Innovative In-company and E-learning: best practice, adaptability and return ...Alan Bruce
Overview of techniques and principles used in in-company e-learning to produce excellence, innovation and return on investment. Comparative international analysis of best practice in innovative in-company learning.
unimagined Shores: Jobless Futures and Digital GlobalizationAlan Bruce
Overview of the prfound and systemic changes in the job market and labor market access for marginaized groups, especially those impacted by disability. The presentation focuses on the impact of both globallization and new digital tecnologies. It posits a future where traditional jobs will disappear to be replaced by flexible employment structurres built around innovative socio-communicative competences and transferable methods of certification and accreditation.
Global Challenge, International Opportunity: Rehabilitation, Quality, Inclu...Alan Bruce
Presentation at NCRE Fall Conference in Washington, DC in November 2014. Focus on global dimesnions of rehabilitation education and international disability rights in professional best practice.
Rose Cawood from Glasgow Caledonian University delivered this presentation on their 'Strategy for Change' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
This presentation was given by Graham Donaldson from the College of Social Sciences, Glasgow University at the GCES Conference on Governing Education in a Complex World during the Keynote on Professionalism and Governance in Brussels on 18 October 2016.
Innovative In-company and E-learning: best practice, adaptability and return ...Alan Bruce
Overview of techniques and principles used in in-company e-learning to produce excellence, innovation and return on investment. Comparative international analysis of best practice in innovative in-company learning.
unimagined Shores: Jobless Futures and Digital GlobalizationAlan Bruce
Overview of the prfound and systemic changes in the job market and labor market access for marginaized groups, especially those impacted by disability. The presentation focuses on the impact of both globallization and new digital tecnologies. It posits a future where traditional jobs will disappear to be replaced by flexible employment structurres built around innovative socio-communicative competences and transferable methods of certification and accreditation.
Global Challenge, International Opportunity: Rehabilitation, Quality, Inclu...Alan Bruce
Presentation at NCRE Fall Conference in Washington, DC in November 2014. Focus on global dimesnions of rehabilitation education and international disability rights in professional best practice.
Rose Cawood from Glasgow Caledonian University delivered this presentation on their 'Strategy for Change' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
This presentation was given by Graham Donaldson from the College of Social Sciences, Glasgow University at the GCES Conference on Governing Education in a Complex World during the Keynote on Professionalism and Governance in Brussels on 18 October 2016.
Junaid Hussain from Equality and Inclusion Partnership delivered this presentation on their 'Healthy Diversity' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
This paper aims at
- Identifying the missing links in architectural education and practice;
- Identifying the challenges in Architectural education and practice;
- Changing trends in Architecture;
- Suggests ways to broaden the Architectural experience
The distinctiveness of australian distance education – thealanwylie
The Australian and New Zealand Keynote Panel presentation by Emeritus Professor Bruce King for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Quality assurance in virtual education accreditation keynote-ossiannilsson_2018Ebba Ossiannilsson
My keynote at the Virtual Distance Education Quality and Trends Conference in Santo Doming, R, D.,organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA 30 May 2018
Ossiannilsson evaluation and accreditation for quality assurance in higher di...Ebba Ossiannilsson
My Panel presentation at the Virtual Distance Education Quality and Trends, Policies and Regulations in Virtual Higher Education: Reflections, organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA, Santo Domingo, R.D. 30 May 2018
Combating youth homelessness in Canada: what lessons for EuropeFEANTSA
Presentation given by Stephen Gaetz, York University, Toronto (Canada) at the 2013 FEANTSA Conference "Investing in young people to prevent a lost generation:
policy and practice in addressing youth homelessness" http://feantsa.org/spip.php?article1596&lang=en
Eyes wide open! The invisible restraints affecting youth digital practice in HEJisc
Speaker: Caroline Kuhn, PhD student and part time lecturer, University of Bath.
The session will reflect upon the findings of Caroline's PhD research study that looked into how, why and to what extent do undergraduates engage with (open and participatory) tools.
Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
Connected Minds: Technology and Today's LearnerEduSkills OECD
OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"
How African RCEs Can Be Engaged with Mobilizing Education and Learning Toward...ESD UNU-IAS
Presentation and panel discussion 'RCE Engagement in National and International Sustainability Processes'
How African RCEs Can Be Engaged with Mobilizing Education and Learning Towards SD & SDGs Implementation
Dr. Mary Otieno, Senior Lecturer, Kenyatta University, Retired RCE Coordinator, RCE Greater Nairobi, Kenya
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines
Creativity, education and readiness for the world ahead – Geoff MulganEduSkills OECD
This presentation was given by Geoff Mulgan at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Supporting Skills for Inclusion: International professional rehabilitation c...Alan Bruce
Paper presentation at NCRE Conference, Anaheim, California in April 2017 with colleague Dr. Terri Lewis. Looks at educational interventions to support marginal populations in traumatic environments. Focus is on refugee learning strategies in Europe, Taiwan and United States.
Junaid Hussain from Equality and Inclusion Partnership delivered this presentation on their 'Healthy Diversity' Erasmus+ project at the Erasmus+ Inspiring Inclusion event in London on 12 November 2019.
This paper aims at
- Identifying the missing links in architectural education and practice;
- Identifying the challenges in Architectural education and practice;
- Changing trends in Architecture;
- Suggests ways to broaden the Architectural experience
The distinctiveness of australian distance education – thealanwylie
The Australian and New Zealand Keynote Panel presentation by Emeritus Professor Bruce King for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Quality assurance in virtual education accreditation keynote-ossiannilsson_2018Ebba Ossiannilsson
My keynote at the Virtual Distance Education Quality and Trends Conference in Santo Doming, R, D.,organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA 30 May 2018
Ossiannilsson evaluation and accreditation for quality assurance in higher di...Ebba Ossiannilsson
My Panel presentation at the Virtual Distance Education Quality and Trends, Policies and Regulations in Virtual Higher Education: Reflections, organized by Ministerio de Educación Superior Ciencia y Tecnología, MESCyT, and Universidad Abierta para Adultos, UAPA, Santo Domingo, R.D. 30 May 2018
Combating youth homelessness in Canada: what lessons for EuropeFEANTSA
Presentation given by Stephen Gaetz, York University, Toronto (Canada) at the 2013 FEANTSA Conference "Investing in young people to prevent a lost generation:
policy and practice in addressing youth homelessness" http://feantsa.org/spip.php?article1596&lang=en
Eyes wide open! The invisible restraints affecting youth digital practice in HEJisc
Speaker: Caroline Kuhn, PhD student and part time lecturer, University of Bath.
The session will reflect upon the findings of Caroline's PhD research study that looked into how, why and to what extent do undergraduates engage with (open and participatory) tools.
Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
Connected Minds: Technology and Today's LearnerEduSkills OECD
OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"
How African RCEs Can Be Engaged with Mobilizing Education and Learning Toward...ESD UNU-IAS
Presentation and panel discussion 'RCE Engagement in National and International Sustainability Processes'
How African RCEs Can Be Engaged with Mobilizing Education and Learning Towards SD & SDGs Implementation
Dr. Mary Otieno, Senior Lecturer, Kenyatta University, Retired RCE Coordinator, RCE Greater Nairobi, Kenya
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines
Creativity, education and readiness for the world ahead – Geoff MulganEduSkills OECD
This presentation was given by Geoff Mulgan at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Supporting Skills for Inclusion: International professional rehabilitation c...Alan Bruce
Paper presentation at NCRE Conference, Anaheim, California in April 2017 with colleague Dr. Terri Lewis. Looks at educational interventions to support marginal populations in traumatic environments. Focus is on refugee learning strategies in Europe, Taiwan and United States.
Keynote Presentation at the IT Sligo UDL Conference Frederic Fovet may 26Frederic Fovet
While there have been bold developments in the use of Universal Design for Learning (UDL) in the post-secondary sector over the last ten years on both sides of the Atlantic, much of these efforts have focused on showcasing the pedagogical benefits of its implementation. This discourse has remained a little naïve when it comes to management of change and organizational leadership. In the worst case scenarios, naivety has given way to actual clumsiness, which has been counter-productive in getting buy-in from faculty.
This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
Seminar (4th in series) developed and presented as part of responsibilities of Visiitng Professorship in National Changhua University of Education, Taiwan (March 2016)
Open Horizons and Global Citizenship: the disruptive innovation of collaborat...Alan Bruce
Overview of issues and themes in international education and pedagogical transformation, set againsrightsand opportunities from perspectives of global citizenship. Keynote presentation at ICOFE Conference in Open University of Hong Kong, July 2016.
Redefining lifelong learning webinar presentation slides.pptxILC- UK
We know that we’re living longer, which means many people will also be working for longer. One in seven people over 65 are still employed in the UK, but we’re still seeing challenges in our labour markets.
According to the ILC’s Healthy Ageing and Prevention Index, the UK’s work span is only 31.5 years, ranking the UK 47th out of 121 countries. Skills shortages driven by demographic change are hitting all sectors of the UK’s economy: by 2030, we could see a shortage of 2.6 million workers. On the other hand, if UK employment rates for those aged 50 to 64 matched the rates of those aged 35 to 49, the country’s GDP would increase by more than 5%.
One way to improve work span and employment is through lifelong learning. However, in the UK, as the Learning and Work Institute’s Adult Participation in Learning survey showed, rates of learning continue to fall with age. In 2023, only 36% of people aged 55 to 64, 24% of those aged 65 to 74, and 17% of those aged 75 and over said that they’d taken part in any kind of learning in the past three years.
To better understand the approaches in other countries, we consulted with experts in lifelong learning, both from the UK and globally. ILC's report, in collaboration with Phoenix Insights, Redefining lifelong learning: lessons from across the globe considers the approaches taken in Singapore, Japan, South Korea, Canada, Germany, the Netherlands and Sweden. While each country’s approach is different, and shaped by its wider cultural, political and economic context, there are some common threads including: learning culture; the range of learning opportunities on offer; levels of support and investment; and accessibility
From curiosity to systemic implementation: Making UDL buy-in a strategic inst...Frederic Fovet
There has been growing but sporadic interest around Universal Design for Learning across the post-secondary sector in most jurisdictions over the last decade. This, in itself is encouraging and there is no doubt that the notion that inclusion must be achieved through proactive inclusive design rather than through retrofitting and accommodations is finally gaining in popularity and visibility. While many of the initiatives seeking to implement UDL are effective and credible, these are usually led by individual instructors or small communities of practice. As such, they represent powerful illustrations of UDL in action but they fail to tackle the complexity of how systemic implementation can be achieved across institutions. This presentation will offer an ecological view of the numerous factors that come into play when institutions consider campus-wide UDL implementation, and will prepare participants to proactively prepare for this complexity. It is undeniable that the COVID pandemic and the pivot to online teaching and learning have further muddied the waters, and the presentation will seek to explore what specific post-pandemic UDL efforts are now necessary.
Innovation, Governance and Reform in Education How CERI Research can Inform t...EduSkills OECD
This presentation was given by Dirk Van Damme, Head of CERI, at the opening session of the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014. It looks at the challenges for educational policy and reform, the role of innovation in education, the governance of education systems, as well as the important themes of trust, leadership, accountability, professionalism, and knowledge.
Education and training in india issues and opinions IIM I Youth Symposia Top ...Abhimanyu Sukhwal
Education and training in india issues and opinions presented at IIM I National Youth Symposia 2011 adjudged amongst national Top 5 Entry presented by Mr Abhimanyu Sukhwal & Team
Similar to [OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning (20)
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
[OOFHEC2018] Day 2 Liz Marr: Short Learning Programmes for Lifelong Learning
1. Short learning Programmes
for Lifelong Learning
Liz Marr
Director of Teaching
Learning and Teaching Innovation
The Open University
2. • Education is a human right with
immense power to transform. On its
foundation rest the cornerstones of
freedom, democracy and sustainable
human development.”
• 'Education is the premise of progress
in every society. It is the basis for
sustainable economic growth and a
fundamental building block for
healthy, democratic societies.'
• Kofi Annan, 2016
3. Some socio-economic challenges
• Demographic change - longer working lives and larger, ageing
populations
• Inequality and unemployment
• Constantly accelerating pace of technological change - new jobs, new
skills needs
• Population displacement - geopolitics, scarce resource, climate
change
• Unequal access to higher education
4.
5. Universities and lifelong learning
• Conceptions of ‘the university’ are changing
• Alternative models of informal learning present opportunities for
disruptive innovation
• MOOCs and eSLPs can disrupt existing models and present
opportunities for emancipating learning
• Emancipating learning may support skills and personal development
• There are thorny issues relating to credit and credentialism
6. What are eSLPs?
• EADTU project define as:
• Level 4-8 EQF
• 5 – 60 ECTs
• Recognised and accredited
• Can be used as stackable elements of a programme
• Market driven
• Targeting non traditional and adult learners
• Online/blended
• Flexible and scalable
7. What does the eSLP project aim to do
• Define concept and position of SLPs as part of HE systems and policies
of CPD and LLL, responding to needs of economy and personal
development
• Develop institutional policies, strategies and frameworks for
development and delivery of SLPs
• Empower university leadership and staff for curriculum and course
design, QA and recognition within EQF
• Develop guidelines for collaborative SLPs and related virtual mobility
• Design next steps to mainstream SLPs as a specific area of HE
provision
8. Are short learning programmes worth it?
Yes – they helped me to update my skills
which I needed to take up a new role No – they are relatively expensive and don’t get
recognised by employers
9. An alternative view?
An educational system should ‘provide all who want to learn with
access to available resources at any time in their lives; empower all who
want to share what they know to find those who want to learn from
them; and finally furnish all who want to present an issue to the public
with the opportunity to make their challenge known’.
Illych (1975)
10. Some questions for the project
• What should they be called?
• How can they be made to ‘count’ outside of a formal qualification?
• Should there be a minimum/maximum credit size?
• Does credit really matter?
• How can employers be helped to see the value?
• What should the pricing/funding look like and how can this be made
coherent across national boundaries?