NVivo in educational research two examples from new mexicoQSR International
The use of NVivo in the evaluation of higher education initiatives. Understand the various challenges faced and successes realized in the analyses of these various data sets. First is a two-year study of an innovative teacher education program where NVivo was used in a comparative analysis. Second was the use of NVivo in the analysis of qualitative responses from surveys.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
NVivo in educational research two examples from new mexicoQSR International
The use of NVivo in the evaluation of higher education initiatives. Understand the various challenges faced and successes realized in the analyses of these various data sets. First is a two-year study of an innovative teacher education program where NVivo was used in a comparative analysis. Second was the use of NVivo in the analysis of qualitative responses from surveys.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Presentation on large-scale e-Learning for Educators online professional development program and research with online training and courses by EdTech Leaders Online at EDC.
This is a slideshow presentation of a paper, "Online Students’ Expectations of Interaction and Locus of Instructional Control: Enhancing Learning in the Virtual Classroom." It was delivered by Joan Van Tassel and Joseph Schmitz at the National University Faculty Scholarship Conference, September 4, 2012, at La Jolla, CA.
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Professor Sue Bloxom's keynote speech "what are we really trying to do with assessment in teacher education- resolving conflicting purposes and principles"
The disconnect between data collection and analysis across sectors of academic institutions makes it challenging to incorporate data into curricular design. Understanding the factors related to student persistence and success is unlikely to occur by focusing only on one sector at a time. Facilitating evidence-based course design might begin with the creation of a tool that allows real-time exploration of data across sectors for integration into the traditional course/curricular design. Our paper describes how data from institutional, learning, and what we call “developmental” analytics can be incorporated into course and curricular design by using a purposefully built analysis tool that permits the exploration of student and course objects. This Browser of Student and Course Objects (BoSCO) is being built in a faculty driven-process and can be used as a bridge between the analytics space and the course/curriculum design environments.
Xavier Prat-Resina has a PhD in Physical Chemistry. He is a faculty member at the “Center for Learning Innovation” in the UofM Rochester campus. His interests are the design of web materials to enhance student learning and to analyze student and course data to optimize the academic curriculum.
-It takes institutional, learning and developmental data to assess a curriculum.
-BoSCO is an agile tool that may encourage teachers to use analytics for course and curricular design.
-Evidence-based course design requires the involvement of many sectors of the academic institution.
Presentation on large-scale e-Learning for Educators online professional development program and research with online training and courses by EdTech Leaders Online at EDC.
This is a slideshow presentation of a paper, "Online Students’ Expectations of Interaction and Locus of Instructional Control: Enhancing Learning in the Virtual Classroom." It was delivered by Joan Van Tassel and Joseph Schmitz at the National University Faculty Scholarship Conference, September 4, 2012, at La Jolla, CA.
Improving the 6th Grade Transition for Middle School Students
This session will present two middle school principals' efforts to improve the middle school transition for rising 6th grade students. Results from a 6th grade parent survey and Summer Bridge Program will be discussed. New school strategies and implementations to ease the 6th grade transition will also be discussed.
Presenters: J. Brent Cooper, Holly Emanuel, Terri Mozingo & Latonya Smith - Durham Public Schools & Brogden Middle School - Durham, NC
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Professor Sue Bloxom's keynote speech "what are we really trying to do with assessment in teacher education- resolving conflicting purposes and principles"
The disconnect between data collection and analysis across sectors of academic institutions makes it challenging to incorporate data into curricular design. Understanding the factors related to student persistence and success is unlikely to occur by focusing only on one sector at a time. Facilitating evidence-based course design might begin with the creation of a tool that allows real-time exploration of data across sectors for integration into the traditional course/curricular design. Our paper describes how data from institutional, learning, and what we call “developmental” analytics can be incorporated into course and curricular design by using a purposefully built analysis tool that permits the exploration of student and course objects. This Browser of Student and Course Objects (BoSCO) is being built in a faculty driven-process and can be used as a bridge between the analytics space and the course/curriculum design environments.
Xavier Prat-Resina has a PhD in Physical Chemistry. He is a faculty member at the “Center for Learning Innovation” in the UofM Rochester campus. His interests are the design of web materials to enhance student learning and to analyze student and course data to optimize the academic curriculum.
-It takes institutional, learning and developmental data to assess a curriculum.
-BoSCO is an agile tool that may encourage teachers to use analytics for course and curricular design.
-Evidence-based course design requires the involvement of many sectors of the academic institution.
Evaluating the impact of the Pandemic on departmental uses of learning techno...RichardM_Walker
The coronavirus pandemic led to a dramatic increase in the use of online learning tools and techniques across the globe as higher education providers moved to maintain teaching provision through lockdowns and social distancing requirements. Emergency Remote Teaching (ERT) required teaching staff to engage with new skills as online learning designers and tutors with unprecedented speed, whilst students were expected to equally quickly develop the skills to engage as fully online learners.
As the sector moved out of the remote phase of the pandemic, there has been a lively debate about what the lasting impact of this ‘crash course’ ERT experience might be on learning supported through the use of technologies. Up to now, however, much of the research attempting to take stock of the post-pandemic impact has been anecdotal and theoretical. There has been little empirical research and questions remain over how pandemic experiences might inform future practice and a sustainable use of learning technology.
This presentation reports on research undertaken at the University of York, exploring how experiences of ERT were carried forward into the academic years 2021-22 and 2022-23. Our study focused on the Departments of Psychology and Biology which took contrasting approaches to the development and delivery of post-pandemic provision. Through structured interviews with teaching leaders in each department, we explored the factors shaping decisions and we compared staff experiences of ERT and its legacy with the perceptions of students and their expectations for how learning technology should be used in the future.
In this presentation we provide an overview of the staff and student focus group findings which suggest that the impact of the pandemic itself was shaped as much by factors which were already in play when it emerged. To differing degrees and at different times, it served to both interrupt and accelerate progress in the integration of learning technologies within departmental learning, teaching and assessment approaches by:
• Changing attitudes and approaches to standardisation, and the management and organisation of teaching and use of learning technologies;
• Re-focusing attention on the importance of academic community building;
• Influencing the ways in which departments perceive student needs, preferences, and engagement patterns;
• Changing how they conceive of and deliver student support and inclusive learning and assessment practices in a flexible way, and the place of blended learning in these endeavours.
Faculty voices presentation at ALP Baltimore June 2014cccscoetc
Presentation given at ALP annual conference in Baltimore, MD, June 2014 on the publication "Faculty Voices". Faculty Voices is funded through a TAACCCT 1 grant. The grant focused on energy course redesign and the redesign of all developmental education courses in the Colorado Community College System.
Similar to Learner Engagement, QM Standards and the Blended Course (20)
According to the 2016 ECAR survey, 96% of undergraduates in the U.S. now own a smartphone and the trend is on the rise. How can educators design learning so as to improve access for the smartphone learner?
Presentation delivered at ITC E-Learning 2015 Conference in Las Vegas. Results of study on what we as educators can do to support online students, including student survey results.
Learning Technologies can help improve effectiveness inside and outside the classroom. Technology should make your life easier; if it makes it harder, maybe you're not doing it right.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Learner Engagement, QM Standards and the Blended Course
1. Measuring the impact on student
engagement in the redesigned Blended
Course using Quality Matters standards
Bill Knapp, Dean of Learning Technologies
Joanna Paull, Associate Professor, English
Lakeland Community College
3. Presentation Questions/Discussion
We welcome your questions at any time during the
presentation. However, you may also post your
questions or comments to Poll everywhere or Tweet
tag: #qm4engage
Text 772896 and your message to 37607
- or visit Pollev.com
Post to Twitter #qm4engage
4. Objectives for Workshop
Provide information about hybrid pedagogy
Formative & summative student assessment
Pedagogical scholarship
Creating active learning environments
Instructional materials choices
Create a cohort of informed hybrid instructors
Establish hybrid pedagogy faculty community
5. Workshop Structure
Eight-week hybrid course that covers:
Hybrid definitions
Active Learning
Instructional Design
Course and Student Assessment
12. Instructional Design
What are QM Standards?
How does our workshop course site reflect those
elements?
What are some ways to make our courses more
broadly accessible by our students?
What role does media and/or tools play in how we
share our courses with students?
14. Our Results: New Hybrid Courses
Intro to Sociology
Sociology of Aging
Environmental Geography
Intro to Accounting
Interpersonal Communication
15. Assessment
Discuss previous assessment experiences.
Read assessment scholarship.
Differentiate between formative & summative
Ask students to assess our workshop.
Provide letters of appreciation & participation.
Mail out certificates of completion.
16. Student Engagement
The findings from 20 years of research on undergraduate
education have been unequivocal: The more actively
engaged students are – with college faculty and staff, with
other students, and with the subject matter they study – the
more likely they are to learn, to stick with their studies, and
to attain their academic goals.
- Community College Leadership Program
17. CCSSE Benchmarks &
Quality Matters Standards
Active and Collaborative Learning
Student Effort
Academic Challenge
Student-Faculty Interaction
Support for Learners
18. Active and Collaborative Learning
The Active and collaborative learning benchmark measures
the extent to which student participate in class, interact
with other students, and extend learning outside the
classroom…
Active and collaborative learning is linked with higher
grades and course completion measures as well as long
term persistence…
19. Student Effort
The Student Effort benchmark measures time on task,
preparation, and use of student services…
…the Student Effort benchmark is predictably related to
retention measures and moderately predictive of academic
measures.
20. Academic Challenge
The Academic Challenge benchmark measures the extent
to which students engage in challenging mental activities,
such as evaluation and synthesis, as well as the quantity
and rigor of their academic work…
Academic Challenge was most consistently associated with
academic outcomes…
21. Student-Faculty Interaction
The Student to Faculty Interaction benchmark measures
the extent to which students and faculty communicate
about academic performance, career plans, and course
content and assignments…
…the Student-Faculty Interaction benchmark is related to
both academic and persistence outcomes.
22. Support for Learners
The Support for Learners benchmark measures student’
perceptions of their colleges and assesses their use of
advising and counseling services…
…the Support for Learners benchmark analysis suggest
that this benchmark has its greatest impact on
persistence…
23. Modified Survey Instrument
•
1) Asked questions in class or contributed to a class discussion
•
2) Made a class presentation
•
3) Prepared two or more drafts of a paper or assignment before turning it in
•
4) Come to class without completing or reading assignments
•
5) Worked with other students on projects during class
•
6) Worked with classmates outside of class to prepare class assignments
•
7) Tutored or taught students (paid or voluntary)
•
8) Participated in a community-based project as a part of this course
•
9) Used the Internet or instant messaging to work on an assignment
•
10) Used email to communicate with your instructor
•
11) Discussed grades or assignments with your instructor
•
12) Talked about career plans with an instructor or advisor
•
13) Discussed ideas from your readings or classes (with faculty members) outside or class
•
14) Received prompt feedback (written or oral) from your instructor on your performance
•
15) Worked harder than you thought you could to meet your instructor's standards or expectations
•
16) Worked with instructors on activities other than coursework
•
17) Discussed ideas from your readings or class with others outside of class (with students, family members, co-workers, etc.)
•
18) Had serious conversations with students of a different race or ethnicity other than your own
•
19) Had serious conversations with students who differ from you in terms of religious beliefs, political opinions, or personal
values
24. Study Sample Size
Seven sections of Sociology with 212 total number
of students enrolled in all sections and n=132
students completing the survey (62%).
In the three face-to-face sections, 61 out of 115
(53%) participated,
for the two online, 33 out of 45 (73%), and
38 out of 52 students participated in the survey
(73%) from the blended sections.
28. Further Discussion
The high bar is set by face-to-face; how can we make
our online courses more active and collaborative?
Is the blended course actually easier? Why might
students perceive it as such?
Is the blended course indeed the “best of both
worlds” in regards to student to faculty interaction
and student support?
29. Further Study
More closely align the QM Standards with CCSSE
Benchmarks.
Look at redesigning the survey to include a more
balanced number of questions from each benchmark
area.
Include a larger number of courses (possibly across
multiple institutions) for a comparison study and
meta analysis.
30. References:
Junco, R., Heibergert, G. & Loken, E. (2010) The effect of Twitter
on college student engagement and grades. Journal of
Computer Assisted Learning. Blackwell Publishing 2010.
Kuh, G.D., Cruce, T., Shoup, R., Kinzie, J., & Gonyea, R.M.
(2007). Unmasking the effects of student engagement on
college grades and persistence. Journal of Higher Education.
McClenney, K., Marti, C.N., & Adkins, C. (2006). Student
engagement and student outcomes: Key findings from CCSSE
validation research. Austin, TX: University of Texas at Austin,
Community College Leadership Program.