Post's guideline for instructors and students on using online discussion forums for MBA education. By Zvi Goldman, Ph.D., MBA, Academic Program Manager for Post University’s MBA Program.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Fiona Barker - Using Cambridge English Teacher for Continuing Professional D...eaquals
This document discusses using the online professional development resource Cambridge English Teacher to support continuing professional development (CPD) for language teachers. It outlines the benefits of CPD, explores stakeholders in language education, and examines how online communities can help teaching staff develop their skills. The presentation provides an overview of the resources available on Cambridge English Teacher, including courses, webinars, articles and discussion forums. It considers how the site aligns with frameworks for CPD and accreditation standards. Overall, the document promotes Cambridge English Teacher as a means to provide cost-effective, accessible CPD for teachers worldwide.
The document summarizes proposed renovations to the IT7130 online learning course based on observations by Group 3. Key areas in need of improvement include reducing emphasis on group work, providing timely feedback, improving communication from the professor, using more explicit instructions, and organizing course materials and layout. The group proposes modified activities like assessing special topic participation and clearly defining assignments. New activities like videostreamed conferences, digital storytelling, summarizing discussions, and relating skills to work are also recommended.
This document provides the agenda for the 2013 High-Impact Practices Institute held from April 7-9, 2013 in San Antonio, Texas. The agenda outlines the objectives of the Institute, which are to gain understanding of high-impact educational practices and how to implement them at scale, understand institutional data to target student improvements, develop action plans to integrate new strategies, and develop a learning community around student success practices. Each day covers opening and breakout sessions, presentations, and team strategy sessions for participating colleges to examine data, consider design principles, and progress on short-term action plans.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Sue Sheerin Coherent course design: translating your educational vision into ...eaquals
The document discusses the importance of coherent course design in aligning an institution's educational vision with classroom implementation. It emphasizes designing courses based on learning outcomes and ensuring continuity between global outcomes, weekly plans, and individual lesson plans. Well-formulated intended learning outcomes should be measurable and specify what learners will be able to do upon completion. The key stages of course design include defining the educational philosophy, objectives, methods, syllabus, schemes of work, assessment procedures, and ensuring plans are implemented in lessons.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Fiona Barker - Using Cambridge English Teacher for Continuing Professional D...eaquals
This document discusses using the online professional development resource Cambridge English Teacher to support continuing professional development (CPD) for language teachers. It outlines the benefits of CPD, explores stakeholders in language education, and examines how online communities can help teaching staff develop their skills. The presentation provides an overview of the resources available on Cambridge English Teacher, including courses, webinars, articles and discussion forums. It considers how the site aligns with frameworks for CPD and accreditation standards. Overall, the document promotes Cambridge English Teacher as a means to provide cost-effective, accessible CPD for teachers worldwide.
The document summarizes proposed renovations to the IT7130 online learning course based on observations by Group 3. Key areas in need of improvement include reducing emphasis on group work, providing timely feedback, improving communication from the professor, using more explicit instructions, and organizing course materials and layout. The group proposes modified activities like assessing special topic participation and clearly defining assignments. New activities like videostreamed conferences, digital storytelling, summarizing discussions, and relating skills to work are also recommended.
This document provides the agenda for the 2013 High-Impact Practices Institute held from April 7-9, 2013 in San Antonio, Texas. The agenda outlines the objectives of the Institute, which are to gain understanding of high-impact educational practices and how to implement them at scale, understand institutional data to target student improvements, develop action plans to integrate new strategies, and develop a learning community around student success practices. Each day covers opening and breakout sessions, presentations, and team strategy sessions for participating colleges to examine data, consider design principles, and progress on short-term action plans.
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Sue Sheerin Coherent course design: translating your educational vision into ...eaquals
The document discusses the importance of coherent course design in aligning an institution's educational vision with classroom implementation. It emphasizes designing courses based on learning outcomes and ensuring continuity between global outcomes, weekly plans, and individual lesson plans. Well-formulated intended learning outcomes should be measurable and specify what learners will be able to do upon completion. The key stages of course design include defining the educational philosophy, objectives, methods, syllabus, schemes of work, assessment procedures, and ensuring plans are implemented in lessons.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
This document discusses designing online and blended courses. It defines different learning formats such as fully online, blended, and web-enhanced courses. When deciding between these formats, instructors should consider curriculum structure, student readiness, their own preparedness, and available support. The document provides tips for instructors such as deciding when live interaction is needed, knowing your learners, using instructional technologies, and getting feedback. It emphasizes finding the right mix of elements through clear organization and facilitation to create an effective blended or online course.
The document summarizes the key elements of successful online teaching and learning. It discusses the characteristics of successful online students, including being self-motivated and having strong writing skills. It also outlines the qualities of good online instructors, such as being organized and responsive. The document emphasizes fostering interaction through forums, team projects, and building a sense of community. It concludes that a variety of training opportunities are needed to support online instructors.
These slides are an overview of the new English Australia CPD Framework, Sophie and Clare have both been involved in the development and consultations about the framework and show the steps involved in using the Framework as well as the theoretical underpinnings.
This document discusses creating standardized course designs across schools at KU Medical Center. It notes that KU Medical Center has schools of Medicine, Nursing, and Health Professions. Standardizing course designs can reduce student frustration, expand enrollment, help with accreditation, and allow faculty to focus on content over format. The Nursing school implemented a standardized Blackboard template, course design, and beginning of semester checklist. Standardization presents challenges but benefits students and allows for continuous quality improvement. Next steps include exploring new content delivery methods and mentoring faculty.
Ludka Kotarska Mid-term self-assessment revisited - making the most of the Ea...eaquals
This document discusses institutional self-assessment and its role in the Eaquals quality cycle. It describes the objectives and benefits of self-assessment, including encouraging reflection, empowering staff, and identifying areas for improvement. The document outlines Eaquals' self-assessment process, including conducting a self-assessment questionnaire, activities, and developing an action plan based on the results. It also discusses mid-term self-assessment, where institutions assess their progress since the last inspection. The document raises issues with the current approach and proposes focusing mid-term self-assessment on implementing recommendations and assessing indicators of excellence to better facilitate ongoing quality improvement.
The document summarizes a panel presentation on gaining faculty buy-in for Quality Matters implementation from representatives of four institutions. Each panelist described the context, timeline, issues faced, and lessons learned from their QM implementation process. Common issues faced included faculty resistance due to perceived infringement on academic freedom and lack of understanding of QM. Successful strategies included training, demonstrating impact, and emphasizing QM as a faculty-driven process to improve teaching and learning.
Peer observation is a ‘curriculum conversation’ that encourages the sharing of teaching ideas and reflection. So how does this work at Navitas and how can it improve the quality of teaching and learning?
The document discusses best practices for online pedagogy and instruction. It emphasizes fostering student collaboration, participation, and reflection through interactive approaches. Some strategies proposed include encouraging student-faculty contact through virtual office hours and discussions, encouraging cooperation among students by organizing them into groups, and giving prompt feedback on assignments and discussions. The goal is to respect diverse learning styles while also communicating high expectations for students.
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
The document summarizes the development of a program to recognize excellence in online course design through a peer review process. It describes the goals of improving online courses and helping institutions achieve recognition. Details include establishing submission guidelines, assembling review teams, providing feedback to applicants, and recognizing the benefits to instructors and students. In the first two years, the program reviewed 13 courses total and recognized 4 as exemplary.
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
Understand the ways in which an effective partnership with your Students' union can enhance the development of your student-focused activities.
Evaluate a range of approaches to partnership working with your students' union.
Assess your current working relationship with your student's' union and plan ways this can be effectively developed.
The IC Who "Lived" Me, Transitioning from implementing D2L to operationsD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 2 (User Enablement): The IC who lived me, Jon Krochmalnek, Senior Manager Implementation Services, D2L
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
The committee revised the curriculum for a developmental writing course with the goal of better preparing students for college-level composition. They analyzed assignments, readings, and student learning outcomes to identify areas for improvement. The revised curriculum emphasizes conceptual thinking, analysis, and engaging with ideas rather than just reporting plot details. New assignments encourage students to dialogue with texts and develop their own interpretations. The committee also aligned learning objectives between course levels to provide a clearer path for students. The hopes are that this updated approach will increase retention and the number of students passing into college-level English courses.
The committee revised the curriculum for a developmental writing course to better prepare students for college-level composition. They examined assignments, readings, and student learning outcomes to create a more conceptual approach. New materials prompted students to engage with texts rather than just report plot details. Scaffolded writing assignments gently pushed students to consider messages and inferences rather than just summarize. The resulting curriculum emphasized revision, invention, and engagement with texts and ideas through dialogue. Assignments were designed to aid transition between levels through clear links between course objectives.
Continuing Professional Development for TeachersPaul Woods
The document discusses continuing professional development (CPD) frameworks for teachers of English. It presents a 6 stage CPD framework that outlines typical development pathways for English teachers at different stages in their careers, from initial training to specialization. It provides examples of development activities, resources and training opportunities suitable for each stage through the British Council. These include online and face-to-face courses, workshops, resources and qualifications to support teachers' ongoing learning and development.
This document summarizes a new authentication mechanism for content management systems like Plone that uses one-time passwords (OTPs) sent via SMS to mobile phones. It aims to provide a simple and secure login option for non-technical authors that does not require a smartphone. The mechanism generates random 5-digit numbers as seeds to create unique 6-digit OTPs, encrypts them, and sends them as SMS. Upon login, Plone's authentication plugin decrypts and verifies the OTP to authenticate users and map them to roles without needing additional apps. This approach makes the system accessible to all with text-enabled mobile devices.
Assessing messaging activity in an online discussion forum using an innovatio...Luis Borges Gouveia
The document analyzes student participation and messaging in an online discussion forum using an innovation adoption approach. It finds that:
1) Most students were classified as being in the majority market of adopters and sent more messages than those in the initial market.
2) Students identified as more innovative sent more messages on average than less innovative students.
3) The majority of students were male, between 16-24 years old, and had prior experience using discussion forums.
This document discusses designing online and blended courses. It defines different learning formats such as fully online, blended, and web-enhanced courses. When deciding between these formats, instructors should consider curriculum structure, student readiness, their own preparedness, and available support. The document provides tips for instructors such as deciding when live interaction is needed, knowing your learners, using instructional technologies, and getting feedback. It emphasizes finding the right mix of elements through clear organization and facilitation to create an effective blended or online course.
The document summarizes the key elements of successful online teaching and learning. It discusses the characteristics of successful online students, including being self-motivated and having strong writing skills. It also outlines the qualities of good online instructors, such as being organized and responsive. The document emphasizes fostering interaction through forums, team projects, and building a sense of community. It concludes that a variety of training opportunities are needed to support online instructors.
These slides are an overview of the new English Australia CPD Framework, Sophie and Clare have both been involved in the development and consultations about the framework and show the steps involved in using the Framework as well as the theoretical underpinnings.
This document discusses creating standardized course designs across schools at KU Medical Center. It notes that KU Medical Center has schools of Medicine, Nursing, and Health Professions. Standardizing course designs can reduce student frustration, expand enrollment, help with accreditation, and allow faculty to focus on content over format. The Nursing school implemented a standardized Blackboard template, course design, and beginning of semester checklist. Standardization presents challenges but benefits students and allows for continuous quality improvement. Next steps include exploring new content delivery methods and mentoring faculty.
Ludka Kotarska Mid-term self-assessment revisited - making the most of the Ea...eaquals
This document discusses institutional self-assessment and its role in the Eaquals quality cycle. It describes the objectives and benefits of self-assessment, including encouraging reflection, empowering staff, and identifying areas for improvement. The document outlines Eaquals' self-assessment process, including conducting a self-assessment questionnaire, activities, and developing an action plan based on the results. It also discusses mid-term self-assessment, where institutions assess their progress since the last inspection. The document raises issues with the current approach and proposes focusing mid-term self-assessment on implementing recommendations and assessing indicators of excellence to better facilitate ongoing quality improvement.
The document summarizes a panel presentation on gaining faculty buy-in for Quality Matters implementation from representatives of four institutions. Each panelist described the context, timeline, issues faced, and lessons learned from their QM implementation process. Common issues faced included faculty resistance due to perceived infringement on academic freedom and lack of understanding of QM. Successful strategies included training, demonstrating impact, and emphasizing QM as a faculty-driven process to improve teaching and learning.
Peer observation is a ‘curriculum conversation’ that encourages the sharing of teaching ideas and reflection. So how does this work at Navitas and how can it improve the quality of teaching and learning?
The document discusses best practices for online pedagogy and instruction. It emphasizes fostering student collaboration, participation, and reflection through interactive approaches. Some strategies proposed include encouraging student-faculty contact through virtual office hours and discussions, encouraging cooperation among students by organizing them into groups, and giving prompt feedback on assignments and discussions. The goal is to respect diverse learning styles while also communicating high expectations for students.
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
The document summarizes the development of a program to recognize excellence in online course design through a peer review process. It describes the goals of improving online courses and helping institutions achieve recognition. Details include establishing submission guidelines, assembling review teams, providing feedback to applicants, and recognizing the benefits to instructors and students. In the first two years, the program reviewed 13 courses total and recognized 4 as exemplary.
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
Understand the ways in which an effective partnership with your Students' union can enhance the development of your student-focused activities.
Evaluate a range of approaches to partnership working with your students' union.
Assess your current working relationship with your student's' union and plan ways this can be effectively developed.
The IC Who "Lived" Me, Transitioning from implementing D2L to operationsD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 2 (User Enablement): The IC who lived me, Jon Krochmalnek, Senior Manager Implementation Services, D2L
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
The committee revised the curriculum for a developmental writing course with the goal of better preparing students for college-level composition. They analyzed assignments, readings, and student learning outcomes to identify areas for improvement. The revised curriculum emphasizes conceptual thinking, analysis, and engaging with ideas rather than just reporting plot details. New assignments encourage students to dialogue with texts and develop their own interpretations. The committee also aligned learning objectives between course levels to provide a clearer path for students. The hopes are that this updated approach will increase retention and the number of students passing into college-level English courses.
The committee revised the curriculum for a developmental writing course to better prepare students for college-level composition. They examined assignments, readings, and student learning outcomes to create a more conceptual approach. New materials prompted students to engage with texts rather than just report plot details. Scaffolded writing assignments gently pushed students to consider messages and inferences rather than just summarize. The resulting curriculum emphasized revision, invention, and engagement with texts and ideas through dialogue. Assignments were designed to aid transition between levels through clear links between course objectives.
Continuing Professional Development for TeachersPaul Woods
The document discusses continuing professional development (CPD) frameworks for teachers of English. It presents a 6 stage CPD framework that outlines typical development pathways for English teachers at different stages in their careers, from initial training to specialization. It provides examples of development activities, resources and training opportunities suitable for each stage through the British Council. These include online and face-to-face courses, workshops, resources and qualifications to support teachers' ongoing learning and development.
This document summarizes a new authentication mechanism for content management systems like Plone that uses one-time passwords (OTPs) sent via SMS to mobile phones. It aims to provide a simple and secure login option for non-technical authors that does not require a smartphone. The mechanism generates random 5-digit numbers as seeds to create unique 6-digit OTPs, encrypts them, and sends them as SMS. Upon login, Plone's authentication plugin decrypts and verifies the OTP to authenticate users and map them to roles without needing additional apps. This approach makes the system accessible to all with text-enabled mobile devices.
Assessing messaging activity in an online discussion forum using an innovatio...Luis Borges Gouveia
The document analyzes student participation and messaging in an online discussion forum using an innovation adoption approach. It finds that:
1) Most students were classified as being in the majority market of adopters and sent more messages than those in the initial market.
2) Students identified as more innovative sent more messages on average than less innovative students.
3) The majority of students were male, between 16-24 years old, and had prior experience using discussion forums.
The document discusses best practices for online discussion forums. It recommends that discussions be used to talk, share ideas, inquire, reflect, and think critically. Discussions should be either synchronous or asynchronous and designed to promote learning communities where students interact, participate, and acquire information. Students are advised to prepare by using technology effectively, managing their time, and maintaining proper decorum by using correct grammar, avoiding slang or profanity, and not using all caps. When implemented well, discussions can enhance learning through collaboration, analysis, diversity, and synthesis.
Francesco De Nobili | Content marketing. Le strategie e le tecniche per socia...Donne Digitali
Come riuscire ad intercettare nuovo pubblico attraverso il blog e/o i profili social, puntando tutto sui contenuti pubblicati? Oltre a utilizzare una metodologia per gestire i contenuti, dobbiamo sapere variare le nostre tecniche e strategie di content marketing in funzione del nostro pubblico di riferimento.
Vedremo insieme, anche attraverso esempi e casi studio, come imparare in modo pratico ad utilizzare queste tecniche e strategie con successo ed efficacia.
Donne Digitali 2016
Starburst: A New Graphical Online Discussion Forum Interfacealywise
This document describes the Starburst graphical interface designed to improve online discussions. It summarizes problems with traditional linear forums and outlines the design of Starburst, which represents discussion structure as a tree with posts as nodes. Starburst was tested on students participating in a previous discussion. Results showed students were more actively engaged, selecting threads to visit. While feedback was positive, students wanted more post information and navigation improvements. Future ideas include additional orientation features and mechanisms for convergence.
Qr code based secure otp distribution scheme for Online bankingSnehith
This document proposes a new authentication scheme for secure OTP distribution in net banking using QR codes and email. It describes existing OTP distribution methods like text messages and proprietary tokens that have drawbacks like being text-based and increase risk of tampering or identification over long periods. The proposed system generates one-time passwords using a pseudorandom number and timestamp, encrypts it with AES using the user's ATM PIN as the key, converts it to a QR code and distributes it via email. It aims to provide a more secure authentication method compared to existing text-based approaches.
Secured QR Code Authentication System
Two Way Encryption used to Enhance the security for QR Code. With Banking Application and Shopping Cart
Project by Pankaj Jeswani | Vishal Chhabria | Sagar Chawla
Under the guidance of Naveen Vaswani Sir
The document describes a blood bank management system project created by Rohit, Rakesh and Chirag and guided by Prof. Channabasava. The project aims to automate the operations of a blood bank by developing software to register donors, track blood collection and distribution, and generate reports. The existing manual system is time-consuming and error-prone. The new system will make the blood bank's procedures faster, more accurate and help address issues like scarcity of rare blood groups and availability of blood during emergencies.
A presentation on document management system presented by Converse Solutions during the Global Executive Event in Colombo, Sri Lanka, 22nd August 2010.
This document describes a blood bank management system that was created using Microsoft Access for the database and Visual Studio .NET for the interfaces. The system allows users to maintain donor details, blood component stock, screening details, compatibility testing, and blood requests and issues. It also provides monthly statistical reports on blood collection, blood groups, and RBC analysis. The objective is to efficiently manage all aspects of the blood bank's operations through this centralized computer system.
SRS on Online Blood Bank Managment system... GCWUF
This document outlines the requirements for an online blood bank management system. The system will allow administrators to register blood donors and enter new blood details. It will track blood stock levels and facilitate blood sales and purchases. The system aims to automate the tracking of blood products from initial ordering through administration and updates to medical records. It will support routine transfusions as well as special cases and emergencies. The system requirements include specifications for hardware, software, databases, and functional modules for administrators, donors and acceptors.
This document provides information on security training at a hotel. It discusses what security is, including protecting people, property, and information. It outlines the hotel's security plan, which involves access control, screening, restricted areas, patrols, drills, and emergency response plans. It describes security incidents like hijacking, food tampering, explosions, fires, and weapons. The purpose of security is to reduce risk and provide protection. The document also indexes various security topics like basic responsibilities, patrols, surveillance, equipment, and fire prevention.
A blog is a type of website where an individual maintains a regular diary of commentary, descriptions of events, or other content. Blog entries are usually displayed in reverse-chronological order and allow visitors to leave interactive comments. Common types of blogs include personal blogs, corporate/organizational blogs, and genre-focused blogs on topics like travel, fashion, or news. Real estate blogs help position agents as experts by providing commentary and information on local real estate trends.
Long distance relationships can work! Supporting international top up degree ...SHU Learning & Teaching
This document summarizes the lessons learned from a collaborative partnership between Sheffield Business School and a Southeast Asian partner to deliver top-up business degree programs. Key aspects of the partnership include a "flying faculty" model with short module deliveries by UK faculty, supported by local tutors. Student performance data shows pass rates and marks comparable to campus programs. The summary emphasizes the importance of developing student community, supporting the transition to UK-level study, ongoing communication between partners, and taking time for review and reflection to continuously improve the partnership.
This document outlines an agenda for a Dream Team Training. It includes sections on welcome and introductions, background about the program, components of video lessons, available resources and support, and a question and answer period. The training covers how to create effective video lessons to demonstrate math and science concepts. Teachers will learn about lesson plan templates, rubrics, and including elements like guided practice in their videos. Resources provided include tablets, video editing software, templates, books, and standards documents. Support is available from instructional and design experts, as well as other teachers participating in the program. Next steps discussed are creating example videos, prioritizing standards, scheduling coaching, and an upcoming webinar.
This document outlines an agenda for a Dream Team Training event. It includes sections on welcome and introductions, background about the organization's mission, an overview of video lesson components and how they work, available resources and support, and a question and answer period. The training covers how to create effective video lessons using templates and rubrics, with support from content and design experts. Next steps include creating sample video lessons, prioritizing standards, scheduling coaching, and upcoming webinars for continued collaboration.
This presentation discusses implementing principles of learning for instructional design through classroom examples. It profiles two teachers, Amy Hale and Andrea Echelberger, and their struggles teaching adult education courses. Amy teaches an ABE class where students lack attention and focus. Her lessons involve lengthy lectures followed by individual assignments. Students struggle to complete assignments and want guidance on studying. The presentation poses questions to reflect on improving student engagement and lesson organization. It also invites discussing challenges with other educators to share instructional practices.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
This document provides an instructional plan for a course on budgeting and finance for young adults. The plan includes an assessment of needs, instructional goals and objectives, assessments, learner characteristics, delivery methods, resources, implementation timeline, and evaluation strategies. The course aims to teach students how to manage a household budget, open and use a bank account, and understand basic banking and financial concepts.
This 3 sentence summary provides the key details about the COMM12033 Speech and Script course:
This course considers aspects of speech as applied in corporate and media settings, including historical and rhetorical perspectives on speech, speech as institutional talk, and writing for speech. Students will complete theory-based practical assessment tasks, including a portfolio compiling weekly activities and a practical assessment involving writing and delivering a speech and audio-visual script. The course aims to help students discuss effective speech making, explain social practices behind institutional talk, and write and deliver speech effectively across different genres.
Pbl full curricularapproach_lancasteraof_061609NAFCareerAcads
The document summarizes the 2009 Institute for Staff Development presentation on the Lancaster High School Academy of Finance. It outlines the academy's curriculum, student projects, and successes. Some of the projects discussed include a mock interview project to prepare students for internships, a financial literacy project for elementary students, and a senior credit card seminar. The academy has seen growth in developing real-world projects that apply classroom lessons and provide leadership opportunities for students.
The blended learning research: What we now know about high quality faculty de...EDUCAUSE
This document summarizes research on faculty development and course design for blended learning. It finds that active learning, administration/leadership, and responsiveness are the most important competencies for blended teaching. Faculty development programs should provide hands-on experience in a blended course to help instructors acquire new skills. Topics covered include course redesign, content selection, learning activities, assessment, and time management. Supporting faculty with blended course design and a learning community is key to success.
Portfolio Based Language Assessment in LINCAugusta Avram
A short introduction to Portfolio Based Language Assessment in LINC programs(Language Instruction for Newcomers to Canada): what, how and why. The presentation was used to support the introduction of PBLA to a group of TESOL students.
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Solution Tree PLC Luncheon Presentationchrismorgan
The document provides information about beginning a professional learning community (PLC) journey at Piedmont Elementary School. It outlines a preparatory phase including needs analysis, overview, and keynote sessions to introduce staff to PLC concepts. It then discusses building the foundation of a PLC through developing shared knowledge, missions, goals and sustainable structures. Finally, it outlines services from Solution Tree to support implementing the PLC process through training, coaching, tools and resources to assess student learning, identify standards, develop teams and monitor progress.
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
Supporting transition through peer assisted learning (pal)SEDA
The document discusses the Peer Assisted Learning (PAL) program at the University of Bradford. The PAL program aims to support student transition and provide opportunities for developing employability skills. It operates across disciplines and involves upper-level students facilitating small group sessions for first-year students. Evaluation shows PAL benefits both first-year students and PAL leaders by improving belonging, skills, and retention. The program has expanded significantly since starting in 2012.
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
This document discusses different approaches to incorporating teamwork in higher education courses to support students' professional development. It begins with an introduction from Peter Hartley and Chris Dearnley about their careers and interests. They then pose questions about how course teams incorporate student teamwork and what the ideal mix of teamwork looks like.
The document outlines several educational approaches that differ in who sets the problem/task and manages the group process, including team-based learning (TBL), problem-based learning (PBL), and project groups. Examples of implementing TBL at various universities are provided. Scaling Up, a HEFCE project, and an example of cybersecurity PBL are also summarized. Overall, the document explores how to
A Blended Online Approach for Faculty Development in Online TeachingFeng Wang
Mount Saint Mary College implemented new policies requiring faculty training for teaching online courses. This included a blended online professional development course called "Teaching and Learning Online" over 4 weeks. The course provided intensive, practical training to help faculty redesign their online courses, including instructional design, interactions, assessments, and content development. It included readings, discussions, and a course design project. While some issues around workload and compensation remained, initial feedback on the training course was positive and led to improvements in online course quality.
Similar to Post University's Online Discussion Forum Guideline (20)
A Blended Online Approach for Faculty Development in Online Teaching
Post University's Online Discussion Forum Guideline
1. An Online Discussion Forum Guideline: A Win-Win for Students and Instructors Zvi Goldman, PhD, MBA Marketing Concentration Online MBA Program Post University Waterbury, CT 1/26/2011 1 Zvi Goldman - Discussion Guideline
7. Source: Online Discussion Role and Significance Online Discussion is Critical to Program Success “What Factors Impact Student Retention and Success?” The survey message is clear: Focus more on: High-contact engagements Group sharing/learning Active, hands-on participation Focus less on: Non-interactive assignments Technology for the sake of technology 1/26/2011 3 Zvi Goldman - Discussion Guideline
8. Online Discussion Role and Significance Quality Online Discussions Don’t Just ‘Happen’ Thequalityof an online discussion is not a random occurrence; its success largely depends on a carefully constructed design plan and execution. 1/26/2011 4 Zvi Goldman - Discussion Guideline
9. Online Discussion Role and Significance Structured Discussions Lead to Quality Interaction Many studies have related certain group structures toqualityof online postings.High level structured groups found more instrumental than low level structured groups in facilitating critical thinking and interaction in the online discussion environment. 1/26/2011 5 Zvi Goldman - Discussion Guideline
10. Online Discussion Role and Significance Student-Instructor Interaction is Critical Theinstructional value and educational importance of online asynchronous threaded discussions are highlighted by many studies, which emphasize the critical role of student-instructor interactions in promoting critical thinking. 1/26/2011 6 Zvi Goldman - Discussion Guideline
11. Online Discussion Role and Significance Instructor’s Quality Presence is Essential Instructor’squality of presence in online classes (cognitive, social, and teaching presence) has been significantly associated with, learner satisfaction, learning outcomes,course success andstudent retention rate. 1/26/2011 7 Zvi Goldman - Discussion Guideline
12. Discussion Load and the Quality Challenge Weekly Discussion Characteristics Example of assessed Discussion workload: 1/26/2011 8 Zvi Goldman - Discussion Guideline !!!
13. Discussion Load and the Quality Challenge Course and Discussion Workloads 1/26/2011 9 Zvi Goldman - Discussion Guideline Weekly Discussions consume over 9 hours, ~60% of Course workload:
14. Discussion Load and the Quality Challenge Need / Challenge Statement The need: From all perspectives, the Discussions need to be valuable, productive and efficient. The challenge : Provide students with the best possible Discussion learning experience while keeping the associated workload manageable for both students and instructors. The approach: Post University Online MBA Program has recently launched an Online Discussion Forum Guideline for all teaching staff, faculty and adjuncts, to help accomplish and sustain a balance between Discussion quality and workload. 1/26/2011 10 Zvi Goldman - Discussion Guideline
15. Discussion Load and the Quality Challenge Online Discussion Forum Guideline Goals Achieveconsistency: Institute a single reference guideline, common to all teaching staff. Support aculture of excellence andcontinuous improvement: Encourage all to share 'Best Practices’. Optimizelearning experience: Harness the practical experience of the entire teaching staff. Find optimal balance:between learning experience quality, productivity and efficiency. Promote Program’s quality and differentiation. 1/26/2011 11 Zvi Goldman - Discussion Guideline
16. Online Discussion Guideline Design Approach Discussion Guideline Inclusive Approach One Guideline Fits All! 1/26/2011 12 Zvi Goldman - Discussion Guideline Discussion-Related Guideline Content Minimum Requirements "Best Practices" Actions ::: ::: Do & Don't I. Design & Develop ::: ::: ::: ::: II. Set Expectations ::: ::: Categories ::: ::: III. Launch & Manage ::: ::: Primarily the responsibility of: Course developers and/or the Faculty in charge Course instructors GO
17. Online Discussion Guideline Design Approach Guideline Content Definitions Minimum Requirements: Required minimum standards and actions from all instructors, promoting consistency across Post University Online MBA Program. “Best Practices”: Suggested tested practices and behaviors which exceed the minimum requirements, promoting Post University Online MBA Program excellence and differentiation. 1/26/2011 13 Zvi Goldman - Discussion Guideline
18. Online Discussion Guideline Content Design & Develop: Minimum Requirements Typically determined by course developers and maintained by course instructors: Install a non-graded thread for non-course-related communication. Develop 2-4 discussion threads for each week. Include threads for general questions at critical junctures of the course. Integrate discussion topics related to or reflective of concurrently addressed weekly content. Design many evidence-based discussions (supported by student's experience and research). Articulate the topics to promote critical thinking and argumentation. Allocate at least 25% of the total course grade to discussions. Include the discussion grading rubrics based on the expectations below in the syllabus. 1/26/2011 14 Zvi Goldman - Discussion Guideline
19. Online Discussion Guideline Content Set Expectations: Minimum Requirements Implemented by the course developer or the course instructor. Expect students to: Read all postings. Start posting no later than Wednesday on each Discussion thread. Show substantive presence on discussions at least three days a week. Respond to the original/seed question and all other questions directly addressed to them. Post at least four substantive contributions on each discussion thread. Offer evidence-based support (of own experience and cited research) at least once per thread. Demonstrate course knowledge and critical thinking. Apply normative/proper English and grammar (no texting or abbreviations). 1/26/2011 15 Zvi Goldman - Discussion Guideline
20. Online Discussion Guideline Content Launch & Manage: Minimum Requirements May typically be implemented by the course instructor: Greet students on the first Discussion week and facilitate introductions. Respond to all questions addressed to the instructor within 24 hours. Draw lagging students in and inform the Student Advisors of no-shows. Acknowledge individuals with great contributions and stop unprofessional online behaviors. Manage the Discussion quality to benefit all students - discourage fluff postings. Facilitate, evolve and maintain the Discussions to focus on stated unit/course objectives. Show substantive presence at least four days a week, including one week-end day. Challenge students to think deeper, differently and critically. Share your own knowledge and experience. Identify and manage (off-line) students with sub-par language skills. Grade Discussions by Wednesday of the following week. Report to APM on important issues (no-shows, plagiarism, etc.) 1/26/2011 16 Zvi Goldman - Discussion Guideline
22. Program Implementation Survey Design Surveyed data being collected from Students and Instructors: 1/26/2011 18 Zvi Goldman - Discussion Guideline
23. Reported Weekly Quantitative Workload Assessing the hours workload for students and instructors: 1/26/2011 19 Zvi Goldman - Discussion Guideline Program Implementation
34. Each perceived workload level was associated with a wide range of reported workload hours; 'Heavy' &'Very Heavy' ranges (average of 12 hours) were significantly higher than 'Minor' &'Medium' ranges (average of 7.2 hours)
35. Over 2/3 of Students perceived the Value for both Course and Discussion to be 'High' or 'Fair'
36. There was no significant correlation found between Workload and Value, but a significant associations were found for the Very High Value and the Low Value Discussion Perceptions:
37. Students and Instructors Discussion Workloads correlated significantly and positively in promoting Very High Value perception (i.e. Students perceived a high value in Discussion when they matched the time spent by Instructors)
38.
39. Student Survey Hello Post MBA Students: You are invited to participate in a voluntary survey which will help us improve services to our students. Please help us collect honest data that will help us better design our Discussions and balance their load within the overall course load for you. Select the course and section number: [List of courses and sections provided] Enter the number of additional MBA courses taken concurrently at Post University with the course you report on now. [Choices: 0, 1, 2] Enter your GPA coming into the class (use x.xx numeric format). [Number expected] Looking back, how much relevant experience (previous exposure to the taught content) did you have coming into this course? [Choices: 1. None, 2. Negligible, 3. Some, 4. Fair, 5. Substantive] On average, how many hours per week have you spent on this course (including reading, research, discussion, assignment and communication with peers and instructors)? Use x.x numeric format. [Number expected] How would you rate the overall Course load for you in this class? [Choices: 1. no load, 2. minor load, 3. medium load, 4. heavy load, 5. very heavy load] How would you rate the overall Course value for you in this class? [Choices: 1. no value, 2. minor value, 3. fair value, 4. high value, 5. very high value] On average, how many hours per week have you spent specifically on Discussion (including research, reading and posting)? [Number expected] How would you rate the overall Discussion load for you in this class? [Choices: 1. no load, 2. minor load, 3. medium load, 4. heavy load, 5. very heavy load] How would you rate the overall Discussion value for you in this class? [Choices: 1. no value, 2. minor value, 3. fair value, 4. high value, 5. very high value] Zvi Goldman - Discussion Guideline
40. Instructor Survey Hello Post MBA Instructors: You are invited to participate in a voluntary survey which will help us improve services to our students. Please help us collect honest data that will help us better design our Discussions and balance their load within the overall course load for you. Select the course and section number. [List of courses and sections provided] Enter the number of additional courses you teach concurrently with the course you report on now. [Choices: 0, 1, 2] Enter number of students in class at the time of the survey. [Number expected] How would you rate your professional experience level with the course content? [Choice: 1: average, 2: above average, 3: substantial, 4: very high, 5: top expert] On average, how many hours per week have you spent on teaching this course (including management, discussion and grading; not including development)? [Number expected] How would you rate the overall Course load for you in this class? [Choices: 1. no load, 2. minor load, 3. medium load, 4. heavy load, 5. very heavy load] How would you rate the overall Course value for your students in this class? [Choices: 1. no value, 2. minor value, 3. fair value, 4. high value, 5. very high value] On average, how many hours per week have you spent specifically on Discussions (including reading, posting and grading; not including development)? [Number expected] How would you rate the Discussion load for you in this class? [Choices: 1. no load, 2. minor load, 3. medium load, 4. heavy load, 5. very heavy load] How would you rate the overall Discussion value for your students in this class? [Choices: 1. no value, 2. minor value, 3. fair value, 4. high value, 5. very high value] Are you teaching another course or section in this MOD? If so, please indicate yes and you will be prompted to retake the survey for that particular course or section. If you click no, the survey will be complete. [Choices: Yes, No] Zvi Goldman - Discussion Guideline
47. 63% of students reported to have ‘some’ to’fair’ level of experience coming into the course, 26% reported to have ‘none’ or ‘negligible’ experience only