This document summarizes Australian universities' responses to three priorities funded by the Australian Learning and Teaching Council (ALTC): curriculum renewal/development, learning and teaching spaces, and addressing student diversity. It discusses various projects funded through the ALTC from 2006-2009 relating to these priorities. Key projects focused on curriculum scoping studies, curriculum development, learning design, student learning experiences, measuring student engagement, and identifying discipline priorities. The conclusion states that substantive curriculum work requires input from various stakeholders and bringing together different areas of expertise.
Being the pioneer for TVE teacher training and the only Faculty that is dedicated to TVE in Malaysia, KUiTTHO is engaging in continual improvements of its programmes. The
Faculty of Technical Education (FPTEK) becomes the main trainer/teacher/lecturers for the technical school, community colleges and polytechnics in the then Ministry of Education.
Being the pioneer for TVE teacher training and the only Faculty that is dedicated to TVE in Malaysia, KUiTTHO is engaging in continual improvements of its programmes. The
Faculty of Technical Education (FPTEK) becomes the main trainer/teacher/lecturers for the technical school, community colleges and polytechnics in the then Ministry of Education.
To organize operational activities, HEIs have increasingly taken good management practices of the business environment, which has shown an evolution of educational administration. This research had the objective of proposing a model of adaptive project management practices applied to inter-institutional business administration programs aiming at its performance and attainment of the objectives proposed by CAPES. The analogy of the inter-institutional business administration programs studied to the theme of Project Management made it possible to understand them as temporary organizations of medium complexity coming from strategic partnerships signed between Universities and that are inserted in a regulatory environment with social costs. The qualitative approach was used through the multiple case study method. To explore the phenomenon, the academic and operational coordinators of the two cases were interviewed and the planning and evaluation documents of the programs involved in the partnerships were collected, triangulating data. The analysis of the textual data of the primary data and the tabulation of data of the secondary data served as input for the comparative analysis of the cases and the interpretation of the results under a positivist bias. The analysis and interpretation of the results confirmed that both cases were successful in executing their projects, and in one of the cases, the application of managerial practices analogous to those of project management resulted in efficient management and with better results. The proposition of an adaptive project management model applied to inter-institutional business administration doctoral programs originates from the interpretation of the analyzes. It is understood that this proposal can be broadly extended to other types of projects in other areas of knowledge.
Keywords: Strategic Management of Graduate Studies. Inter-institutional Doctoral Programs. Adaptive Project Management. Project Management.
Abstract
- Curriculum is a crucial component of
any educational process. Curriculum development
and instructional management serve as effective tools
for meeting the present and future needs of the local
and national communities. In trying to strengthen
the quality assurance system in Philippine higher
education, institutions of higher learning were
mandated to upgrade higher education curricular
offerings to international standards. Anchored on
the PMI framework, data were gathered through in-
depth review of documents, interviews with program
coordinators and on-site observation in selected schools
offering Medical Technology program in U.S.A.,
Australia, Singapore, Japan, Thailand and Canada.
The benchmarking results showed that there were
major “plus” and “interesting” points that can be used
as guide in the innovation of the existing Philippine
Medical Technology program and can become the
basis of enabling implementation activities: reform
and improve curriculum structure, content, teaching-
learning strategies and employ competency-based
assessment process.
Experimental Study of Effectiveness of Constructivism Based Learning Model 5 Eijtsrd
The goals of this examination were to consider the social study of social science understudy in the time of learning through 5 ‘e'. Some example utilized popular in examination was ninth standard Social Science Studies understudies using Thirty eight understudies who were concentrating in the auxiliary school scholarly year 2019 in Bangalore. Which chose by bunch irregular testing. The exploration devices remained exercise strategy, the Five ‘E' knowledge series prototypical related to atmosphere and Climate, Social Science accomplishment assessment. The exploration was done through a set of Pre and Post Test plan. Information was investigated utilizing M Mean , SD, rate and ‘t' test for a ward. Aftereffects related to the examination was like the following 1 Social Science understudy instructors consume remained guidance with the Five ‘E' have Social Science accomplishment Pre Test ‘M' score 57.76 subsequent to education related to Pre Test M values is 29.68 82.81 . Dr. Praveen Kumar T. D "Experimental Study of Effectiveness of Constructivism Based Learning Model 5 "E"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47527.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47527/experimental-study-of-effectiveness-of-constructivism-based-learning-model-5-e/dr-praveen-kumar-t-d
Project-Based Learning Guided Lesson Study Improve the Achievement of Learnin...iosrjce
The research impact project-based learning guided lesson study in Seminar Accounting Education
course has been conducted in 2012. The research was focused to improve student achievement of learning
outcomes in Seminar Accounting Education course at Department of Accounting, State University of Malang.
The learning outcome were defined on skill levels, the exploration ability and reviewing issues (contemporary)
in the field of accounting education both conceptual and factual, creating of research proposal, and final grade.
The research approach was classroom action research guided lesson study. The data were analyzed by
comparing student score with the minimum requirement score and the improvement of score from cycle 1 to
cycle 2. The implementation of project-based learning guided lesson study improved the ability of student to
create research proposal. The average score achieved by the students has surpassed the minimum requirement
(75) in the cycle 1 and 84% of the students have surpassed the minimum requirement, and in the cycle 2, 100%
of the students have surpassed the minimum requirement.
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
TRADITIONAL VERSUS BLENDED LEARNING METHOD: A COMPARATIVE STUDY ON ITS EFFECT...ijait
ABSTRACT
This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents’ performance in ENGL118 (English Composition) had an effect on their performance in BUS261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student’sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents’ year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
To organize operational activities, HEIs have increasingly taken good management practices of the business environment, which has shown an evolution of educational administration. This research had the objective of proposing a model of adaptive project management practices applied to inter-institutional business administration programs aiming at its performance and attainment of the objectives proposed by CAPES. The analogy of the inter-institutional business administration programs studied to the theme of Project Management made it possible to understand them as temporary organizations of medium complexity coming from strategic partnerships signed between Universities and that are inserted in a regulatory environment with social costs. The qualitative approach was used through the multiple case study method. To explore the phenomenon, the academic and operational coordinators of the two cases were interviewed and the planning and evaluation documents of the programs involved in the partnerships were collected, triangulating data. The analysis of the textual data of the primary data and the tabulation of data of the secondary data served as input for the comparative analysis of the cases and the interpretation of the results under a positivist bias. The analysis and interpretation of the results confirmed that both cases were successful in executing their projects, and in one of the cases, the application of managerial practices analogous to those of project management resulted in efficient management and with better results. The proposition of an adaptive project management model applied to inter-institutional business administration doctoral programs originates from the interpretation of the analyzes. It is understood that this proposal can be broadly extended to other types of projects in other areas of knowledge.
Keywords: Strategic Management of Graduate Studies. Inter-institutional Doctoral Programs. Adaptive Project Management. Project Management.
Abstract
- Curriculum is a crucial component of
any educational process. Curriculum development
and instructional management serve as effective tools
for meeting the present and future needs of the local
and national communities. In trying to strengthen
the quality assurance system in Philippine higher
education, institutions of higher learning were
mandated to upgrade higher education curricular
offerings to international standards. Anchored on
the PMI framework, data were gathered through in-
depth review of documents, interviews with program
coordinators and on-site observation in selected schools
offering Medical Technology program in U.S.A.,
Australia, Singapore, Japan, Thailand and Canada.
The benchmarking results showed that there were
major “plus” and “interesting” points that can be used
as guide in the innovation of the existing Philippine
Medical Technology program and can become the
basis of enabling implementation activities: reform
and improve curriculum structure, content, teaching-
learning strategies and employ competency-based
assessment process.
Experimental Study of Effectiveness of Constructivism Based Learning Model 5 Eijtsrd
The goals of this examination were to consider the social study of social science understudy in the time of learning through 5 ‘e'. Some example utilized popular in examination was ninth standard Social Science Studies understudies using Thirty eight understudies who were concentrating in the auxiliary school scholarly year 2019 in Bangalore. Which chose by bunch irregular testing. The exploration devices remained exercise strategy, the Five ‘E' knowledge series prototypical related to atmosphere and Climate, Social Science accomplishment assessment. The exploration was done through a set of Pre and Post Test plan. Information was investigated utilizing M Mean , SD, rate and ‘t' test for a ward. Aftereffects related to the examination was like the following 1 Social Science understudy instructors consume remained guidance with the Five ‘E' have Social Science accomplishment Pre Test ‘M' score 57.76 subsequent to education related to Pre Test M values is 29.68 82.81 . Dr. Praveen Kumar T. D "Experimental Study of Effectiveness of Constructivism Based Learning Model 5 "E"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47527.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47527/experimental-study-of-effectiveness-of-constructivism-based-learning-model-5-e/dr-praveen-kumar-t-d
Project-Based Learning Guided Lesson Study Improve the Achievement of Learnin...iosrjce
The research impact project-based learning guided lesson study in Seminar Accounting Education
course has been conducted in 2012. The research was focused to improve student achievement of learning
outcomes in Seminar Accounting Education course at Department of Accounting, State University of Malang.
The learning outcome were defined on skill levels, the exploration ability and reviewing issues (contemporary)
in the field of accounting education both conceptual and factual, creating of research proposal, and final grade.
The research approach was classroom action research guided lesson study. The data were analyzed by
comparing student score with the minimum requirement score and the improvement of score from cycle 1 to
cycle 2. The implementation of project-based learning guided lesson study improved the ability of student to
create research proposal. The average score achieved by the students has surpassed the minimum requirement
(75) in the cycle 1 and 84% of the students have surpassed the minimum requirement, and in the cycle 2, 100%
of the students have surpassed the minimum requirement.
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
TRADITIONAL VERSUS BLENDED LEARNING METHOD: A COMPARATIVE STUDY ON ITS EFFECT...ijait
ABSTRACT
This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents’ performance in ENGL118 (English Composition) had an effect on their performance in BUS261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student’sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents’ year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
Teaching problem-based learning to engineering interdisciplinary graduate stu...eraser Juan José Calderón
July 2016
Conference: Proceedings of the PAEE/ALE’2016, 8th Fernando José Rodríguez-Mesa e Ismael Peña.
International Symposium on Project Approaches in Engineering Education (PAEE) and 14th Active Learning in Engineering Education Workshop (ALE)At: Guimaraes, Portugal
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
Notes from Gregynog HEA Research-Teaching Nexus Action Set Workshop (Sept 2009)NewportCELT
Notes and media guide by Charles Buckely (Bangor University) and Simon Haslett (University of Wales, Newport) of the Higher Education Academy All Wales Research-Teaching Nexus Action Set Workshop held at Gregynog Hall, 1-2 September 2009.
What philosophical assumptions drive the teacher/teaching standards movement ...Ferry Tanoto
What philosophical assumptions drive the teacher/teaching standards movement today? Are standards dangerous?
Week 4 - Reading highlights
Falk, B., 2002 and Tuinamuana, K., 2011
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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
Antifertility, Toxicity studies as per OECD guidelines
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Paper for HEA conference E McDonald ALTC v1.1
1. Australian universities’ response to the priorities of the Australian Learning
and Teaching Council
Paper prepared for Higher Education Academy Conference
Theme: Designing higher education of the future
Dr Elizabeth McDonald (Australian Learning and Teaching Council)
30 June – 2 July 2009.
Context
Among the various priorities funded by the Australian Learning and Teaching Council
(ALTC) are three that relate to the framework for ‘designing higher education of the
future’: curriculum renewal/development; learning and teaching spaces, and;
addressing student diversity. The various ALTC grant programs began in 2006, so
the work discussed in this paper covers the three year period 2006-20081. Many of
the projects have yet to report. All projects are designed to be substantive in nature
and are expected to embed some aspect of change. Only a small group of projects
which were part of the strategy to address discipline needs were designed as
investigations. The majority of projects are designed with the intention of creating
some form of change or providing the resources to do so. While projects that are not
completed are referred to in this paper, only those that were completed by early May
are referenced.
Curriculum renewal/development
The definition of ‘curriculum’ can be very broad. In some definitions, curriculum
encompasses all that influences the student learning experience. In this paper, the
term ‘curriculum’ encompasses the actual content taught, how it is taught and the
assessment of the content of courses.
The ALTC has commissioned a large body of work related to curriculum renewal and
development. Some of this arose from the Discipline Based Initiatives (DBI)
discussed above and some arose from competitive funding rounds under the Grants
Scheme priorities particularly those related to benchmarking academic standards and
assessment and more recently under a priority curriculum renewal/development.
Between 2006 and 2007, 31 discipline scoping studies were commissioned as part of
the DBI. These studies provide an analysis of the environment in which the discipline
is operating and by doing so also give a context for new work and identify areas of
need in relation to the discipline. Discipline groupings covered by these studies range
in breadth from Science, Law and ICT2 to more focused investigations such as Maths
in Engineering3 and Occupational Therapy4. Some studies cover a discipline within a
broad discipline field, for example Physics. Fourteen of DBI projects had reported by
4 May, the remainder should have reported by the end of 2009.
In an unpublished article, Neridah Baker (May 2009) suggests that the variation in
approach taken by the different teams has been driven by two characteristics, the
maturity of the discipline and the type of discipline. She suggests that disciplines can
be categorised as those with a well established professional body that results in a
1
During the planning year, 2005 six projects were funded and are included in the discussion in this
paper. All six projects have been finalised.
2
Koppi et al (2009)
3
Broadbridge & Henderson (2008)
4
Rodger et al (2009)
1
2. strong professional identity and those that support graduates to go to many and
varied careers and jobs. The reports arising from the former group ‘highlight the
importance of curriculum renewal and the development of forms of assessment that
mirror professional practice’. The reports from the latter group tend to ‘emphasise the
importance of developing appropriate graduate attributes’. The latter group of
disciplines has sought to find common territory for example the arts scoping study
has looked at the characteristics of its base qualification: the Bachelor of Arts5; and
the Science study: laboratory teaching.
In 2008, with the finalisation of the Discipline-Based Initiative, the ALTC Board
approved a new Grants Scheme priority ‘Curriculum Renewal/Development’ to assist
in addressing the issues arising from the DBI studies. The criterion in the funding
guidelines specifies that the expected outcomes from projects addressing curriculum
renewal/development is to “develop and model contemporary curricula that meet
student and employer needs and provide the basis for ongoing personal and
professional development for students’ and that ‘curriculum development/renewal
proposals should integrate content focussed discipline developments with learning
and teaching innovations’ 6. In designing the new funding priority there was an
assumption that the work arising from most DBI projects would be around aspects of
curriculum renewal/ development.
The curriculum funding priority has attracted the majority of applications in the Priority
Projects Program in the last two years – 77 out of 125 in 2008; 88 out of 144
applications in 2009. At the request of the ALTC, Owen Hicks undertook an analysis
of the 2008 applications. The findings were enlightening. There was wide discipline
coverage in the applications; some 25% of which breached conventional discipline
boundaries.
None of the applications made explicit what they understood by ‘curriculum
renewal’ and few provided much contextual background in which to locate the
project….. In relation to many of the applications, the question could have been
asked: “Is this curriculum renewal?” (Hicks, 2009a)
According to Hicks, for those applications that could be considered to be developing
contemporary curricula there was little argument as to how the proposed work would
meet the needs of industry or students. Overall the applications did not demonstrate
an integrated coherent attempt at curriculum development or renewal as intended
under the funding criteria. Although many of the proposals touched on curriculum as
defined in the broadest context the majority did not comply with the criterion specified
in the guidelines.
It seems clear from the experience in this program, that even when strong
background work has been undertaken such as in the case of the DBI scoping
studies, projects seeking to achieve widespread change through curriculum renewal
are not likely to arise without very specific funding rules or briefs. It is interesting to
note that many of the teams did not elect to follow on from DBI studies with work in
wide scale curriculum renewal. Funding to follow-up work identified through DBI
scoping studies is equally likely to be sought under other program priorities as under
the curriculum priority.
5
Gannaway & Trent (2008)
6
ALTC (2008) Priority Projects Programs – Guidelines and supporting information 2009 v 1.0 p. 5
2
3. Curriculum Development
Despite the lack of applications that address the curriculum renewal priority as
described in the funding guidelines, the ALTC has funded some curriculum
development and renewal projects. A small number of projects involve new
development or renewing specific curriculum in courses. The projects cover small
disciplines such as entomology, science education for early childhood, exercise
science which results from a DBI project7 or a focused area of a large discipline such
as post graduate ICT and clinical psychology.
Curriculum related
Rather than meeting the type of project envisaged under the funding priority for
curriculum renewal/development, many projects address a curriculum issue which for
the purpose of this paper is captured as ‘curriculum related’. Many of these projects
could impact on curriculum development. This category covers a wide group of
projects from those that deal with specific curriculum issues within a discipline, to
those that are more generic in approach. The latter group are often related to the
design of teaching and learning or focus on a common issue that has importance for
many if not all disciplines.
Specific curriculum issues within a discipline often arise from dealing with
assessment as a key driver of learning. Among the topics covered in this group are
undergraduate competencies in nursing, work on threshold concepts in biology and
academic standards for Planning Practice Education8. Other projects arise out of
specific issues identified within a discipline such as gender inclusive curriculum in
engineering, professionally relevant learning in business education and quality
indicators for pharmacy experiential placements9.
Addressing issues related to Indigneous knowledges and understandings are two
current fellowship programs, that of Associate Professor Michael Christie and Dr
Sandy O’Sullivan. A recently completed project10 on the incorporation of Indigenous
content into psychology undergraduate courses has been using the lessons learnt in
psychology to provide broader advice on how to incorporate Indigenous content in
curriculum.
In the latter category of curriculum related work are those projects that address
learning design, work integrated learning and graduate attributes. While many
projects have aspects related to professional experience or work experience, a more
general approach is found in a study of work integrated learning11 and the work of
Professor Stephen Billett (2009). Considerable work is being undertaken in learning
design influenced by the work of two of the Fellows, Professor Ron Oliver (2009a, b)
and Professor Peter Goodyear. A number of projects also address this broad topic.
The topic of graduate attributes is covered by two projects: one looking at attitudes to
embedding graduate attributes and the other looking at the integration and
assessment of graduate attributes in curriculum.
7
Coombes et al (2008)
8
Jones et al (2009)
9
Owen et al (2008)
10
Ranzijn et al (2008)
11
Patrick et al (2009)
3
4. Learning and Teaching Spaces
Five projects have been funded under a discrete funding priority, learning and
teaching spaces. Only one12 of these is complete. It was funded under the learning
and teaching spaces priority in 2006. Despite being a single institution project, it has
had a major influence in Australian universities through the sponsorship of two
national colloquia to share both innovative approaches and to test the framework
developed from the project, the pedagogy-space-technology framework. Though
there were other project proposals in 2006, most targeted smaller issues and took
little account of the work that had already been done, consequently these were not
funded.
In 2007, a small amount of the funding was used to bring out an international
speaker, Les Watson as part of a program of workshops in five capital cities. The
international presentation was supported by examples of good practice from
Australian architects, learning and teaching experts, facilities managers, technology
managers and others including one vice-chancellor. An intensive week long
workshop13 sponsored by the University of Melbourne and RMIT offered a small
group of interested participants the opportunity to work on a project that involved
them in redesigning an actual teaching space. The workshop modelled bringing
different types of experts into the design process.
The applications submitted in 2008 under this priority were stronger than the previous
year and reflected the lessons explored in the national workshops and report.
Student Learning Experience
Much of the work undertaken that covers this theme addresses learning resources
for students14 15 16 17 18 meeting the needs of particular groups of students, or broader
policy issues and practices that impact on or measure student’s experience.
The types of issues addressed have varied so there is little coherent thematic work
apart from the student diversity priority where topics covered include:
• international students including issues of cultural literacy and academic
honesty for Chinese students, enhancing domestic and international student
engagement and addressing on-going language development for international
students
• refugee students
• transition and retention for different groups
• work on accessible teaching and support for students with a disability in the
project called Creating Accessible Teaching and Support (CATS) (see
www.adcet.edu.au/Cats/19)
12
Radcliffe et al (2008)
13
Jamieson (2007)
14
Adams (2008)
15
Hatsidimitris & Wolfe (2007)
16
Solomon et al (2008)
17
Lowe et al (2008)
18
Herrington et al (2009)
19
Payne et al (2006 a,b)
4
5. Policy issues around student engagement
A topic of interest both nationally and internationally is student portfolios. An excellent
project which scoped current use of portfolios in Australia with particular reference to
e-portfolios gathered a large number of interested national participants to build a
network and share practice20. This project is being followed by a project designed to
build a strong national community of practice linked to international experts. Unlike
the UK experience, in Australia portfolios are not linked to personal development
planning as this has not been part of the policy agenda in Australia.
Other policy areas are examined in projects designed to build a better understanding
of the student experience in areas like career development learning, student
grievance and discipline matters and students’ use of technology and the potential for
the use of social networking technologies with students21.
Issues around student resilience, retention and attrition are addressed in two
projects: one looking at transitions for particular groups of students during their
university study22 and the other looking at these types of issues in the discipline of
Business.
Measuring student experience and engagement
The ability to measure student satisfaction and engagement has been of interest not
only for the discrete data about these matters, but also as indicators of the quality of
learning and teaching in higher education. There has been a long history of student
evaluations and the use of the Course Experience Questionnaire (CEQ) in Australian
universities. One piece of work is looking at the relationship between student
responses on university teaching quality instruments and the data collected on
student experience in the CEQ. Another study has measured among other things,
student engagement23 and shown some interesting links between student
engagement (as measured by use of the Learning Management System) and student
results.
Priorities of the disciplines
Late in 2008 the ALTC invited about 180 discipline leaders from across Australia to a
symposium to explore the priorities for the disciplines from the perspective of learning
and teaching. The national Australian symposium sought to identify a set of cross-
disciplinary priorities to be addressed through the new ALTC initiative.
20
Hallam et al (2008)
21
Fitzgerald et al (2008)
22
Kinnear et al (2008)
23
Dawson & McWilliam (2008)
5
6. Professor Owen Hicks (2009b) provided a report on the symposium which distilled
the key messages. Hicks suggests that the issues and priorities identified through
participants at the Leading Change Symposium can be captured under three
themes24:
• Curriculum and Engagement
• Staff engagement in learning and teaching
• Student learning experience
Curriculum will be the first priority addressed with a national forum in early 2010.
Conclusion
There is substantial work funded by the ALTC in a number of areas that focus on
higher education for the future. Early lessons from the projects suggests that work of
a substantive nature in curriculum will demand a broad representation from
stakeholders and will need to bring together different expertise and interests.
Bringing industry and professional bodies together with those interested in the
advancement of learning and teaching requires a new skill from project teams and
often a new way of thinking and working, particularly if this work is for the value of the
sector at large. The Australian experience suggests curriculum work of national
interest will require a planned and facilitated process.
The work supporting student learning experience is less demanding in terms of wide
stakeholder input, though it often brings with it new ways of operating with knowledge
and technology. Sharing the resources, capacity building and understandings from
this work is a challenge yet to be fully explored in the Australian context.
24
These categories have been slightly adapted from those in Professor Hick’s report which is available
at www.altc.edu.au/system/files/learning_networks_report_leadingchangesymposium_mar09.pdf
6
7. References
(Most reports referred to here are found on the ALTC website www. altc.edu.au)
Adams P, Alcock J, Bulmer M, Grotowski J, Hong MC, Jennings M, Miller V, O’Brien
M, & Scharaschkin V (2008), A new enabling technology for learning and teaching
quantitative skills Mathematics Samples, ALTC website.
Baker, N, (2009) Unpublished paper prepared for briefing of discipline scholars.
Broadbridge P & Henderson S (2008), Mathematics Education for 21st century
engineering students - Final Report, ALTC website.
Billett S (2009), Developing agentic professionals through practice-based
pedagogies Final Report, ALTC website.
Coombes J, Groeller H, Spinks W, Leicht A, LeRossignol P, McDonald M, Otago L,
Pascoe D & Raymond J (2008), Meeting the challenges of clinical exercise science
and practice: a collaborative university-industry approach - Final Report, ALTC
website.
Dawson S & McWilliam E (2008), Investigating the application of IT generated data
as an indicator of learning and teaching performance - Final Report ALTC website.
Fitzgerald R, Steele J, Barrass S, Bruns A, Campbell J, Fitzgerald R, Hinton S,
McGuiness N, Miles A, Ryan Y & Whitelaw M (2008), Digital learning communities:
investigating the application of social software to support networked learning –
Website ALTC www.mashedlc.edu.au/ Accessed 11 May 2009.
Gannaway D & Trent F (2008), Nature and roles of arts degrees in contemporary
society: A national scoping project of Arts programs across Australia - Final Report
ALTC website.
Hallam G, Harper W, McCowan C, Hauvile K, McAllister L, Creagh T, van der Lee J,
Lambert S & Brooks C (2008), Australian ePortfolio project, ePortfolio use by
university students in Australia: Informing excellence in policy and practice - Final
Report, ALTC website.
Hatsidimitris G & Wolfe J (2007), Physclips: multi-level, multi-media resources for
teaching first year university physics - Website www.physclips.unsw.edu.au/
Accessed 12 May 2009.
Herrington J, Herrington T, Ferry B, Olney I, Mantei J, Lefoe G, Wright R, Bricknell G,
Brown I, Chinnappan M, Forrest G, Hoban G, Kervin L & Verenikina I (2009), New
technologies, new pedagogies: using mobile technologies to develop new ways of
teaching and learning - Website http://mlearning.uow.edu.au/ Accessed 12 May
2009.
Hicks O (2009a), Report on the proposals and expressions of interest from the first
call for Priority Projects Grants under the ‘Curriculum Renewal’ priority – unpublished
commissioned report ALTC.
Hicks O (2009b) Report on the Leading Change Symposium, ALTC website.
7
8. Jamieson P (2007), The Carrick Institute Forum on the Design of Learning
Environments: Evaluation Report website.
Jones M, Jackson J, Coicetto E, Budge J & Coote M (2009), Generating Academic
Standards for Planning Practice Education – Final Report, ALTC website
Kinnear A, Boyce M, Sparrow H, Middleton S, & Cullity M (2008), Diversity: A
longitudinal study of how student diversity relates to resilience and successful
progression in a new generation university – Final Report, ALTC website
Koppi T, Naghdy F, Chicharo J, Sheard J, Edwards S, & Wilson D (2009), Managing
educational change in the ICT discipline at the tertiary education level - Final Report
ALTC website
Lowe D, Murray S, Li D, Lindsay E (2008), Remotely accessible laboratories -
Enhancing learning outcomes - Final Report, ALTC website
Oliver R (2009a), Promoting the Sharing and Reuse of Technology-Supported
Learning Designs. ALTC Associate Fellowship Report, ALTC website
Oliver R, (2009b), Promoting the Sharing and Reuse of Technology-Supported
Learning Designs. Website aragorn.scca.ecu.edu.au/tsldb/ Accessed 12 May 2009.
Owen S, Stupans I, Davey A, March G, Hotham L, McAteer S, Chaar B, McLachlan
A, Brien J & Ryan G (2008a), Experiential Placements in Pharmacy; Quality
indicators for best practice approaches to experiential placements in pharmacy
programs – Final Report and Appendices ALTC website.
Payne T, Kirkpatrick D, Goodacre C, & McLean P (2006), Creating Accessible
Teaching and Support for Students with Disabilities Final Report, ALTC website
Patrick C, Peach D, Pocknee C, Webb F, Fletcher M, & Pretto G (2009), The WIL
(Work Integrated Learning) Report: A national scoping study - Final Report ALTC
website.
Radcliffe D, Wilson H, Powell D & Tibbetts B (2008), Designing next generation
places of learning: collaboration at the Pedagogy-Space-Technology nexus Final
Report, ALTC website.
Ranzijn R, Nolan W, McConnachie K, Hodgson L, Spurrier W, & Passmore G (2008),
Disseminating strategies for incorporating Australian Indigenous content into
psychology undergraduate programs throughout Australia – Final Report ALTC
website.
Rodger S, Clark M, O’Brien M, Martinez K & Banks R (2009), Mapping the future of
occupational therapy education in the 21st century: review and analysis of existing
Australian competency standards for entry-level Occupational Therapists and their
impact on Occupational Therapy curricula across Australia - Final Report, ALTC
website.
Solomon A, Edwards J, Lister R, Kay J & Shepherd J (2008), LinuxGym: A
sustainable and easy-to-use automated developmental assessment tool for computer
scripting skills Website
www.linuxgym.com/linuxgym/lgwww/ Accessed 12 May 2009.
8