Paul Dyson Presentation
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This document discusses measuring the impact of technology usage in education. It suggests tracking detailed usage reports from the virtual learning environment (VLE) and other educational technologies. These reports could provide information on computer usage, e-book usage, wireless network usage, and staff development activities. Analyzing these usage data along with user surveys could help evaluate what areas are doing well and which need improvement. However, precisely measuring the impact of technologies on learning outcomes is challenging, as it involves qualitative judgments not easily connected to hard measurements. The document questions whether focusing too much on measuring impact could shift the focus from learner-centered pedagogy to business metrics.
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This document discusses student engagement in higher education. It outlines that student belonging, supportive relationships between staff and students, and relevant experiences are important for engagement. Engaged students have better outcomes individually and for society. Student surveys, outcomes data, and league tables are used to measure engagement and inform course improvements to enhance outcomes. Emerging technologies may help engagement, but their use requires care to avoid problematic data collection and ensure student privacy. The future of education is uncertain as jobs and needed skills rapidly change, requiring flexible, technology-enabled learning to prepare students.
Kedar kulkarni ev10 nov09-pmi_india_aninchora_mile
This document discusses proven practices for measuring the impact of learning and training programs. It begins by outlining current market trends toward demonstrating business outcomes of training. It then discusses the top five challenges organizations face in measuring impact. The main part of the document outlines six proven practices for measuring impact, including using business impact templates, actual results correlations, and causal modeling. It also notes the importance of measuring informal learning and establishing sustainable measurement processes. The document concludes with a case study example of how project management training could impact business results.
Placing A Value On World Class Skills
Head line results from John Lewis ROI Case Study. Main interest is the Performance Pound model for the ITQ - ( a generic IT qualification for non-IT specialists).
Converting e learning to mlearning (why and how)
This document discusses converting existing eLearning content to mobile learning (mLearning). It provides an agenda for a workshop on the topic, including introductions, learning objectives, and a discussion of why to convert eLearning and what types of content are best suited for conversion. The rest of the workshop will cover instructional design considerations for converting eLearning, including how learning objectives, content, user experience, and success measurements may need to change to be effective on mobile devices.
Rethinking Evaluation
Rethinking Evaluation: its value and limits in corporate learning. From Learning Technologies 2008 conference
Establishing an effective peer network to enhance international student recru...
Our prospective students are a digital savvy generation who are short of time but big on communication. Their experiences of our universities are formed earlier in the cycle and are enhanced by the authentic messaging and connections made through peer-to-peer interactions. Digital developments have made it easier to establish and manage an effective peer network run by student ambassadors and peer mentors. This session looks at how to deliver a first-class prospect experience, the impact of a successful pre-arrival community on induction and welcome week and into to post-enrolment retention.
Surveys help
This document provides guidance for students taking various IMPACT technology surveys. It outlines key details about each survey such as expected duration, participation statements, and clarification on certain survey questions and vocabulary. Key points include: the surveys should take 20-25 minutes; participation is required as the school receives IMPACT funding; clarify that certain questions do not apply to the school; and explanations of technology-related terms are provided.
Concerns and challenges of e learning in higher education
E-Learning Issues in Higher Education. A Review of an EDUCASE ECAR casestudy within University of the South Pacific's context.
Assessor Conference 2009 Presentation Web
The document outlines the agenda and content for an ICT Mark Assessors' conference. The agenda includes opening and closing sessions as well as workshops on quality report writing, handling borderline schools, processes and procedures, and safeguarding. The workshops provide activities and discussions around evaluating sample assessment reports, developing strategies for borderline schools, and ensuring schools meet e-safety requirements.
The Formative Use Of E Assessment
This document discusses the formative use of electronic assessment (e-assessment) based on a review of literature. It finds that:
1) E-assessment tools allow for new formats of formative assessments and feedback not possible with traditional methods, but more research is needed to define what makes e-assessments truly formative.
2) E-assessment enables feedback to be provided in more varied ways through tools like test applications, e-portfolios, and online discussions. However, principles for effective feedback in e-assessments need to be better established.
3) E-assessments can be completed remotely, benefiting learners, but more studies are needed to demonstrate clear learning gains over traditional
Importance of M&E
This document discusses the importance of monitoring and evaluation (M&E) for programs and projects. It defines monitoring as an ongoing process of collecting and analyzing data to track progress and make adjustments, while evaluation assesses relevance, effectiveness, impact and sustainability. The key aspects of building an M&E system are agreeing on outcomes to measure, selecting indicators, gathering baseline data, setting targets, monitoring implementation and results, reporting findings, and sustaining the system long-term. A strong M&E system provides evidence of achievements and challenges, enables learning and improvement, and helps ensure resources are allocated to effective programs.
1410 young
The document discusses Christchurch Polytechnic Institute of Technology's (CPIT) introduction and development of its self-assessment and external evaluation processes from 2007-2011. It outlines CPIT's principles for self-assessment, including embedding it in regular practice and focusing on student learning outcomes and stakeholder feedback. The document also describes CPIT's generic self-assessment process of stocktaking, evaluative conversations, reporting, and closing loops.
Wsu Greg Lobdell September 2008 Data And Decision Making
The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
Module 10
This document provides an introduction and overview of e-learning. It defines e-learning as learning that uses computer technology, usually via the Internet. It discusses how companies can benefit from e-learning by allowing employees to learn without traveling, at their convenience and based on their learning styles. It also addresses common e-learning models, research showing e-learning outcomes are comparable to face-to-face, and considerations for implementing an e-learning program such as barriers, management support needs, and technology requirements. The document also summarizes e-learning styles, examples of blended courses, and considerations for student and instructor responses to e-learning.
The case for partnering
In the globalised world, partnering is becoming more important - but partnering requires an investment in managing change effectively.
Converge08 E Assessment
The document discusses incorporating online assessment into vocational education and training. It defines e-assessment as using information and communication technology for assessment presentation and response recording. Key drivers for e-assessment include the technological preferences of younger learners and industry demands for technologically-skilled workers. The benefits of e-assessment include flexibility, choice, efficiency and providing instant feedback.
Social Learning Snapshot Survey: The Performance Hub
Should social learning skills be part of our organisation toolkit?
Welcome to the overview results of our second snapshot survey. Social learning is fast becoming a topical issue. We chose this topic for our second survey because we believe that social learning may hold some of the keys to creating the flexible, responsive and insight driven ethos that’s essential for surviving and thriving in our complex and changeable economic context.
Our Performance Hub Survey Series is about uncovering touch-points for further discussion and debate - rather than trying to gather a mass of empirical data on the state of play. We’ll be taking these discussions further on LinkedIn over the course of the year.
Take a look at the results and join our discussions on LinkedIn: The Performance Hub LinkedIn Discussion Group.
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Best practices on monitoring and improving employee performance !
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Establishing an effective peer network to enhance international student recru...
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Social Learning Snapshot Survey: The Performance Hub
More from Jisc RSC East Midlands
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The document discusses strategies for increasing online learning delivery to 10% as encouraged by the Skills Funding Agency. It addresses developing digital literacy skills among both learners and staff. The Amateur Swimming Association describes its experience transitioning learning online using the PebblePad platform, emphasizing the importance of support, training, and celebrating learner successes during this change.
FELTAG update
The Skills Funding Agency clarifies that further education providers are not expected to deliver 10% of all courses entirely online by 2016. Rather, providers should determine where blending online and classroom delivery can improve learning programs. This blended approach can provide learners with more flexible access to education and opportunities to learn at their own pace, developing digital and employability skills.
Moodle user group nov 2014 emfec
This document summarizes the agenda and discussions from a Moodle User Group meeting. The agenda included discussions around Jisc's reorganization, news and updates to Moodle, and experiences using learning platforms. Key points included the closure of Jisc regional support centers, new OU courses on Moodle quizzes, and improvements to Moodle's gradebook and other features in the upcoming version 2.8 release. Participants also shared challenges and strategies for moving learning online.
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Practical tips and strategies for addressing the challenges posed by the Government supported FELTAG recommendation “the inclusion in every publicly-funded learning programme from 2015/16 of a 10% wholly-online component, with incentives to increase this to 50% by 2017/2018.”
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This presentation was delivered as a webinar as part of Insight 2014; Do IT digital-e
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The document discusses a pilot program to deliver functional skills courses online. It provides an overview of the pilot's aim, target group, course design process, tips for learner engagement, impact and lessons learned. The pilot program has been running successfully for 5 years, delivering literacy and math courses online and in a blended format to over 250 learners. Key challenges have included ensuring learner motivation and reliable technology infrastructure to support online coursework, assessments and interactions between learners and tutors.
Insight into Developing Digital and Functional skills of those seeking employ...
Insight into Developing Digital and Functional skills of those seeking employ...Jisc RSC East Midlands
The document discusses developing digital employability skills and integrating them with functional skills training. It covers how recruitment trends have changed with employers now extensively using online platforms like LinkedIn and social media to find candidates. The importance of including digital skills training like using social media for job seeking, cloud technologies, and online responsibilities is emphasized. Examples are provided of activities like creating websites and surveys that allow functional skills to be practiced digitally. Blended learning models combining online and in-person methods are proposed as effective ways to deliver this training.Active approaches to Induction using technology
How can technology make induction, effective, engaging and fun. A range of apps and tools are explored and evaluated to engage learners during induction
In brief induction may 2014
This document provides suggestions for using technology to improve the student and staff induction process. It recommends spreading induction activities out before, during, and after the main induction day to avoid information overload. Pre-induction activities could include online familiarization activities and FAQs. The induction day could incorporate mobile-based activities and games. Follow-up activities and information could be provided online and signposted via mobile. Using various technologies can help engage learners and staff while providing essential information in a more digestible manner.
Sharing resources with work based learners
This webinar looked at some free tools that providers can use to support learners in the workplace.
These tools were for:
sharing resources with learners
communicating with learners
encouraging collaboration
assessment and tracking
supporting a blended approach to learning
and included overviews of Edmodo, Course Sites, Canvas, Livebinders, Wordpress.
Aimed especially at Work based learning providers that may not have access to a learning platform such as Moodle
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The document outlines the agenda and content for a Moodle User Group meeting held on February 27th at Tresham College. The agenda includes discussions on monitoring Moodle usage, finding and repairing broken links, plugins/addons, and upcoming events. Presentation topics cover reporting and statistics tools in Moodle for admins, tutors, and users, identifying broken links using third-party software, and the Grade Tracker plugin for linking activities to BTEC criteria. The meeting concludes by discussing commonly used plugins and the possibility of looking at other VLEs like Canvas or Edmodo at the next meeting in May.
More from Jisc RSC East Midlands (20)
Can tablets transform teaching learning and assessment?
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Paul Dyson Presentation
- 1. Are we nearly there yet! March 2011
- 3. Ofsted
- 6. Performance ManagementIs our focus a business case scenario or pedagogically driven?
- 7. If it’s worth doing it’s worth measuring Anon 2011
- 10. Ratings reports
- 12. eBook usage via the elibrary
- 13. Hits on our wireless network
- 14. ILT Staff Development activity
- 15. Usage of e-subscription resources
- 16. Equipment loans
- 17. ILT coverage across both campuses
- 20. User scrutiny – the learner voice
- 21. What does all this tell us? Could do better Doing well
- 22. The driver for understanding impact
- 23. External influences Recommendations Providers should ….. routinely conduct an assessment of the impact of VLEs on learners‘ outcomes.
- 24. Our response
- 25. Analysis
- 26. A precise science? Essentially we’re dealing with qualitative judgements that aren’t connected to hard measurable outcomes.
- 27. Is it possible to measure impact Goodall & Pattern June 2010
- 28. So, are we there yet?