Ouldi Introduction

The document discusses the Open University Learning Design Initiative which aims to map curriculum design processes, visualize touchpoints, and enhance collaboration. It does this through process mapping, visualization of key requirements, and a toolbox of resources mapped to identified gaps. Training and support are offered at various levels through independent and collaborative activities to ensure uptake of the initiative.

Education

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Kristie DeLoreto is a client-focused project manager and solution architect with over 10 years of experience in instructional design, project management, and needs assessment. She has a demonstrated ability to deliver solutions that drive client satisfaction and foster shared vision. With specialization in instructional design, learning solutions, needs assessments, project management, and corporate programs, she is skilled at developing and delivering innovative solutions in learning, leadership, and management development.

ccr

Nikko Badoles

Nikko Badoles was an active member of the Society of Automotive Engineers club from 2015-2016 where he shadowed experienced members and worked on engineering projects. In 2016-2017, he participated in the Co-op Fundamentals webinar series to enhance his professional skills for work term placements. The document provides Nikko's official co-curricular record and outlines various learning outcomes for different activities and experiences.

Oklahoma Brightspace Ignite Eval-Mentor

D2L Barry

Cluster structure

Whakatu Schools'

The document outlines the roles and responsibilities of various leadership positions for a project involving professional development on eLearning and classroom change. It describes the following key roles: Project Director - Overall responsibility for the project, including financial oversight and reporting progress. Project Facilitators - Provide leadership and support to project facilitators. Attend meetings and help establish systems to achieve goals. Project Lead Teachers - Lead practice changes in their own schools and participate in training. Monitor effectiveness and make up the leadership committee. Cluster Principals - Develop the vision and strategy for the cluster. Establish processes and plans, approve budgets, and support growth towards the vision.

Liz Cleaver and Rachel Cowie

SEDA

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STARTALK1

The document summarizes observations from a site visit to a STARTALK teacher training program in 2008. It addresses content, instructional delivery, materials/technology used, assessment of learning, the learning environment, program administration, and alignment with STARTALK standards. The summary provides an overview of what was observed regarding program implementation and administration, and seeks any additional comments about the site visit.

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Joyce Seitzinger

The document discusses planning and communication for online learning projects. It emphasizes treating online learning development as a project that requires: (1) involvement of various stakeholders, (2) advance planning to ensure adequate resources, and (3) planning for any necessary staff development. It then provides examples of project tools and outlines the project development (pADDTIE) process, breaking it down into preparation, analysis, design, development, testing, and implementation/evaluation phases. Groups are assigned phases to identify missing tasks and choose tools to support their work.

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The document discusses conceptualizing learning design through a learning design approach that encourages reflective practices and promotes sharing. It describes learning design as consisting of tools, resources, and activities and translating into workshops, challenges, and pathways at different levels. Ongoing activities include evaluating the usefulness and development of design views, refining existing views, and exploring how best to share and discuss views.

The document discusses moving from a traditional "course business model" (CBM) to a learning design approach for developing courses. It proposes using learning design tools that consist of resources, activities, and tools to conceptualize courses. These learning design views would be captured in Excel templates and used throughout the design process to encourage reflection, sharing, and collaboration between stakeholders. Ongoing evaluation and development of the learning design views and tools is suggested.

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Mart Laanpere

The document proposes an alternative competence-driven approach to teacher accreditation in Estonia. It involves using an e-portfolio integrated with knowledge-building tools to scaffold intra-personal, inter-personal, and organizational development. The current paper-based system was found to lack support for reflection, feedback, and innovative teaching materials. A scenario was designed and validated with teachers, with tools to create learning paths and organizational policies. The next step is engaging policymakers to renew accreditation practices.

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curricsupport

This document discusses assessing transformation as part of a curriculum delivery program. It explores starting points for assessing transformation using a synthesis framework. Tools and frameworks are identified for gathering evidence of transformation, such as changes in direction, stakeholder benefits, addressing original challenges, and comparing situations over time. Challenges in assessing transformation are noted, as it is an emergent property with many influencing factors. The document provides examples of potential transformations and discusses how to identify evidence of transformations through tools like case studies, process models, and benchmarking.

"Challenging traditional program design and delivery to better support wideni...

Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.

Using learning analytics to improve student transition into and support throu...

Tinne De Laet

The presentation discusses two projects, STELA and ABLE, that aim to use learning analytics to help first-year students transition successfully to university. The STELA project develops dashboards to provide actionable feedback for students on a large scale. The ABLE project focuses on how learning analytics can support students throughout their first year. The presentation demonstrates learning analytics dashboards from NTU and STELA that analyze student engagement data to identify at-risk students and provide metrics and alerts to staff and students. It reflects on considerations for operationalizing learning analytics, including privacy, ethics, and supporting diverse university systems and student experiences.

Instructional design models

Julia Venter (Batley)

This document provides an overview of several instructional design models: ADDIE, Dick and Carey, ASSURE, and Backward Design. It first introduces instructional design models as tools and methods to help plan, create, and facilitate instructional content. It then lists some key characteristics of these models as having clear goals and being a team effort. The document proceeds to briefly describe each model and provides references for further information.

AUA partnerships 2014 - Partnership Operational Documents (PODs) and their ap...

ACBSP Global Accreditation

This document discusses partnership operational documents (PODs) and their role in administering academic partnerships. It outlines how PODs were developed to address challenges from a previously fragmented approach. PODs break down memorandum of agreements (MoAs) into operational details and actions to provide structure, systems, and clarity around expectations. The session aims to have groups work on interpreting an aspect of an MoA into a POD, with feedback. An example joint master's program is provided for the group exercise.

Cbe in flex paced it programs-scc

This document discusses competency-based education (CBE) in a flex-paced information technology program funded by a TAACCCT grant. It describes CBE approaches, highlights differences from traditional models, and outlines the components of Sinclair Community College's Accelerate IT project model including program development, course structure, delivery logistics, learner support, and challenges implementing CBE.

Inspiring learner engagement

Andrew Middleton

Naf 2010 leadership presentation rev 7 8. pptx

NAFCareerAcads

This document discusses leadership roles for successful curriculum integration. It recognizes that integrated curriculum, performance mapping, and authentic assessments are important, as is support from site and district leadership. The document outlines key components of linked learning pathways and project-based learning. It provides examples of basic to complex integration and discusses common pitfalls to avoid. Performance mapping is emphasized as it supports collaboration, links to standards, and allows for assessing student performance throughout projects. Leadership is seen as playing a key role in supporting integrated curriculum, work-based learning, student-centered teaching and learning, and providing tools, resources, coaching and vision.

Pascual Ale06

Rodrigo Pascual

This document summarizes an experiential learning project implemented in a mechanical engineering course. The project involved assigning student groups an industrial maintenance management project to complete over 15 weeks. Students applied concepts from class to a real-world problem. Feedback was positive, with students reporting they learned more practical skills and gained a better understanding of operations research. The project improved student performance and helped reduce the gap between theory and professional practice.

Hannah Smith - Removing Complexity through Creative, Collaborative Working at...

Laura Hallett and Hannah Smith presented techniques for managing a complex project to deliver a new student experience within four months across ten departments. Business analysis was used to identify required changes, and project management provided the framework. Engagement techniques included stakeholder maps, matrices, and visual agendas. The implementation approach involved context, tools, plans, RAID logs, stand-ups, user testing, and feedback loops. Evaluation comprised student and staff questionnaires, retrospectives, and adjusting their approach for next steps. Group work involved applying the tools, critiquing approaches, and discussing lessons learned.

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The STaR Plan is Texas' long range technology plan focused on transforming learning, assessments, educator preparation, leadership, infrastructure, and recommendations. It aims to have students use technology to propose and implement solutions to real-world problems while collaborating with experts. Teachers will participate in developing new learning environments and strategies through mentoring and staff development. Campus leadership will promote innovation with technology to increase student achievement. All classrooms will have access to district-wide resources through the network. Teachers must incorporate technology into the curriculum, and receive 40 hours of annual training, while modifying curriculum constantly.

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The STaR Plan is Texas' long range technology plan focused on transforming learning, assessments, educator preparation, leadership, infrastructure, and recommendations. It aims to have students use technology to propose and implement solutions to real-world problems while collaborating with experts. Teachers will participate in developing new learning strategies and campuses will promote innovation. All classrooms will have access to district-wide resources through the network. The plan recommends teachers incorporate technology into the curriculum, receive ongoing training, and adapt curriculum delivery constantly with documented technology progression.

7002 induction power point

Dawn Johnson

- The document outlines the support structure for participants in the MA Academic Practice program, including a workplace mentor, personal academic tutor, and peer learning groups. - The program is divided into four blocks focusing on influences for change in higher education, designing practitioner research projects, conducting research, and analyzing findings. - Assessment includes a formative presentation, a 5,000 word academic paper, and a 2,500 word professional portfolio including a rationale and evidence of professional development.

Other Duties as Assigned

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National university assessment process

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This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.

Instructional design models

Ronmari van Tonder

This document provides an overview of several instructional design models and theories, including the ASSURE, ADDIE, Dick and Carey, Backward Design, Kemp, Kirkpatrick, Gerlach and Ely, and Kemp models. It describes the key steps and processes involved in each model for analyzing learners, setting objectives, designing instructional strategies, developing and evaluating formative and summative assessments. Links are provided to additional online resources describing each model in more detail.

S ta r chart

The STaR Plan is Texas' long range technology plan focused on transforming learning and teaching, assessments, educator preparation and development, leadership and infrastructure. It recommends that teachers incorporate technology into the curriculum, receive 40 hours of annual technology training, and evolve into facilitators for 21st century students. All classrooms should be connected to local and wide area networks for online resources like streaming, videoconferencing and assessment. The plan is meant to be continually revised to encourage continuous innovation with technology leading to increased student achievement.

Sample Intervention

The document provides a sample intervention for introducing a Learning Design methodology to trainee teachers. It outlines a 4 step process: 1) Introduction and preparatory work, including familiarizing with key concepts and tools in advance. 2) A 'kick-off' event called a Design Challenge to help participants envision their course, gather knowledge, assemble an early design, and provide peer feedback. 3) Agreeing on next steps like timelines and evaluation methods. 4) Launching the course design and evaluating its effectiveness with support available throughout the process from tools, resources and peer support options.

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The STaR Plan is Texas' long range technology plan focused on transforming learning, assessments, educator preparation, leadership, infrastructure, and recommendations. It aims to have students use technology to propose and implement solutions to real-world problems while collaborating with experts. Teachers will participate in developing new learning strategies and campuses will promote innovation. All classrooms will have access to district-wide resources through the network. The plan recommends teachers incorporate technology into the curriculum, receive ongoing training, and adapt curriculum delivery constantly with documented technology progression.

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What's hot (20)

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May 09 - Delivery baselining session may09

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Cbe in flex paced it programs-scc

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S ta r chart

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Here are some key aspects of negotiations that I feel I do well: - Preparation - I take the time to understand all aspects of the negotiation from my perspective and try to understand the other side's perspective as well. Thorough preparation helps negotiations go more smoothly. - Active listening - I make an effort to truly understand the other side's interests, priorities, and constraints. Active listening helps build rapport and find mutually agreeable solutions. - Flexibility - I'm willing to consider different options and compromise when reasonable to reach an agreement. Rigidity often hinders negotiations. - Relationship building - I try to maintain a respectful, cooperative tone and focus on interests rather than positions. Building trust makes negotiations more productive

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The document defines key terms related to an investigation skills assessment (ISA) through a series of multiple choice questions. It provides definitions for terms such as independent variable, dependent variable, control variable, systematic error, random error, precise, reliable, and others. Learners select the correct term that matches each definition from response options. After submitting their answer, they receive feedback indicating if it was correct or not before moving on to the next question.

08 Table Views

The document discusses iPhone application development using scroll views and table views in iPhone SDK 3.2. It covers the basics of scroll views including content size, content insets, and scroll indicators. It also covers using scroll views with delegates and zooming functionality. Table views are introduced as a way to display lists of data, and the document discusses table view styles, anatomy, and using a data source to populate table views.

Operatingsystemwars 100209023952 Phpapp01

This document provides an overview of operating systems, including a brief history of major operating systems like Windows, Mac OS, and Linux. It discusses key aspects of operating systems like their interaction with hardware, types of operating systems, and the major players in the market. The document then compares features of different operating systems, discussing advantages and disadvantages of Windows, Mac, and Linux. It concludes by considering factors in choosing an operating system, like security, cost, and compatibility.

Accident Investigation

The document discusses accident investigation and prevention. It defines an accident and outlines the objectives of investigating accidents which include understanding causes, identifying prevention methods, and determining how to be thorough. It also describes the accident investigation process including what to investigate, who should investigate, and how to conduct interviews, analyze data, and write a report with findings and recommendations.

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C9 1 Negotiation Skills

Here are a few key aspects of negotiations that I feel I do well: - Preparation - I take the time to thoroughly research the issues, understand both sides of the negotiation, and develop a strategy before entering negotiations. Good preparation is essential for success. - Active listening - I make an effort to understand the other side's perspective and priorities. Really listening to what they have to say is important for finding common ground and creative solutions. - Building rapport - I try to develop a cooperative and trusting relationship with the other party. Establishing good rapport makes the negotiation process smoother. Some aspects I'd like to improve include: - Assertiveness - Sometimes I'm not as assertive as I could be

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Worship Focus Yahweh

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Yahweh is the personal name of God that was given to Moses. It occurs over 6,800 times in the Bible but is translated as "LORD" since Jews began saying "Lord" instead of Yahweh out of reverence. A mistranslation led to the name Jehovah. God revealed himself to Moses as "I AM" - the eternal, self-existent one. Yah is a shorter form of Yahweh used in names and phrases like Hallelujah which means "Praise Yah."

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This document provides information about the Pathways to Higher Education Project in Egypt, including: - The project is managed by the Center for Advancement of Postgraduate Studies and Research in Engineering Sciences at Cairo University. - It aims to enhance the skills of recent university graduates to improve their chances of obtaining scholarships and jobs. - It offers training programs in research skills, leadership development, and training of trainers. - A steering committee oversees the project which involves representatives from Cairo University, the National Council for Women, and other organizations. - This publication contains training materials developed for the project's programs.

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The document discusses learning design and tools that can be used to support the learning design process. It describes learning design as both a process of planning learning activities and a product representing that design. Key aspects of learning design include using a shared design language and notational systems to represent and discuss designs. Challenges of learning design include balancing precision with the fuzzy nature of practice and balancing personal designs with those meant to be shared. Tools discussed that support learning design include CompendiumLD and Cloudworks.

Alt c presentation

The document discusses embedding learning design processes at universities by being responsive to context. It describes workshops held at Brunel University on blended learning design using tools like Cloudworks and Compendium LD. The workshops aimed to introduce staff to learning design methodology and support decisions around creating blended modules. The document also discusses mapping Brunel's curriculum design and review processes to identify opportunities to provide consultation on blended learning. It applied a soft systems methodology to analyze current processes and identify possible improvements.

Short paper lams 2010

Cloudworks is a place for sharing and discussing learning and teaching ideas across professional boundaries. It applies best practices of Web 2.0 and since its 2009 launch has nearly 3,000 registered users and over 80,000 visitors. The document discusses how Cloudworks serves as a "pedagogical wrapper" to support idea sharing and recommends including information like prompts for key details and a shared language when uploading sequences to encourage discussion and collaboration.

Poster of the 5 views july10

The document discusses different methods for mapping learning designs at the macro, meso, and micro levels: 1. A Course Map provides an overview of a course across four key dimensions. 2. A Learning Outcomes view shows how learning activities and assessments align with intended outcomes. 3. A Pedagogy Profile maps different student activity types across a course or sequence of learning events. The goal is to represent learning designs using a shared language and notational system to generate, interpret, discuss, remember, navigate, and share learning designs. Different representations are needed to articulate certain design elements.

Short paper lams 2010

Short paper lams 2010

Cloudworks is a place for sharing and discussing learning and teaching ideas across professional boundaries. It applies best practices of Web 2.0 and since its 2009 launch has nearly 3,000 registered users and over 80,000 visitors. The document discusses how Cloudworks serves as a "pedagogical wrapper" to support idea sharing and recommends developing functions to allow sequences uploaded to other systems to be embedded in Cloudworks to promote discussion and collaboration.

Introduction to 3 representations

The document introduces three design representations for mapping out a course: 1) A Course Map view represents a course in terms of content and activities, communication and collaboration, guidance and support, and reflection and demonstration. 2) A Pedagogy Profile characterizes learning tasks into six types and looks at the spread of assessment across a course. 3) A Learning Outcomes view maps learning activities and assessment tasks to intended learning outcomes, based on the premise that students construct meaning from learning activities which are aligned to outcomes by teachers.

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Learning outcomes view

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