Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.
A presentation of the study I propose to complete for my dissertation. This is an initial presentation for a research class. The full proposal presentation will be completed in Spring 2010. Any suggestions are always welcome :)
Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.
A presentation of the study I propose to complete for my dissertation. This is an initial presentation for a research class. The full proposal presentation will be completed in Spring 2010. Any suggestions are always welcome :)
Everything I have learnt about eLearningPoh-Sun Goh
A summary of key ideas and useful tips for applying eLearning in medical education.
See also update on 7 April 2020 at
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020
and
https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask
Education Resource Center Series: Engaging Techniques for Teaching Students &...SC CTSI at USC and CHLA
By the end of this workshop, participants will be able to
Identify reasons why students/scholars struggle with scientific papers
Apply provided engagement strategies to our own teaching
Plan updates for how we teach scientific papers
SlideDeck for presentation as part of MEU lunchtime symposium, Dec 10, 2013; Symposium room 2 and 3, Clinical Research Centre (CRC), Block MD 11, 10 Medical Drive, Yong Loo Lin School of Medicine, National University of Singapore
Designing e-Learning in Higher Education: Practice CasesCITE
5 March 2010 (Friday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/72 | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU
Student learning driving teaching
HAN Case Study on applying Lean on teaching to identify and banish the waste
Presentation on 2nd International Lean Six Sigma Conference for Higher Education in Arnhem, The Netherlands, organized by HAN University of Applied Sciences
Everything I have learnt about eLearningPoh-Sun Goh
A summary of key ideas and useful tips for applying eLearning in medical education.
See also update on 7 April 2020 at
https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020
and
https://www.slideshare.net/dnrgohps/implementation-of-technology-enhanced-learning-including-vr-ar-and-ai-in-medical-education-some-questions-to-ask
Education Resource Center Series: Engaging Techniques for Teaching Students &...SC CTSI at USC and CHLA
By the end of this workshop, participants will be able to
Identify reasons why students/scholars struggle with scientific papers
Apply provided engagement strategies to our own teaching
Plan updates for how we teach scientific papers
SlideDeck for presentation as part of MEU lunchtime symposium, Dec 10, 2013; Symposium room 2 and 3, Clinical Research Centre (CRC), Block MD 11, 10 Medical Drive, Yong Loo Lin School of Medicine, National University of Singapore
Designing e-Learning in Higher Education: Practice CasesCITE
5 March 2010 (Friday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/72 | Dr. Diane SALTER, Associate Professor, Centre for the Enhancement of Teaching and Learning, HKU
Student learning driving teaching
HAN Case Study on applying Lean on teaching to identify and banish the waste
Presentation on 2nd International Lean Six Sigma Conference for Higher Education in Arnhem, The Netherlands, organized by HAN University of Applied Sciences
The tranSMART 17.1 development project will tackle many features which will make the platform more stable, future-proof and will make development much more enjoyable. This includes automated-test coverage for all Core API and REST API calls and documentation of those calls and the full database schema.
Integration of Phet Interactive Simulations in Online Synchronous and Asynchr...ijtsrd
The rife of technology nowadays hugely influences the way various disciplines are taught and learned in the classroom, and Science is no exemption to that. Cognizant of this, the present study aimed to investigate the impact of integrating the PhET simulations through online synchronous and asynchronous teaching of science on the learner’s science process skills. A total of 60 Grade 8 learners of Sto. Niño National High School were purposively chosen according to their learning abilities and were randomly grouped into two the online synchronous group and asynchronous group. Applying the two group pre test and post test design model, the study utilized a validated test questionnaire along with a validated self made survey questionnaire. Obtained post test achievement results have revealed the positive effect of integrating PhET simulation in online synchronous and asynchronous teaching of Grade 8 Science in distance learning. Furthermore, no significant difference was deduced between the two teaching methods with a P value of .057 which signifies the two teaching methods viability in the teaching of Science integrated with PhET simulation. Moreover, this study concludes that PhET simulation improves the learners’ science process skills as perceived by the learners. The learners’ agreement rate of both groups is high in the statement items in the perceptual questionnaire. Thereby, the study highly recommends the integration of PhET simulation in the teaching of Science to make teaching and learning more engaging, interactive and effective in this era of massive technological advancement. Laurence C. Layson "Integration of Phet Interactive Simulations in Online Synchronous and Asynchronous Teaching of Science: : It’s Impact on Learners’ Science Process Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51801.pdf Paper URL: https://www.ijtsrd.com/chemistry/environmental-chemistry/51801/integration-of-phet-interactive-simulations-in-online-synchronous-and-asynchronous-teaching-of-science-: It’s-impact-on-learners’-science-process-skills/laurence-c-layson
Research is an essential aspect of academic and scientific pursuits. Before embarking on any research project, researchers are required to present a well-structured document known as a research proposal. This document outlines the purpose, objectives, methods, and significance of the study to obtain approval and funding from institutions or organizations. This is an Example research proposal and should be only use as a guide.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015
Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
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.
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
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Engage, Explore, Explain, Elaborate, and Evaluate: Using
the 5E Learning Cycle to Create Active Learning
Environments with Effective Technology Tools
DR. CELESTE WHEAT AND DR. MARTHA HOCUTT
2. SURVEY
instructions:
On your smart device, go to www.Kahoot.it
Enter Game pin provided
Enter your chosen nickname
Click join game
Get ready to play!
22. Origin and Background of Model
Model first proposed by science educator Roger Bybee and colleagues at the
Biological Sciences Curriculum Study.
Grounded in a constructivist perspective, this model helps students to gain new
knowledge from building upon prior knowledge, beliefs, and skills.
Rooted in the work of, Jean Piaget (Stages of Cognitive Development) and
Howard Gardner (Multiple Intelligences).
Empirical research from the fields of cognitive science, psychology, and science
supports the idea that the ‘order’ or sequencing of instructional activities is
critically important to factors of student success such as motivation, retention of
information, understanding of concepts, etc. (Bybee et al., 2006; Kolb & Kolb,
2006; Kolb, 1984; Kolis et al., 2011; Tanner, 2010; Sickel, Witzig, Vanmail, &
Abell, 2013).
23. The 5 Es at a Glance
Engage: Spark students’ interest in the course content by using technology
tools, class activities, etc.
Explore: Encourage students to explore their prior knowledge about the topic
together in small groups through a hands-on experience or discussion.
Explain: Provide more accurate information on the topic, grounded in research
and/or theory.
Elaborate: Invite students to apply their new knowledge.
Evaluate: Assess student learning by allowing students to demonstrate new
knowledge.
Source: Kolis, et al. (2011)
25. Our Study
Actualizing the Steelcase active learning ecosystem at UWA through
the 5E Model is expected to:
promote a paradigm-shift from instructor-centered to student-
centered pedagogy
ameliorate student learning environment
enhance student learning experiences
improve student learning outcomes.
26. Mixed-methods approach: Quantitative and Qualitative
Data Collection Over Two-Year Span
Research questions are as follows:
Do students’ learning experiences improve as a result of participation?
oInterview data will be collected from students and analyzed using the principles of
analytic induction (Bogdan & Biklen, 2007) to understand students’ lived experience
(Patton, 2002) of learning. The data will be triangulated by classroom observation data
collected using an observation protocol created by the grant team.
How are students’ motivation and engagement in learning affected by the experience?
oPre- and post-test data will be collected from students and instructors at the beginning
and at the end of each semester using the adapted Motivation and Engagement Scale
and compared with those not participating. Dependent and independent samples t-tests
will be conducted to reveal how students’ motivation/engagement change overtime and
as compared to those not participating.
27. How does the learning experience influence student learning outcomes?
oCourse grades will be collected and compared to those not participating using
independent samples t-tests. Analysis will be complemented with content analysis of
artifacts (e.g., course projects and assignments) collected from students participating and
those not.
How do instructors conceptualize active and student-centered learning and how does
the conceptualization change as a result of participation?
oInterview data will be collected from instructors and analyzed using the principles of
analytic induction.
How do instructors’ teaching practices change as result of participation?
oParticipating instructors’ syllabi will be collected and compared with corresponding
syllabi of those not participating, using a content analysis method.
