We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
In this session, we'll explore research on the role of faculty and staff in supporting students’ intercultural learning, and discuss opportunities for intercultural development for education professionals, including training, coaching, and peer-learning groups. We'll share an institutional account of how intercultural training efforts have benefited staff and students. Participants will discuss how they can develop faculty and staff intercultural development programs at their own institutions to create more inclusive and effective programming.
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
This presentation for the Global Education E-Conference explores using international sources and problem based learning to raise students' global consciousness.
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
CSO Webinar: The Power of Near-Peer Mentoringimfirstgen
This is a Center for Student Opportunity Best-Practices Webinar for College Partners titled "The Power of Near-Peer Mentoring: Supporting Your First-Generation and Underserved Students"
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
Intercultural Learning from the Inside Out: Supporting Faculty, Staff, and St...CIEE
In this session, we'll explore research on the role of faculty and staff in supporting students’ intercultural learning, and discuss opportunities for intercultural development for education professionals, including training, coaching, and peer-learning groups. We'll share an institutional account of how intercultural training efforts have benefited staff and students. Participants will discuss how they can develop faculty and staff intercultural development programs at their own institutions to create more inclusive and effective programming.
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
This presentation for the Global Education E-Conference explores using international sources and problem based learning to raise students' global consciousness.
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
CSO Webinar: The Power of Near-Peer Mentoringimfirstgen
This is a Center for Student Opportunity Best-Practices Webinar for College Partners titled "The Power of Near-Peer Mentoring: Supporting Your First-Generation and Underserved Students"
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
Knowledge, while crucial, is just one piece of the "global citizen" puzzle so many universities are trying to solve. Intercultural effectiveness — the hallmark of global citizenship — requires affective and behavioral learning as well as cognitive. Integrating effective fostering of global citizens into the university mainstream requires significant involvement by faculty. During this session, we'll provide ideas for how faculty might become more deeply and effectively engaged in promoting intercultural learning at universities, even contributing to promotion and tenure documents regarding the “mentoring” of undergraduate students. We'll also share some early success stories.
Using Giving Games to Develop International and Intercultural Critical Thinki...CIEE
Giving games are learning experiences in which students are given a sum of money to donate to one or more charities. Students then research charities and make a collective decision to give based on the relative effectiveness of the various charitable options. Giving games impart valuable lessons about effective altruism, the use of empirical data in charity evaluation, and negotiation and compromise in a values-based setting. Using the panelists' own experiences, this session will introduce participants to giving game strategies and will focus on the possibilities and problems inherent in using giving games. A giving game will be a part of this session.
Exploring the Craft of the Educator: Reflections on the Winter 2016 IFDS in B...CIEE
During this session, panelists will share reflections on the outcomes of a winter CIEE International Faculty Development Seminar (IFDS) in Buenos Aires, the first IFDS to focus on the intersection of intercultural learning and language learning. While participants learned how to design activities to help language students learn and grow through intercultural experiences, the distinctive design of the seminar allowed participants to also focus on their own intercultural development and gain a deeper, more holistic understanding of the intercultural learning process. Participants of this session will learn how this IFDS accomplished its goals, as well as how three IFDS participants designed takeaways that are helping them to incorporate intercultural learning in the design of their own and their colleagues’ study abroad programs and their on-campus curricular and co-curricular programming.
Teaching the next generation of Information Literacy educators: pedagogy and ...Sheila Webber
Presentation by Pamela McKinney and Sheila Webber (Information School, University of Sheffield) given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. There is a video of this presentation at https://youtu.be/JDr1DbJJKRA
Education Goes International: Partnering Abroad to Build Teacher Education Pr...CIEE
During this session, the panelists will offer their unique perspectives on the obstacles and mediation necessary to develop a culturally responsive teacher education program abroad that positively impacts U.S. teacher candidates as well as Italian teachers and their primary students. Using examples from their experience developing a teacher education program with EFL teaching field experience, the panelists will lead participants in discussions focused on addressing the curriculum needs of students and U.S. institutions, the community needs of the host culture, and the strategies necessary to work effectively with the host. Dialogue with participants will be framed around approaches for curriculum alignment and for developing and maintaining mutually beneficial community partnerships.
Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
A Comprehensive Retention Strategy for International Students
NAFSA Region I Conference - Tacoma, WA - November 7, 2012
Outline
-Complicate Your Perspective
-Activity: Maps of the World
-Domestic Student Retention Theory
-Barriers for International Students
-Best Practices
-Crossing the Bridges
-Discussion
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
E portfolio as a liberating pedagogy in a study abroad contextBeata Jones
American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
Knowledge, while crucial, is just one piece of the "global citizen" puzzle so many universities are trying to solve. Intercultural effectiveness — the hallmark of global citizenship — requires affective and behavioral learning as well as cognitive. Integrating effective fostering of global citizens into the university mainstream requires significant involvement by faculty. During this session, we'll provide ideas for how faculty might become more deeply and effectively engaged in promoting intercultural learning at universities, even contributing to promotion and tenure documents regarding the “mentoring” of undergraduate students. We'll also share some early success stories.
Using Giving Games to Develop International and Intercultural Critical Thinki...CIEE
Giving games are learning experiences in which students are given a sum of money to donate to one or more charities. Students then research charities and make a collective decision to give based on the relative effectiveness of the various charitable options. Giving games impart valuable lessons about effective altruism, the use of empirical data in charity evaluation, and negotiation and compromise in a values-based setting. Using the panelists' own experiences, this session will introduce participants to giving game strategies and will focus on the possibilities and problems inherent in using giving games. A giving game will be a part of this session.
Exploring the Craft of the Educator: Reflections on the Winter 2016 IFDS in B...CIEE
During this session, panelists will share reflections on the outcomes of a winter CIEE International Faculty Development Seminar (IFDS) in Buenos Aires, the first IFDS to focus on the intersection of intercultural learning and language learning. While participants learned how to design activities to help language students learn and grow through intercultural experiences, the distinctive design of the seminar allowed participants to also focus on their own intercultural development and gain a deeper, more holistic understanding of the intercultural learning process. Participants of this session will learn how this IFDS accomplished its goals, as well as how three IFDS participants designed takeaways that are helping them to incorporate intercultural learning in the design of their own and their colleagues’ study abroad programs and their on-campus curricular and co-curricular programming.
Teaching the next generation of Information Literacy educators: pedagogy and ...Sheila Webber
Presentation by Pamela McKinney and Sheila Webber (Information School, University of Sheffield) given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. There is a video of this presentation at https://youtu.be/JDr1DbJJKRA
Education Goes International: Partnering Abroad to Build Teacher Education Pr...CIEE
During this session, the panelists will offer their unique perspectives on the obstacles and mediation necessary to develop a culturally responsive teacher education program abroad that positively impacts U.S. teacher candidates as well as Italian teachers and their primary students. Using examples from their experience developing a teacher education program with EFL teaching field experience, the panelists will lead participants in discussions focused on addressing the curriculum needs of students and U.S. institutions, the community needs of the host culture, and the strategies necessary to work effectively with the host. Dialogue with participants will be framed around approaches for curriculum alignment and for developing and maintaining mutually beneficial community partnerships.
Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
A Comprehensive Retention Strategy for International Students
NAFSA Region I Conference - Tacoma, WA - November 7, 2012
Outline
-Complicate Your Perspective
-Activity: Maps of the World
-Domestic Student Retention Theory
-Barriers for International Students
-Best Practices
-Crossing the Bridges
-Discussion
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
E portfolio as a liberating pedagogy in a study abroad contextBeata Jones
American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Enhancing Students’ Motivation to Learn: Why some students’ motivation level is low compared to their classmates in Turkey?
SLOGAN: Motivation is the beakfast of the champions.
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing".Hands-on learning can be a form of experiential learning but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service learning, and situated learning.
Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process.[7] As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context.
The general concept of learning through experience is ancient. Around 350 BC, Aristotle wrote in the Nicomachean Ethics "for the things we have to learn before we can do them, we learn by doing them".[8] But as an articulated educational approach, experiential learning is of much more recent vintage. Beginning in the 1970s, David A. Kolb helped develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget.
Experiential learning has significant teaching advantages. Peter Senge, the author of The Fifth Discipline (1990), states that teaching is of utmost importance to motivate people. Learning only has good effects when learners have the desire to absorb the knowledge. Therefore, experiential learning requires the showing of directions for learners.
Experiential learning entails a hands-on approach to learning that moves away from just the teacher at the front of the room imparting and transferring their knowledge to students. It makes learning an experience that moves beyond the classroom and strives to bring a more involved way of learning.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
This presentation covers the major principles of Andragogy as outlined by Malcolm Knowles and ideas and best practices for incorporating these principles in an eLearning environment.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Development of Talented University Students – The Case of the United States,...Beata Jones
Institutions of higher education within the developing regions, including Eastern Europe, lack significant research about the development of their talented students. The goal of this article is to fill this gap partially by highlighting the importance of talent development among university students and by explaining various approaches to student talent development used across the globe, specifically in the United States, the Netherlands, and Poland. Furthermore, this research aims to establish a need for the development of talented students at Polish universities, beyond stipends for research and study abroad opportunities. The authors carried out the investigation by the method of theoretical generalization and analysis of practice, using descriptive approaches in comparative education and presenting widely available secondary data regarding talent development at universities. They obtained the insights for this article via a document review of government reports, books, websites, journal articles, and conference proceedings. The three countries selected use different methods, allowing the researchers to offer pragmatic new insights for universities, organizations, and researchers alike. The results show a void in local talent development programs at higher education institutions in Poland. At the time when Polish higher education is in a process of reform, and the Conference of Rectors of Academic Schools in Poland identified improvement of education for talented individuals as one of its goals, this research presents compelling reasons to enrich the opportunities for the development of talented students at Polish universities, showing alternative paths forward.
The presentation showcases a draft of a comprehensive honors research framework recently published in JNCHC and refined during the European Honors Conference in Utrecht. .
SXSW Interactive TCU: Learning to Change the World through Technology, Innova...Beata Jones
This presentation describes an honors colloquium offered at a private university in the U.S. which created a socially networked class experience that bridged the classroom with life outside of it. We offered an interdisciplinary, immersive, inquiry-based learning environment around the South by Southwest (SXSW) Interactive conference in Austin, culminating with student research projects and a TED-like event back on campus, after the conference. The course promoted the themes of technology, innovation and entrepreneurship at the university, while strengthening students’ communication skills within an interdisciplinary domain, leading to unique opportunities for the participating students. The course attempted to build a culture of innovation based on collaboration, interdisciplinary inquiry, and intrinsic motivation.
The course built connections between the students and the 30K+ technology, innovation and entrepreneurship community that attends annually the SXSW Interactive festival. The festival brings speakers and startups in the technology, social media, business, and communications fields for five days each spring, providing attendees with a chance to see technology innovation and entrepreneurship in action as new companies are announced, and new products are launched.
In the course, we asked the students to embrace distinct themes of SXSW Interactive so that each student had a unique, inspiring, and highly relevant experience. Students researched their select themes within the framework of technology, innovation and entrepreneurship contexts, heard from speakers, attended an opportunity recognition competition with other entrepreneurship students on campus, planned their conference attendance, attended SXSW sessions all day during the festival, networked with attendees and completed structured interviews, wrote about their experiences using new and traditional media, and organized a TED-like event back on campus, with presentations to faculty and fellow students about the things they learned. All the elements of their experiences were captured in individually themed ePortfolia, available online, which include the final learning reflection and synthesis.
Coherent learning design for e portfolio framed authentic learning experiencesBeata Jones
This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2013). The discussion includes exploration of educational goals, effective scaffolding for creating course cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning. Two ePortfolio case studies are presented - one at a course and one at a program level.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
Building coherent digital identity with a digital storytellingBeata Jones
The presentation discusses how a digital storytelling ePortfolio can bring coherence to one’s digital identity, showcasing a Digication exemplar portfolio and discussing strategies for structuring an effective digital identity development ePortfolio learning context.
Creating learning coherence with an eportfolioBeata Jones
This presentation highlights the underlying principles of how ePortfolios can bring coherence to students’ learning experiences and how students’ learning might become more integrated, focused, purposeful, as a result of creating and using an ePortfolio. The ePortfolio examples presented are at a course and a program level. Presenters highlight several best practices in portfolio pedagogy, showcase two student portfolios, and discuss strategies for structuring effective ePortfolio learning contexts.
The Self-Aware Agent: How Digital Storytelling ePortfolios Cultivate Metacogn...Beata Jones
AAEEBL 2015 Conference Workshop Presentation to accompany a workshop eportfolio at: https://goo.gl/UJcQBE.
The workshop discussed the importance and role of metacognition in student learning, described digital storytelling ePortfolios and their role in fostering 21st century meta skills, and led the attendees through the process of building and assessing digital storytelling ePorfolio assignments for fostering 21st century meta skills.
Transforming the Study Abroad Through the Reflective Model of Intercultural C...Beata Jones
Study abroad can be a rich learning experience, but students often need encouragement to push their boundaries and process their experiences. The Reflective Model of Intercultural Competence is a methodology to facilitate this learning. This presentation discusses the experiences in applying it to the short-temr and semeter-long study abroad experiences and provides suggestions for others to implement the model.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Pedagogical design for honors study abroad and beyond
1. Pedagogical Design for Honors
Study Abroad and Beyond
Beata Jones, Sandy Callaghan
Texas Christian University
b.jones@tcu.edu s.callaghan@tcu.edu
Utrecht Honours Conference 2016: Honours Futures
June 2, 2016, Utrecht, the Netherlands
2. Welcome!
•Beata Jones, Ph.D.
● Honors Faculty Fellow & Professor of
Business Information Systems Practice
● Associated with Honors and study
abroad for over a decade
Contact:
b.jones@tcu.edu
http://www.linkedin.com/in/beatamjones
@BeataJones
http://www.slideshare.net/BeataJones
•Sandra Callaghan, Ph.D.
● Associate Professor of Accouting
● Associated with Honors and discipline
specific international programs
Contact:
s.callaghan@tcu.edu
https://www.linkedin.com/in/sandra-callaghan-
00399234
5. The Goal
Engage session
participants in creative
Study Abroad curriculum
design that can be
translated into
any discipline and any
honors classroom.
7. The Theory: Design for Significant Learning Experiences
Self-Directed Guide to Designing
Significant Learning Experiences
8. Situational Factors
How does this course fit into the curriculum?
What are the course expectations?
Profile of the students
Profile the teacher
What is important to discover about the course and the students?
9. Learning Goals
General “Significant Learning” Goals Sample Study Abroad Learning Goals
• from AAC&U Learning Outcomes
• Intercultural Knowledge &
Competence (IKC)
• Global Learning (GL)
10. Intercultural Knowledge & Competence (IKC)
Knowledge
• Cultural Self-
Awareness
• Knowledge of
Host Culture
Skills
• Intercultural
Communication
• Empathy
Attitudes
• Curiosity
• Openness /
Flexibility
AAC&UVALUE RUBRIC
"a set of cognitive, affective, and behavioral skills and characteristics that support effective and
appropriate interaction in a variety of cultural contexts.” (Bennett, 2008)
Intercultural Knowledge & Competence (IKC)
11. Global Learning (GL)
Knowledge
• Global Self-
Awareness
• Understanding
Global Systems
Skills
• Cultural Diversity
• Applying
Knowledge to
Contemporary
Global Context
Attitudes
• Perspectives Taking
• Personal and Social
Responsibility
Students should 1) become informed, open-minded, and responsible people who are attentive to
diversity across the spectrum of differences, 2) seek to understand how their actions affect both local
and global communities, and 3) address the world’s most pressing and enduring issues
collaboratively and equitably
AAC&UVALUE RUBRIC
Global Learning (GL)
12. Feedback & Assessment : Self Assessment
Sample Instruments:
• Intercultural Effectiveness Scale
• Cross-Cultural Adaptability Inventory (CCAI)
• GAP Test: Global Awareness Profile
• Global Perspectives Inventory (GPI)
• Intercultural Development Inventory (IDI)
15. Enhancing Academic Competence
1. Depth of Learning:
a. Challenging Tasks
b. Research
c. Creative Endeavors
2. Breadth of Learning:
a. Multi-perspectives
b. Interdisciplinary
c. Integrative
d. Academic & Societal
Wolfensberger, 2012
17. Creating Community
1. Teacher Behavior:
a. Engagement
b. Joy
c. Inspiration
d. Interest in Students
e. Availability
2. Building Relationships:
a. Feedback
b. Interaction
c. Active Learning
Wolfensberger, 2012
20. PRISM & IKC
PERSPECTIVES
RESOURCES
INSIGHTS
SKILL SETS
MINDSETS
The PRISM is a multi-modal approach to
engaging students in experiential learning
Williams, 2014
PRISM
Intercultural Knowledge & Competence (IKC)
21. PERSPECTIVES
• Snippets of info:
• To introduce the topic
• To contextualize the topic
• To stimulate thinking /
conversation on the topic
• Purpose / goal:
• To begin generating knowledge
• To serve as reminders
• Examples:
• Quotes, warm-up activities, pre-
readings
Williams, 2014
22. RESOURCES
• Readings and resources
• To explain and illustrate the topic
• To further develop understanding
• Purpose / goal
• To expand understanding / knowledge
• Examples:
• Readings
• Videos
Rick Steves: The Value of Travel
https://www.youtube.com/watch?v=kYXiegTXsEs
Williams, 2014
23. INSIGHTS
• Space for reflecting and
analyzing
• To show understanding of the
element
• Purpose / goal:
• For students to articulate their own
understanding
• Examples:
• Reflection papers
• Classroom discussions
What have you discovered is part of
American culture, that you had not
realized before? What did you think was
just “normal” which is actually cultural?
Share a saying, proverb, or motto from
your host culture. How and when do they
use it? What insight does it give you?
Williams, 2014
24. SKILL SETS
• Engaging and interactive
activities
• To develop the competencies
• Purpose / goal
• To implement / apply the learning
through engagement & experience
• Examples:
• Assignments / activities
• Games
Take a photo of an iconic
image. Ask a few locals: what
makes this special to you?
What do tourists not
understand about this? What
are the social, historical,
environmental, and / or
economic factors contributing
to or resulting from this?
Williams, 2014
25. MINDSETS
• Methods and motivations
• To move forward with learning in
life
• To apply competencies
• Purpose / goal
• To think creatively
• To apply the learning
• To reflect deeply
• Examples:
• Student ideas for responding,
engaging
PHOTO CONTEST PARTICIPATION
Williams, 2014
26. PRI_M: Sample Modalities
• Share through
• Learning Management System
• emails
• class meeting
• ePortfolio
• blog/journal
• presentations
• social media
• dinner discussion
• contests
Williams, 2014
27. ___S_: Sample Modalities
• Site-visits
• Interactive assignments
• Explorations
• Games
• Life abroad
Williams, 2014
29. Translating Theory Into Practice:
Study Abroad Module Design Exercise
Step 1:
Consider
Situational
Factors
Step 2:
Identify Learning
Goals
Step 3:
Develop
Assessment
Step 4:
Develop Teaching
and
Learning Activities
Step 5:
Confirm
Components
are Integrated
30. Activity Debrief
What went well?
Not so well?
Can you use this
approach?
How can the
approach be
improved?
31. A Study Abroad
Program Example:
Cultural Pathways
(CP3) through
Eastern Europe
https://tcu.digication.com/cultural_pat
hways_2015_program_eportfolio/Abo
ut_the_Program/published
Program Portfolio
32. Student Study Abroad Program Example:
ePortfolio Capturing Individual Insights and Mindsets
Student’s Finished Portfolio:
https://tcu.digication.com/diana_rogers_cp3/Home/ https://tcu.digication.com/your_name_cultural_pathways_2015_eportfolio/Home/published
Student Template:
33. References
• AACU. VALUE: Valid assessment of learning in undergraduate education. Retrieved from http://www.aacu.org/value/.
• Altbach, P.G., Reisberg, L., & Rumbley, L.E. (2009). Trends in global higher education: Tracking an academic revolution. A report prepared for the
UNESCO 2009 World Conference on Higher Education. Paris, France: UNESCO.
• Arcaro, T., & Haskell, R. (Eds.). (2009). Understanding the global experience: Becoming a responsible world citizen. Upper Saddle River, NJ: Allyn &
Bacon.
• Benham Rennick, J., & Desjardins, M. (Eds.). (2013b). The world is my classroom: International learning and Canadian higher education. Toronto,
Canada: University of Toronto Press.
• Byram, M. (Ed.). (2006). Living and studying abroad: Research and practice. Bristol, UK: Multilingual Matters Limited.
• Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA:Jossey-Bass.
• Hellstén, M., & Reid, A. (Eds.). (2008). Researching international pedagogies: Sustainable practice for teaching and learning in higher education. New
York, NY: Springer Publishing Company.
• Jones, B. & Williams, T, (2015). Going Abroad, or Learning Abroad: Pedagogical Tools for Gaining Intercultural Competencies in Programs Abroad.
National Collegiate Honors Council Conference Presentation.
• Kuh, G. (2008) “High –Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter”, Association of American
Colleges and Universities, http://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf
• Lewin, R. (Ed.). (2009). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. New York, NY:
Routledge Press.
• Stearns, P. (2008). Educating global citizens in colleges and universities: Challenges and opportunities. New York, NY: Routledge Press.
• Williams, Tracy Rundstrom (2014). “Learning through A PRISM.” Insights into Teaching and Learning. (Fall)
https://issuu.com/tcuelearning/docs/14_fall_insights_final, pp. 5-7.
• Wolfensberger, M. V. (2012). Teaching for Excellence: Honors Pedagogy Revealed. Waxmann Verlag. Retrieved from:
http://dspace.library.uu.nl/bitstream/handle/1874/261033/wolfensberger.pdf?sequence=2
35. Thank you!
•Beata Jones, Ph.D.
● Honors Faculty Fellow & Professor of
Business Information Systems Practice
● Associated with Honors and study
abroad for over a decade
Contact:
b.jones@tcu.edu
http://www.linkedin.com/in/beatamjones
@BeataJones
http://www.slideshare.net/BeataJones
•Sandra Callaghan, Ph.D.
● Associate Professor of Accouting
● Associated with Honors and discipline
specific international programs
Contact:
s.callaghan@tcu.edu
https://www.linkedin.com/in/sandra-callaghan-
00399234
Editor's Notes
In a 2015 study of Intercultural Knowledge & Competence comparing a 3-week-long, honors study abroad with a semester-long non-honors study abroad, using PRISM active learning pedagogy & AAC&U’s IKC Value rubric for assessment, Jones & Williams (2015) found no significant differences in students’ IKC. Avg. IKC score of 3.4 vs. 3.46 out of 4.