at the end of the program, annual staff reports reviewed by the Academic Consortium Board, and site visit reviews every 3-5 years where reviewers examine documents, contact sending institutions, conduct interviews and observations, and make recommendations. The evaluation measures quality, satisfaction, and compliance and provides recommendations to improve the program. Recommendations for CBAH include student surveys before and after the program to measure skills and development, a post-orientation survey, and surveys or interviews with alumni, culture partners, faculty, NGO partners, and parents.
The document describes the five phases of the ADDIE model for instructional design: Analysis, Design, Development, Implementation, and Evaluation.
The Analysis phase involves identifying the learning problem and requirements. Design defines the learning objectives and instructional strategies. Development creates the learning resources. Implementation prepares the environment and delivers the solution. Evaluation assesses effectiveness and identifies opportunities for improvement.
Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted in Europe on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. Within this work we analyzed the elements related to the programme and course design in order to get a detailed view of this perspective. As a result of this research, the following elements arose in the quality analysis of the program and course Design: Learning Methods, Motivation/Participation, Learning Objectives, Curriculum, Learner Center Activities and Collaborative Learning, Learning Materials, Learning Process and eTutoring and Assessment and Test. In this article we present the main elements that should be taken into account when evaluating the programme and design of a blended learning course.
This document outlines the assignment criteria for a project design, implementation, and evaluation course. It includes:
1. The learning outcomes that must be demonstrated to pass including formulating a project plan, implementing the project to specifications, and analyzing engineering activities.
2. Additional criteria for merit and distinction grades focusing on strategies to solve problems, appropriate methods, critical reflection, and innovation.
3. Deliverables including a final report, logbook, presentation, and work determined at progress meetings. The final report must follow a specific format with an executive summary and sections analyzing the project process and outcomes.
4. Requirements for the logbook, presentation, and progress meetings to record and report on project work
This document provides evaluation guidelines for assessing the accreditation of a diploma program. It outlines several criteria and sub-criteria that will be evaluated, including the program's vision, mission, curriculum, teaching-learning processes, course and program outcomes, student performance, and more. For each sub-criterion, it lists the number of marks allocated, the evaluation guidelines, and examples of exhibits or context that will be observed to make the assessment. The goal is to conduct a comprehensive evaluation of the program across multiple dimensions to determine if it merits accreditation.
This document provides evaluation guidelines for assessing the accreditation of a diploma program. It outlines several criteria and sub-criteria that will be evaluated, including the program's vision, mission, curriculum, teaching-learning processes, course and program outcomes, student performance, and more. For each sub-criterion, it lists the number of marks allocated, the evaluation guidelines, and examples of exhibits or context that will be observed to make the assessment. The goal is to conduct a comprehensive evaluation of the program across multiple dimensions to determine if it merits accreditation.
NBA preparation for Tier-II Institute according to revised SAR sushantvwaghmare
The document provides information about the National Board of Accreditation (NBA) accreditation process, including:
1. It describes the criteria and scoring system used for NBA accreditation, including program-level criteria worth 780 points and institute-level criteria worth 220 points for a total of 1000 points.
2. It lists various data and documents that need to be compiled for the Self Assessment Report (SAR), including faculty lists, student lists, budgets, course outcomes, and mapping of criteria.
3. It provides examples of course outcomes and how they should be measurable and map to program outcomes, as well as how assessment tools can be mapped to course outcomes.
This document provides an overview of several instructional design models and processes for developing training programs. It describes the ASSURE instructional design model which involves analyzing learners, stating objectives, selecting methods/materials, utilizing technology, requiring participation, and evaluating. It also outlines the Dick and Carey instructional design model involving goal identification, analysis, objective writing, assessment development, strategy development, and evaluation. Additional models covered include the Jossey-Bass/Pfeiffer model involving context, user, work, content, suitability, and cost-benefit analyses. The document concludes with an overview of instructional design stages such as objective writing, developing an introduction-development-consolidation structure, writing introductory sessions, and
This document outlines the phase evaluation process for graduate students in the College of Education. The phases assess mastery of a trademark outcome (TO) through applied assignments and assessments. Phase 1 focuses on knowledge acquisition, Phase 2 on applying skills, and Phase 3 on real-world evaluation and implementation. Students in the Educational Diagnostician program must demonstrate skills in collaborative consultation, assessment planning, and evaluating interventions. Progress is tracked through course assignments, end of phase assessments, and rubric-based evaluations to ensure mastery of the TO before graduation.
The document provides guidance on developing high-quality Student Learning Objectives (SLOs) through a multi-step process. It outlines the three phases of designing, building, and reviewing SLOs. Key steps include composing a goal statement and targeted content standards, creating a blueprint, completing the SLO form, and conducting a quality assurance review to ensure the SLO is complete, comprehensive, and coherent. The goal is to design SLOs that accurately measure student achievement and growth to guide instruction.
This document discusses key components of an effective lesson plan, including objectives, materials, procedures, and assessment. It outlines what teachers should consider, such as their students' backgrounds and abilities, as well as the content and instructional materials. The key components of a lesson plan are identified as the profile, objectives, materials/equipment, procedure, and assessment. Popular lesson planning models like Gagne's Nine Events of Instruction and Hunter's Seven Step Model are also referenced. Finally, the document provides guidance on developing lesson plans and reviewing other teachers' plans to ensure clear objectives, appropriate materials, and direct assessment.
This document outlines the internet course development process (ICDW) at a community college. It details the three prerequisites faculty must complete before the workshop: 1) complete Blackboard training series, 2) read the course development packet, and 3) submit an intent form. The workshop introduces concepts, models applications, and helps faculty apply strategies to their face-to-face courses for online delivery. It covers instructional design principles across six sessions with activities to design an entire online course. Upon completion, faculty receive a stipend and certificate.
Instructional Designer Support Model Faculty Development Model - Competency-B...Becky Lopanec
This document outlines an instructional design support model for developing competency-based education courses. Key points include:
- Faculty are compensated for developing courses through a stipend system. Courses are developed based on defined competencies and include flexible, distance learning components.
- The proposed structure includes stacking certificates and degrees through marketable skills awards and industry certifications. Student support is provided through specialists who advocate for students and monitor their progress.
- An instructional designer support model provides consultation, production assistance, or full partnership to help faculty design competency-based courses. Guidelines outline a 14 step process and templates provide examples of course alignment and module models.
- Ongoing evaluation ensures course quality
The document discusses designing effective professional development for educators in 1:1 schools. It introduces a professional development design framework consisting of committing to a vision, analyzing data, setting goals, planning the learning process, implementing professional development, and evaluating its effectiveness. Specific strategies are provided for each step, including collecting and analyzing various types of quantitative and qualitative data from educators to determine professional development needs and priorities. Characteristics of high-quality professional development are outlined, such as engaging educators in ongoing learning communities and aligning with state standards. The importance of evaluation to inform future professional development is also emphasized.
This document provides information about the Certificate IV in Business qualification, including:
- An overview of the role and job outcomes for those completing the qualification.
- Details of the 10 units that must be completed, including 1 core unit and 9 electives.
- Requirements for students to complete all assessments within 12 months of enrolling in an independent study format.
- Conditions and strategies for assessment submissions, including submitting original work and completing both written and verbal assessments for each unit.
- Foundation skills in English and numeracy levels required for each unit based on the Australian Core Skills Framework.
- Performance charts describing the reading, writing, oral communication, and numeracy skills levels for each unit.
This document outlines a skill development plan for Cairo Scan Radiology. The objectives are to improve team spirit, fill performance gaps, and provide continuous learning. The plan aims to increase awareness, motivation, productivity, and expertise through needs assessments, prioritized training activities, and various training methods. Effectiveness will be evaluated through quizzes, competitions and on-job observations to improve performance.
2016-12-07 Development of a Project/Problem Based Learning Body of Knowledge ...Yoshiki Sato
Our main goal in this study was to resolve the difficulty of facilitating problem-solving-learning in schools, where all facilitators carry out the effective facilitation of Problem/Project Based Learning (PBL) that satisfies a certain quality.
This paper discusses a `Project/Problem Based Learning Body of Knowledge (PBLBOK)' that was developed to enable facilitation suitable for learning scenarios.
We refer to the project management method, classify causes from learners having fallen into difficult situations, and define the viewpoints, processes, and intermediate artifacts (deliverables) of PBL in the development of PBLBOK.
We then describe how we organized the knowledge to facilitate PBL.
PBLBOK provides viewpoints, processes, and deliverables of facilitation, and also provides viewpoints for the evaluation of PBL by referring to the project management framework.
We found that teachers could efficiently and effectively facilitate and evaluate PBL by using PBLBOK.
Yoshiki Sato, Atsuo Hazeyama, Youzou Miyadera:
"Development of a {Project/Problem} Based Learning Body of Knowledge (PBLBOK)", Proc. 2016 IEEE 8th International Conference on Engineering Education (ICEED 2016), pp.189--194, 2016.(Kuala Lumpur, Malaysia)
Editable RPMS PORTFOLIO for Teachers (SY 2020-2021).docxZairaCayobit
This document outlines 12 objectives and corresponding means of verification for evaluating a teacher's performance in several areas including: content knowledge and pedagogy, diversity of learners and assessment/reporting, curriculum and planning, community linkages and professional engagement/development, and a plus factor category. Each objective is followed by examples of materials that could serve as evidence to demonstrate achievement, such as lesson plans, activity sheets, feedback provided to students, certificates of participation in professional development activities, and records of engagement with parents and community members.
Project management for instructional designersKimberly Kaye
This document provides an overview of project management for instructional designers. It discusses the Project Management Institute and certifications, defines project management and key skills, and shows how project management aligns with the ADDIE model of instructional design. The document also outlines the steps to analyze needs, develop a project charter and design document, and create a project plan.
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The document describes the five phases of the ADDIE model for instructional design: Analysis, Design, Development, Implementation, and Evaluation.
The Analysis phase involves identifying the learning problem and requirements. Design defines the learning objectives and instructional strategies. Development creates the learning resources. Implementation prepares the environment and delivers the solution. Evaluation assesses effectiveness and identifies opportunities for improvement.
Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted in Europe on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. Within this work we analyzed the elements related to the programme and course design in order to get a detailed view of this perspective. As a result of this research, the following elements arose in the quality analysis of the program and course Design: Learning Methods, Motivation/Participation, Learning Objectives, Curriculum, Learner Center Activities and Collaborative Learning, Learning Materials, Learning Process and eTutoring and Assessment and Test. In this article we present the main elements that should be taken into account when evaluating the programme and design of a blended learning course.
This document outlines the assignment criteria for a project design, implementation, and evaluation course. It includes:
1. The learning outcomes that must be demonstrated to pass including formulating a project plan, implementing the project to specifications, and analyzing engineering activities.
2. Additional criteria for merit and distinction grades focusing on strategies to solve problems, appropriate methods, critical reflection, and innovation.
3. Deliverables including a final report, logbook, presentation, and work determined at progress meetings. The final report must follow a specific format with an executive summary and sections analyzing the project process and outcomes.
4. Requirements for the logbook, presentation, and progress meetings to record and report on project work
This document provides evaluation guidelines for assessing the accreditation of a diploma program. It outlines several criteria and sub-criteria that will be evaluated, including the program's vision, mission, curriculum, teaching-learning processes, course and program outcomes, student performance, and more. For each sub-criterion, it lists the number of marks allocated, the evaluation guidelines, and examples of exhibits or context that will be observed to make the assessment. The goal is to conduct a comprehensive evaluation of the program across multiple dimensions to determine if it merits accreditation.
This document provides evaluation guidelines for assessing the accreditation of a diploma program. It outlines several criteria and sub-criteria that will be evaluated, including the program's vision, mission, curriculum, teaching-learning processes, course and program outcomes, student performance, and more. For each sub-criterion, it lists the number of marks allocated, the evaluation guidelines, and examples of exhibits or context that will be observed to make the assessment. The goal is to conduct a comprehensive evaluation of the program across multiple dimensions to determine if it merits accreditation.
NBA preparation for Tier-II Institute according to revised SAR sushantvwaghmare
The document provides information about the National Board of Accreditation (NBA) accreditation process, including:
1. It describes the criteria and scoring system used for NBA accreditation, including program-level criteria worth 780 points and institute-level criteria worth 220 points for a total of 1000 points.
2. It lists various data and documents that need to be compiled for the Self Assessment Report (SAR), including faculty lists, student lists, budgets, course outcomes, and mapping of criteria.
3. It provides examples of course outcomes and how they should be measurable and map to program outcomes, as well as how assessment tools can be mapped to course outcomes.
This document provides an overview of several instructional design models and processes for developing training programs. It describes the ASSURE instructional design model which involves analyzing learners, stating objectives, selecting methods/materials, utilizing technology, requiring participation, and evaluating. It also outlines the Dick and Carey instructional design model involving goal identification, analysis, objective writing, assessment development, strategy development, and evaluation. Additional models covered include the Jossey-Bass/Pfeiffer model involving context, user, work, content, suitability, and cost-benefit analyses. The document concludes with an overview of instructional design stages such as objective writing, developing an introduction-development-consolidation structure, writing introductory sessions, and
This document outlines the phase evaluation process for graduate students in the College of Education. The phases assess mastery of a trademark outcome (TO) through applied assignments and assessments. Phase 1 focuses on knowledge acquisition, Phase 2 on applying skills, and Phase 3 on real-world evaluation and implementation. Students in the Educational Diagnostician program must demonstrate skills in collaborative consultation, assessment planning, and evaluating interventions. Progress is tracked through course assignments, end of phase assessments, and rubric-based evaluations to ensure mastery of the TO before graduation.
The document provides guidance on developing high-quality Student Learning Objectives (SLOs) through a multi-step process. It outlines the three phases of designing, building, and reviewing SLOs. Key steps include composing a goal statement and targeted content standards, creating a blueprint, completing the SLO form, and conducting a quality assurance review to ensure the SLO is complete, comprehensive, and coherent. The goal is to design SLOs that accurately measure student achievement and growth to guide instruction.
This document discusses key components of an effective lesson plan, including objectives, materials, procedures, and assessment. It outlines what teachers should consider, such as their students' backgrounds and abilities, as well as the content and instructional materials. The key components of a lesson plan are identified as the profile, objectives, materials/equipment, procedure, and assessment. Popular lesson planning models like Gagne's Nine Events of Instruction and Hunter's Seven Step Model are also referenced. Finally, the document provides guidance on developing lesson plans and reviewing other teachers' plans to ensure clear objectives, appropriate materials, and direct assessment.
This document outlines the internet course development process (ICDW) at a community college. It details the three prerequisites faculty must complete before the workshop: 1) complete Blackboard training series, 2) read the course development packet, and 3) submit an intent form. The workshop introduces concepts, models applications, and helps faculty apply strategies to their face-to-face courses for online delivery. It covers instructional design principles across six sessions with activities to design an entire online course. Upon completion, faculty receive a stipend and certificate.
Instructional Designer Support Model Faculty Development Model - Competency-B...Becky Lopanec
This document outlines an instructional design support model for developing competency-based education courses. Key points include:
- Faculty are compensated for developing courses through a stipend system. Courses are developed based on defined competencies and include flexible, distance learning components.
- The proposed structure includes stacking certificates and degrees through marketable skills awards and industry certifications. Student support is provided through specialists who advocate for students and monitor their progress.
- An instructional designer support model provides consultation, production assistance, or full partnership to help faculty design competency-based courses. Guidelines outline a 14 step process and templates provide examples of course alignment and module models.
- Ongoing evaluation ensures course quality
The document discusses designing effective professional development for educators in 1:1 schools. It introduces a professional development design framework consisting of committing to a vision, analyzing data, setting goals, planning the learning process, implementing professional development, and evaluating its effectiveness. Specific strategies are provided for each step, including collecting and analyzing various types of quantitative and qualitative data from educators to determine professional development needs and priorities. Characteristics of high-quality professional development are outlined, such as engaging educators in ongoing learning communities and aligning with state standards. The importance of evaluation to inform future professional development is also emphasized.
This document provides information about the Certificate IV in Business qualification, including:
- An overview of the role and job outcomes for those completing the qualification.
- Details of the 10 units that must be completed, including 1 core unit and 9 electives.
- Requirements for students to complete all assessments within 12 months of enrolling in an independent study format.
- Conditions and strategies for assessment submissions, including submitting original work and completing both written and verbal assessments for each unit.
- Foundation skills in English and numeracy levels required for each unit based on the Australian Core Skills Framework.
- Performance charts describing the reading, writing, oral communication, and numeracy skills levels for each unit.
This document outlines a skill development plan for Cairo Scan Radiology. The objectives are to improve team spirit, fill performance gaps, and provide continuous learning. The plan aims to increase awareness, motivation, productivity, and expertise through needs assessments, prioritized training activities, and various training methods. Effectiveness will be evaluated through quizzes, competitions and on-job observations to improve performance.
2016-12-07 Development of a Project/Problem Based Learning Body of Knowledge ...Yoshiki Sato
Our main goal in this study was to resolve the difficulty of facilitating problem-solving-learning in schools, where all facilitators carry out the effective facilitation of Problem/Project Based Learning (PBL) that satisfies a certain quality.
This paper discusses a `Project/Problem Based Learning Body of Knowledge (PBLBOK)' that was developed to enable facilitation suitable for learning scenarios.
We refer to the project management method, classify causes from learners having fallen into difficult situations, and define the viewpoints, processes, and intermediate artifacts (deliverables) of PBL in the development of PBLBOK.
We then describe how we organized the knowledge to facilitate PBL.
PBLBOK provides viewpoints, processes, and deliverables of facilitation, and also provides viewpoints for the evaluation of PBL by referring to the project management framework.
We found that teachers could efficiently and effectively facilitate and evaluate PBL by using PBLBOK.
Yoshiki Sato, Atsuo Hazeyama, Youzou Miyadera:
"Development of a {Project/Problem} Based Learning Body of Knowledge (PBLBOK)", Proc. 2016 IEEE 8th International Conference on Engineering Education (ICEED 2016), pp.189--194, 2016.(Kuala Lumpur, Malaysia)
Editable RPMS PORTFOLIO for Teachers (SY 2020-2021).docxZairaCayobit
This document outlines 12 objectives and corresponding means of verification for evaluating a teacher's performance in several areas including: content knowledge and pedagogy, diversity of learners and assessment/reporting, curriculum and planning, community linkages and professional engagement/development, and a plus factor category. Each objective is followed by examples of materials that could serve as evidence to demonstrate achievement, such as lesson plans, activity sheets, feedback provided to students, certificates of participation in professional development activities, and records of engagement with parents and community members.
Project management for instructional designersKimberly Kaye
This document provides an overview of project management for instructional designers. It discusses the Project Management Institute and certifications, defines project management and key skills, and shows how project management aligns with the ADDIE model of instructional design. The document also outlines the steps to analyze needs, develop a project charter and design document, and create a project plan.
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.