This is an assignment for my TEC969 course with Fresno Pacific University, in which I was asked to upload a presentation on online evaluation. I'm trying to figure out how to record and sync an MP3 file.
The document outlines a plan to implement an online continuing education program for insurance CE credits at Saint Joseph's University. The program aims to allow busy professionals more convenience in accessing continuing education. It will deliver online courses developed by Saint Joseph's faculty to students in Pennsylvania and other states. The 12-month implementation plan involves in-house development of course content and a delivery system with tracking features. Progress and student learning will be assessed throughout the year. The budget allocates funds for course development and a delivery system to make the program cost-effective and generate revenue.
Models of evaluation in educational technologyo96717393
EPGY offers a variety of distance learning classes for students from kindergarten through college level. These classes typically include multimedia lectures and animations to provide expository content, and aim to capture the informal nature of classroom instruction. Lectures are sometimes supplemented with virtual classroom sessions for live interaction between students and instructors. EPGY also hosts residential summer programs and offers an online high school diploma program. Their goal is to provide advanced educational opportunities to students regardless of location.
The document discusses Edraak, an organization that aims to revolutionize education in the Middle East and North Africa (MENA) region. It seeks to empower 10 million learners through high-quality Arabic online and blended learning courses. Edraak has issued over 162,000 certificates and has over 1.5 million registered learners across more than 75 courses. Most learners are between the ages of 19-26 and 45% are female. 55% of learners have completed a bachelor's degree. Edraak offers MOOCs and accredited courses to learners, teachers, and parents across subjects like math, science, English, Arabic and coding.
Edvento is an adaptive learning platform that allows educators to create personalized and intelligent online courses for students. It uses a scientific approach to continuously evaluate students and provide over 150,000 recommendations to improve learning outcomes. Major clients include e-GMAT and CrackVerbal who offer blended online and classroom courses through Edvento. The platform features include modularized content, analytics, and dashboards to track student and teacher performance. Partners can launch public or private courses on their own subdomain with content copyright and pricing models that include revenue sharing or annual student fees.
The document discusses leveraging online education for an international student exchange program between the University of Michigan-Dearborn's College of Business and the Fondazione CUOA in Italy. It provides an agenda for the discussion, including introductions, motivations, partner selection, agreement specifics, program development, promotion, experiences, and future plans. The program allows part-time MBA students from each university to take courses at the partner institution online.
This document discusses reporting requirements and data collection for the CHAMP program. It outlines what information should be reported, including fiscal and narrative reports to the Department of Labor on a quarterly and annual basis. It also discusses the different levels and types of data to be collected, including student, course, school, and consortium data. Specific student and course data elements are listed, such as student IDs, names, grades, and course details. The document provides guidance on the role of ensuring consistent course information and communication about any changes. It outlines a typical report structure with goals and metrics to analyze related to industry partnerships, technology, credit for prior learning, and further education opportunities.
This document summarizes discussions from a student services conference in June 2013 regarding developmental education redesign efforts. It provides data on completion rates for developmental English, reading and math courses. It also outlines challenges students face when required to take multiple developmental courses and estimates completion rates decrease with each additional level. The conference focused on accelerating students' progress by reducing time in developmental sequences so they can access college-level courses. Participants discussed math pathways, integrating reading and English and using co-requisite course models and additional student supports.
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
Phase I of implementing K-12 distance learning programs involves:
1. Piloting content management systems and vendor courses to supplement face-to-face instruction on a small scale, starting with high school courses.
2. Choosing vendors that meet state, regional, and local standards and curriculum needs to provide online or hybrid courses with teacher support.
3. Providing teacher training during the summer and follow up sessions to help them modify vendor content and build local assessments for blended models.
The document outlines a plan to implement an online continuing education program for insurance CE credits at Saint Joseph's University. The program aims to allow busy professionals more convenience in accessing continuing education. It will deliver online courses developed by Saint Joseph's faculty to students in Pennsylvania and other states. The 12-month implementation plan involves in-house development of course content and a delivery system with tracking features. Progress and student learning will be assessed throughout the year. The budget allocates funds for course development and a delivery system to make the program cost-effective and generate revenue.
Models of evaluation in educational technologyo96717393
EPGY offers a variety of distance learning classes for students from kindergarten through college level. These classes typically include multimedia lectures and animations to provide expository content, and aim to capture the informal nature of classroom instruction. Lectures are sometimes supplemented with virtual classroom sessions for live interaction between students and instructors. EPGY also hosts residential summer programs and offers an online high school diploma program. Their goal is to provide advanced educational opportunities to students regardless of location.
The document discusses Edraak, an organization that aims to revolutionize education in the Middle East and North Africa (MENA) region. It seeks to empower 10 million learners through high-quality Arabic online and blended learning courses. Edraak has issued over 162,000 certificates and has over 1.5 million registered learners across more than 75 courses. Most learners are between the ages of 19-26 and 45% are female. 55% of learners have completed a bachelor's degree. Edraak offers MOOCs and accredited courses to learners, teachers, and parents across subjects like math, science, English, Arabic and coding.
Edvento is an adaptive learning platform that allows educators to create personalized and intelligent online courses for students. It uses a scientific approach to continuously evaluate students and provide over 150,000 recommendations to improve learning outcomes. Major clients include e-GMAT and CrackVerbal who offer blended online and classroom courses through Edvento. The platform features include modularized content, analytics, and dashboards to track student and teacher performance. Partners can launch public or private courses on their own subdomain with content copyright and pricing models that include revenue sharing or annual student fees.
The document discusses leveraging online education for an international student exchange program between the University of Michigan-Dearborn's College of Business and the Fondazione CUOA in Italy. It provides an agenda for the discussion, including introductions, motivations, partner selection, agreement specifics, program development, promotion, experiences, and future plans. The program allows part-time MBA students from each university to take courses at the partner institution online.
This document discusses reporting requirements and data collection for the CHAMP program. It outlines what information should be reported, including fiscal and narrative reports to the Department of Labor on a quarterly and annual basis. It also discusses the different levels and types of data to be collected, including student, course, school, and consortium data. Specific student and course data elements are listed, such as student IDs, names, grades, and course details. The document provides guidance on the role of ensuring consistent course information and communication about any changes. It outlines a typical report structure with goals and metrics to analyze related to industry partnerships, technology, credit for prior learning, and further education opportunities.
This document summarizes discussions from a student services conference in June 2013 regarding developmental education redesign efforts. It provides data on completion rates for developmental English, reading and math courses. It also outlines challenges students face when required to take multiple developmental courses and estimates completion rates decrease with each additional level. The conference focused on accelerating students' progress by reducing time in developmental sequences so they can access college-level courses. Participants discussed math pathways, integrating reading and English and using co-requisite course models and additional student supports.
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
Phase I of implementing K-12 distance learning programs involves:
1. Piloting content management systems and vendor courses to supplement face-to-face instruction on a small scale, starting with high school courses.
2. Choosing vendors that meet state, regional, and local standards and curriculum needs to provide online or hybrid courses with teacher support.
3. Providing teacher training during the summer and follow up sessions to help them modify vendor content and build local assessments for blended models.
The document outlines the 14 competencies required for certification as an instructor with Chauncey International, Ltd., which was later acquired by CompTIA in 2002. The competencies include analyzing course materials and learner information, preparing the instructional site, establishing credibility, managing the learning environment, effective communication skills, effective presentation skills, effective questioning techniques, responding to learner needs, providing positive reinforcement, using instructional methods appropriately, using media effectively, evaluating learner performance, evaluating instruction delivery, and reporting evaluation information.
Here you\'ll find a brief overview of one of the Learning Management Systems (LMS) I distibute. For further details or an online presentation please contact me.
CIDO provides access to the latest course information and student assessments. To access CIDO, select it from the Tools drop-down menu in the network, then log in and select your institution. You can then search for information on training packages, courses, modules or units to find syllabi, assessments, and other relevant materials. Consult your Head Teacher if you need help using or understanding CIDO.
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
The document introduces University of Phoenix and discusses its programs, formats, services, and financing options. It notes the university's large size and accreditation. It also highlights in-demand workplace skills like communication, collaboration, and critical thinking. The summary encourages readers to consider their career goals and how further education at University of Phoenix could help achieve them.
WhiteCode Website for NAAC AccreditationAmit Patil
The document discusses guidance that WhiteCode, a pioneer IT agency, provides to educational institutions on developing their websites and achieving excellence in software development, including ensuring their websites meet NAAC guidelines, addressing common website issues, and making sites accessible to people with disabilities. It also lists the 7 criteria that form the backbone of NAAC's assessment and accreditation process for higher education institutions.
Accreditation is a formal, independent verification that conveys to all stakeholders that an institution or program has met the established academic standards set by an esteemed accreditation body.
The document discusses the implementation of a standardized course template across the 47 public colleges and universities in Tennessee's state system. It describes how the Tennessee Board of Regents (TBR) developed a collaborative online program called the Regents Online Degree Program (RODP) offering over 400 courses to more than 15,000 students across the system. Faculty propose courses that are then reviewed and approved through a common process. If approved, the course must be built using the RODP template to ensure consistency across all sections. The template was initially developed in WebCT but has since been converted to Desire2Learn. The RODP program has led to benefits like a common calendar and the ability for students to take courses from any institution.
Registrars in the North East region of England developed a formal support program to help candidates pass the Part A public health examination. They gathered resources from various stakeholders and structured them into a framework for exam preparation. This included key speakers, past exam papers, course materials, and individual trainees acting as champions in different syllabus areas. The program provided a streamlined process for knowledge and skill development that enhanced confidence and well-being among trainees. It was supported by program directors based on its clear vision for effective learning. The regional group took responsibility for their collective success on the exam through this peer-supported, competency-based initiative.
The document outlines the E-Rate program which provides discounts for telecommunications and internet access for most schools and libraries in the US. It details an 11 step process for applicants which includes determining eligibility, developing a technology plan, opening competitive bidding, selecting and contracting with providers, calculating discounts, and submitting/receiving funding decisions. The technology plan goals include increasing technology proficiency for students, teachers, administrators and utilization of instructional technology. Specific goals include increasing advanced computer class enrollment and providing administrators technology training.
Pueblo Community College's Business Simulation Projectcccscoetc
PCC’s ILAG Grant Project created a collaborative effort between PCC’s 3 campuses to design and develop a simulation based teaching opportunity in the Introduction to Business class. Our Big Idea was to introduce the commercial “CEO” simulation into the entry level business class. The CEO simulation is designed to give students the opportunity to make the decisions necessary to start and manage a business by embedding the simulation into their class.
CCCS' Digital Badge Possibilitites IMS Global Badging and Credentials Conveni...cccschamp
Colorado Community College System's digital Badge journey CCCC's Digital Badge Possibilitites IMS Global Badging and Credentail Convening Austin TX November 2015
1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
A statewide online professional development project's model for promoting learner success through sustained facilitator professional develoment. A presentation given at the 15th Annual International SLOAN-C Conference, 2009.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign included creating math pathways and integrating reading and English. It also suggested tracking student outcomes in college-level courses. The goal was to implement the new approaches system-wide by Fall 2014.
This document discusses the performance measurement requirements for core programs under the Workforce Innovation and Opportunity Act (WIOA). It outlines six common performance measures that will apply across Youth, Adult, Dislocated Worker and Wagner-Peyser programs, including entered employment, retention, median earnings, credential attainment, and measurable skill gains. It also notes a new required performance measure related to effectiveness of services to employers. Key changes from previous measures include additional lags in reporting employment outcomes, a shift to measuring median rather than average earnings, and assessing skill gains for participants while enrolled rather than at exit.
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.
The document outlines the 14 competencies required for certification as an instructor with Chauncey International, Ltd., which was later acquired by CompTIA in 2002. The competencies include analyzing course materials and learner information, preparing the instructional site, establishing credibility, managing the learning environment, effective communication skills, effective presentation skills, effective questioning techniques, responding to learner needs, providing positive reinforcement, using instructional methods appropriately, using media effectively, evaluating learner performance, evaluating instruction delivery, and reporting evaluation information.
Here you\'ll find a brief overview of one of the Learning Management Systems (LMS) I distibute. For further details or an online presentation please contact me.
CIDO provides access to the latest course information and student assessments. To access CIDO, select it from the Tools drop-down menu in the network, then log in and select your institution. You can then search for information on training packages, courses, modules or units to find syllabi, assessments, and other relevant materials. Consult your Head Teacher if you need help using or understanding CIDO.
This document discusses the challenges facing the University of Derby's Online Learning program in meeting the needs of online students. It outlines the program's history and goals of providing a consistent, high-quality student experience. Key challenges include developing engaging online content and activities, ensuring responsive tutoring, implementing effective assessment practices, and navigating institutional processes that are designed for traditional students rather than online learners. The program aims to address these challenges by standardizing online course structures, providing tutor training, and redesigning academic content to be more modular and reusable across different courses.
The document introduces University of Phoenix and discusses its programs, formats, services, and financing options. It notes the university's large size and accreditation. It also highlights in-demand workplace skills like communication, collaboration, and critical thinking. The summary encourages readers to consider their career goals and how further education at University of Phoenix could help achieve them.
WhiteCode Website for NAAC AccreditationAmit Patil
The document discusses guidance that WhiteCode, a pioneer IT agency, provides to educational institutions on developing their websites and achieving excellence in software development, including ensuring their websites meet NAAC guidelines, addressing common website issues, and making sites accessible to people with disabilities. It also lists the 7 criteria that form the backbone of NAAC's assessment and accreditation process for higher education institutions.
Accreditation is a formal, independent verification that conveys to all stakeholders that an institution or program has met the established academic standards set by an esteemed accreditation body.
The document discusses the implementation of a standardized course template across the 47 public colleges and universities in Tennessee's state system. It describes how the Tennessee Board of Regents (TBR) developed a collaborative online program called the Regents Online Degree Program (RODP) offering over 400 courses to more than 15,000 students across the system. Faculty propose courses that are then reviewed and approved through a common process. If approved, the course must be built using the RODP template to ensure consistency across all sections. The template was initially developed in WebCT but has since been converted to Desire2Learn. The RODP program has led to benefits like a common calendar and the ability for students to take courses from any institution.
Registrars in the North East region of England developed a formal support program to help candidates pass the Part A public health examination. They gathered resources from various stakeholders and structured them into a framework for exam preparation. This included key speakers, past exam papers, course materials, and individual trainees acting as champions in different syllabus areas. The program provided a streamlined process for knowledge and skill development that enhanced confidence and well-being among trainees. It was supported by program directors based on its clear vision for effective learning. The regional group took responsibility for their collective success on the exam through this peer-supported, competency-based initiative.
The document outlines the E-Rate program which provides discounts for telecommunications and internet access for most schools and libraries in the US. It details an 11 step process for applicants which includes determining eligibility, developing a technology plan, opening competitive bidding, selecting and contracting with providers, calculating discounts, and submitting/receiving funding decisions. The technology plan goals include increasing technology proficiency for students, teachers, administrators and utilization of instructional technology. Specific goals include increasing advanced computer class enrollment and providing administrators technology training.
Pueblo Community College's Business Simulation Projectcccscoetc
PCC’s ILAG Grant Project created a collaborative effort between PCC’s 3 campuses to design and develop a simulation based teaching opportunity in the Introduction to Business class. Our Big Idea was to introduce the commercial “CEO” simulation into the entry level business class. The CEO simulation is designed to give students the opportunity to make the decisions necessary to start and manage a business by embedding the simulation into their class.
CCCS' Digital Badge Possibilitites IMS Global Badging and Credentials Conveni...cccschamp
Colorado Community College System's digital Badge journey CCCC's Digital Badge Possibilitites IMS Global Badging and Credentail Convening Austin TX November 2015
1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
A statewide online professional development project's model for promoting learner success through sustained facilitator professional develoment. A presentation given at the 15th Annual International SLOAN-C Conference, 2009.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign included creating math pathways and integrating reading and English. It also suggested tracking student outcomes in college-level courses. The goal was to implement the new approaches system-wide by Fall 2014.
This document discusses the performance measurement requirements for core programs under the Workforce Innovation and Opportunity Act (WIOA). It outlines six common performance measures that will apply across Youth, Adult, Dislocated Worker and Wagner-Peyser programs, including entered employment, retention, median earnings, credential attainment, and measurable skill gains. It also notes a new required performance measure related to effectiveness of services to employers. Key changes from previous measures include additional lags in reporting employment outcomes, a shift to measuring median rather than average earnings, and assessing skill gains for participants while enrolled rather than at exit.
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.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
The document provides an overview of the Distance Education And Learning (DEAL) training program. It introduces the lead instructors and facilitators and has participants introduce themselves. It then reviews the main pods in the Adobe Connect platform and how to use full screen mode. An overview of the DEAL program describes its structure across 4 sessions and a capstone. Session 1 objectives are then outlined on defining distance learning terminology, describing e-learning standards, researching technology tools, assessing learning styles, and critiquing distance trainings. Common terminology, quality e-learning standards, learning assessment, and examples of technology tools are then reviewed to prepare participants for the session.
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
This document discusses the SLOAN-C Quality Scorecard, which is a tool for evaluating the quality of online education programs. It was developed using a Delphi method by a panel of online education experts. The scorecard evaluates programs across 9 quality areas and 70 indicators, with guidelines for scoring each indicator. Implementing the scorecard involves completing an online or paper version and can help programs identify areas for improvement. The scorecard is meant to complement other standards and quality frameworks and can be used freely, though the online version requires Sloan-C membership.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
This document proposes a certificate program called "Preparing to Teach Online" to provide faculty development for online teaching at the University of Illinois Springfield. The program would consist of three required courses that teach best practices for online pedagogy, communication, assessment, and technology use. Faculty would complete self-paced training modules and earn a digital badge upon fulfilling the requirements, which include developing an ePortfolio. The goal is to establish a common foundation for effective online instruction and recognize faculty innovation in online teaching.
Certificate iv in training and assessment perthSharahNguyens
Australian Skills Quality Authority (ASQA) - www.asqa.gov.au
Vocational education and training (VET), as mentioned by skilled trainers of Cert IV Training and Assessmentis ‘education and training for work’ and consists of colleges, universities and adult and community education as part of its extensive academic network.
The Vocational Education and Training (VET) Environment
The Sloan Consortium (Sloan-C) aims to help organizations improve the quality, scale, and breadth of their online education programs according to their missions. Sloan-C provides a quality framework focused on learning effectiveness, cost-effectiveness, access, faculty satisfaction, and student satisfaction. It also hosts workshops and an annual conference to build community among online educators. Over 13,000 students enrolled in 1,345 online courses offered through Sloan-C at 158 institutions last year.
4 Gerard L. Hanley_ aportando al exito de las personas de la educ. superior ...INACAP
This document summarizes a presentation about e-learning and its role in contributing to the success of individuals, higher education, and industry. It discusses how e-learning can make education better and more efficient by connecting the needs of students, educational institutions, and employers. When these stakeholders collaborate through strategies like aligning curriculum with workforce needs and using technologies like virtual labs, mentoring, and internships, students are empowered for success, institutions fulfill their educational mission, and industry benefits from a well-qualified workforce. Open educational resources and skills commons provide free access to high-quality e-learning materials created through government grants in order to support online and technology-enabled learning.
Leadership in eLearning: Developing the Next Generation of LeadersMark Brown
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
The document discusses EdifyOnline, a platform that helps institutions find and engage online teaching talent such as adjunct professors and teaching assistants. It highlights issues in the current adjunct placement process like high costs and inefficiency. EdifyOnline aims to address these issues by creating a shared marketplace for online teaching talent, standardizing processes, and providing tools to measure teaching effectiveness. The document provides an overview of EdifyOnline's solutions and value propositions to institutions. It also addresses frequently asked questions about how EdifyOnline screens candidates, monitors performance, and helps facilitators familiarize themselves with course content.
Can Existing Quality Guidelines Inform Faculty Participation in Online Course...Melissa A. Venable
This document discusses how existing quality guidelines can inform faculty participation in online course design. It presents two major approaches to defining quality in online learning - Quality Matters and Quality Scorecard. Quality Matters focuses on course-level standards, while Quality Scorecard examines program-level indicators. The document advocates involving faculty in discussions about quality standards and providing them with training and support throughout the course design process. This will help address common faculty concerns around time, buy-in and technical skills when creating online courses.
A presentation on 'MOOCs and Quality Issues' given at a workshop organised by the QA-QE special interest group of the UK Higher Education Academy (HEA) [http://qaqe-sig.net/?page_id=8]
The document outlines the key elements of a successful online faculty development program based on the State University of New York Learning Network's (SLN) experience. The 5 key elements are: 1) Establishing an effective faculty development model, 2) Providing appropriate support, 3) Utilizing strategic approaches, 4) Conducting ongoing evaluation and continuous improvement, and 5) Ensuring quality in online course design. The SLN program trains over 3000 faculty across 64 campuses using peer-led cohorts, instructional design support, resources, and data-driven best practices.
1. The National Board for Professional Teaching Standards pursues high standards for teachers and advocates for teaching reforms through a voluntary certification process.
2. The certification process involves submitting a portfolio with student work samples and videos, as well as completing assessment center exercises to demonstrate knowledge in the five core propositions of teaching.
3. Virginia provides financial support for teachers pursuing National Board Certification, including grants of up to $5,000 and annual $2,500 awards for certified teachers.
The document discusses various aspects of evaluating online learning programs, including comparing the accreditation process to program reviews, defining distance education and correspondence courses, seeking approval from accrediting bodies for offering online programs, applying quality standards to online course design and teaching, and analyzing metrics like student satisfaction, learning outcomes, completion rates, and employment outcomes. It also provides examples of how to structure an on-campus program review that could inform the online program review process.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
2. Audience & Setting Audience: This proposal is being presented to teachers who will be facilitating online courses. Setting: Middle School/Grades 6-8 610 Students 34 Teachers 92% Hispanic; 7% Caucasian; 1% Other A Title 1 Qualified (not participating) School
3. A Necessary Step Online course evaluation is a necessary step toward insuring that our students receive the same high quality courses online as they would in the face-to-face classroom.
4. Why Evaluate? To maintain standards-based integrity To verify rigor To be sure content is accessible through a variety of learning styles To witness student-student and student-teacher interaction
5. Four-Point Scale When evaluating using a scale of 1-4, please consider the following: 1 = no evidence 2 = developing 3 = meets 4 = exceeds
6. Quality Online Course Initiative Information on the following slides has been taken from QOCI (Quality Online Course Initiative), and edited to meet the particular course requirements of our district. For further information on QOCI, please visit these websites: Quality Online Course Initiative Rubric by Illinois Online Network is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.Based on a work at www.ion.uillinois.edu.Permissions beyond the scope of this license may be available at http://www.ion.uillinois.edu/about/staff.asp.
7. Information A good online course must present the following information in a format that is readily accessible to the student: Course Description Instructor Information Instructional Materials Grading Policy Technical Competencies Code of Conduct
8. Learning Outcomes Students will learn more if they’re made aware of their expected learning outcomes. Therefore, the following information should be available within the online course: Course Goals and Objectives Module Objectives Purpose of Activities
9. Course Structure & Presentation The following elements should be present during course presentation: Sequence Chunking Multimodal Instruction Presentation Audio Video
11. Proposal When observing and evaluating online courses within our district, each of the above indicators will be rated on a scale of 1-4. Teachers facilitating courses that meet or exceed expectations will be provided the support they need to continue their fine work. Teachers facilitating courses scoring no evidence or developing will receive additional professional development and mentoring, along with follow-up reviews.